Ontario Divisional Court Rules Requirement For Teachers To Be Proficient In Math Is Unconstitutional

There is a group that’s asking for handouts in order to water down the standards required to teach in Ontario. Unfortunately, it seems that they’ve had success.

The Ontario Teacher Candidates’ Council is an NGO that claims to advocate on behalf of (potential) teachers looking to get certified in Ontario. The group states that it was created largely in response to the new requirement that new teachers have a certain level of proficiency prior to getting to teach students. The online begging started quickly.

Is this really in the best interests of students? Is eliminating a pretty reasonable requirement in the name of “diversity and equity” the way to go about this? It’s pretty alarming that (apparently) large numbers of people can obtain and undergraduate degree, and a bachelor of education, and have a limited grasp of mathematics.

This also highlights a serious flaw with the legal system in Canada. NGOs can commence lawsuits claiming they have a “public interest standing”, and try to get the laws changed to suit their political ideologies. Providing the papers are worded properly, this is routinely down. Courts often grant such standing.

The Ontario Teacher Candidates’ Council was founded in early October [2019] largely in response to the Math Proficiency test which was made a mandatory requirement for the qualification of new teachers. According to the OCT, “On August 20, 2019 two regulations were filed: Regulation 271/19, Proficiency in Mathematics, under the Ontario College of Teachers Act, and Regulation 272/19, Objects of the Office under the Education Quality and Accountability Office Act, 1996. As a result certification requirements were updated to ensure that Ontario teachers are prepared for the modern demands of a changing society and increasingly dynamic learning environment.”

We believe that this test is not equitable, fair, justified or backed by data. The EQAO office has been rushed into creating a massive test in just months. In the past, EQAO has taken 3 years to roll out new tests. There is no definitive evidence which suggests that new teachers will become more effective math instructors as a result of this test, nor that students will perform better in math as a result of this. The last government-implemented test for teachers cost taxpayers $22 million and the results were mostly abandoned. This new legislation is costing tens-of-millions of dollars for a test which decides the futures of thousands of Ontarians. This new legislation comes to teacher candidates who have spent tens of thousands of dollars on their education and carefully planned the steps they would need to take to reach their goals. These thousands of jobs deeply affect the economy and future of our great province. Read our Email Templates on the Newsletter page to see our questions and arguments regarding this test. Help us, the people, even if our government will not.

It’s interesting that this group claims there’s no evidence that such requirements help. From the looks of their members, most probably couldn’t pass an introductory statistics course.

In February 2020, there was a podcast for “Education Is A Right“. Apparently, the right to a QUALITY education isn’t that important. If this really was about the students, there would be efforts to attract, retain, and upgrade the best teachers available. Instead, this group takes the opposite approach.

This isn’t something that anyone should be proud of. The Ontario Divisional Court essentially says that pandering to the anti-white diversity crowd is more important than providing quality education. Quite simply, whites passing at too high a rate implies systemic racism.

Parents would be up in arms if they were made aware of this. That said, it seems doubtful that there has been any publicity within those circles. At least the College of Teachers had enough sense to reject this idiocy.

One would think that this group would want to do what they can to ensure people of all groups are able to pass basic proficiency testing in math. However, that’s not the way they go. Turning to the ruling:

Significant Disparities in Success Rates
[32] The EQAO collected demographic information about Field Test takers through the voluntary demographic questionnaire which revealed significant disparities in success rates based on test-takers’ race, language and disabilities.

[33] In particular, the Field Test demographic data showed that non-White candidates writing in French were only successful 55 percent of the time, whereas White candidates writing in French were successful 84 percent of the time. Candidates who identified as belonging to non-White ethno-racial groups (such as African, Indigenous, Latino and Middle Eastern) failed at a significantly higher rate than White candidates. Candidates who indicated they had a cognitive disability failed the Field Test at over twice the rate of candidates without a disability.

Apparently there are differences in the average cognitive abilities between groups. The solution is obviously to reduce (or eliminate) standards, to ensure there is no difference.

Also, let’s not mince words. This isn’t just an effort to dumb down the teaching profession. This is an attempt to reduce the number of whites, and replace them with non-whites.

What Is the Appropriate Remedy?
[161] A declaration will issue that the Mathematics Proficiency Test and the legislative provisions that create it infringe s. 15 of the Canadian Charter of Rights and Freedoms and the infringement cannot be justified under s. 1. Specifically, the Proficiency in Mathematics regulation (O. Reg 271/19), as amended, and s. 18(1)(c) of the Ontario College of Teachers Act, 1996, S.O. 1996, c.12 are of no force or effect.

[162] A declaration will issue that the Ontario College of Teachers shall grant certification to teacher candidates who have not passed the Mathematics Proficiency Test (or shall grant full certification in the case of teacher candidates whose certification is conditional on passing the Mathematics Proficiency Test) but have otherwise met all other certification requirements.

Conclusion
[167] The application for judicial review is granted. The following relief is ordered:
(a) The Mathematics Proficiency Test violates s. 15(1) of the Charter, is not justified under s. 1, and is unconstitutional;
.
(b) O. Reg. 271/19, Proficiency in Mathematics, as amended, under the Ontario College of Teachers Act, 1996, S.O. 1996, c.12 is unconstitutional and of no force and effect;
.
(c) Paragraph s. 18(1)(c) of the Ontario College of Teachers Act, 1996, S.O. 1996, c.12 is unconstitutional and of no force or effect;
.
(d) The Ontario College of Teachers shall grant certification to teacher candidates who have not passed the Mathematics Proficiency Test (or shall grant full certification in the case of teacher candidates whose certification is conditional on passing the Mathematics Proficiency Test) but who have otherwise met all other certification requirements; and
.
(e) The Respondent shall pay the Applicants $90,000 in costs of the application.

Basically, the Ontario Divisional Court ruled that it was discriminatory in order to force all teachers to have a certain mathematical background.

And on top of it, a $90,000 costs award was also handed down. Now, will the donors get a refund for their contributions, or will the group owners just pocket it?

Bella Lewkowicz is a French teacher with Ottawa-Carleton District School Board. The group itself boasts some pretty impressive educational credentials. It’s baffling then why they would work like this to dumb down the teaching profession. Is it guilt? Self-hatred? Or is this some more destructive impulse?

(1) https://www.otcc.ca/
(2) https://www.otcc.ca/get-involved
(3) Home _ Ontario Teacher Candidates’ Council
(4) https://www.otffeo.on.ca/en/news/ontario-court-declares-that-the-ontario-math-proficiency-test-is-unconstitutional/
(5) https://twitter.com/OTCC19
(6) https://www.gofundme.com/f/otcc-legal-fund?utm_campaign=p_cp_url&utm_medium=os&utm_source=customer
(7) https://twitter.com/otffeo/status/1471940285210968070
(8) https://www.otffeo.on.ca/en/wp-content/uploads/sites/2/2021/12/2021-12-16-OTCC-v-Ontario-FINAL-signed-by-all.pdf
(9) Court Ruling Divisional Court 2021.12.16 OTCC v Ontario FINAL signed by all
(10) http://edisaright.ca/episode-31-student-teachers-challenge-new-math-test-in-ontario
(11) https://www.linkedin.com/in/bella-lewkowicz-5232951/

Society Of Obstetricians And Gynaecologists Funded By Pfizer, Recommends Vaccines & Boosters

Many would think that the Society Of Obstetricians And Gynaecologists of Canada is an independent organization, and that it has the best interests of women and families at heart. That may not be the case, as shown by some of their recommendations.

It’s fitting that on their home page, they have a computer simulation of the coronavirus. Quite appropriate, since it’s never been isolated, or even shown to exist. Now, what does this group have to say about vaccinating pregnant women?

In Canada, NACI has preferentially advised that “a complete vaccine series with an mRNA COVID-19 vaccine should be offered to individuals in the authorized age group who are pregnant or breastfeeding. Informed consent should include discussion about emerging evidence on the safety of mRNA COVID-19 vaccines in these populations. (Strong NACI Recommendation). Contraindications to vaccination are few and a complete description is available within the National Advisory Committee on Immunization guidance document.

Given that pregnant women are at higher risk of severe COVID-related morbidity and mortality, they represent a population that should be prioritized for vaccination in situations where vaccine supply is limited. Specifically, the WHO has recommended that pregnant women be prioritized in stage II, representing a situation where the supply is only sufficient to immunize 11-20% of a population. Importantly, the WHO recommendation is upheld in all epidemiologic situations including community transmission, sporadic cases as well as no cases.

Individuals who are discovered to be pregnant during their vaccine series or shortly afterward should not be counselled to terminate pregnancy based on having received the vaccine. If conception is presumed to predate the first dose, it is recommended to follow the same procedures for active surveillance (as available) as would be activated if the pregnancy was known at the time of vaccination. A registry to track pregnancy outcomes for individuals receiving any vaccine doses during pregnancy is being planned for Canada. Pregnant individuals can get more information here: http://med-fom-ridprogram.sites.olt.ubc.ca/vaccine-surveillance/.

Pregnant women mount immune responses comparable to the non-pregnant population and vaccine efficacy of the COVID vaccines among cohorts of pregnant women are comparable to non-pregnant women. There is no data to suggest that pregnant women who meet criteria for a booster dose should be treated differently than the non-pregnant population. While timing and criteria for booster doses may vary by jurisdiction, pregnant women should receive a booster dose when recommended.

A registry to track the effects of vaccines on pregnant women is being planned? That’s certainly good to know. These recommendations to take experimental concoctions are pretty shocking, or at least they should be.

Now, why is this group so pro-vaccine, even when the long term effects are unknown? One strong possibility is that they are funded by Pfizer, Merck and Bayer. Shocker, that the major donors to this organization would profit considerably from more people getting the shot. It seems that SOGC is quite appreciative of their partners.

SOGC also provides a set of talking points for health care workers to give to uncertain patients. It’s no surprise that a group funded by drug companies recommends to these “professionals” that everything is safe and effective.

Back in April 2020, SOGC repeated from WHO that abortion is a human right, and that it must not be denied. Pretty screwy to be starting a global pandemic, and the first thought is to wipe out the next generation. The World Health Organization seems to have a sick fascination with what they consider to be human rights.

In principle, there is nothing wrong with continuing education, especially in professions like health care. After all, information does change. That being said, it’s disturbing when the CME — or continuing medical education — is funded by drug companies, at least in Ontario.

As Searchlight Pharma, which is a sponsor of the CME program, they are a company with holdings in many related products for women. Duchesnay also sells many of the same things. It’s fair to assume that this “continuing education” will be little more than a trade show, where doctors get told about what products to push.

As for MD Financial Management, that arose after the CMA’s — Canadian Medical Association’s — push to get doctors saving and investing. It’s no surprise that the pharma industry is a good one to invest in.

To anyone thinking that you are getting (at least somewhat) independent and impartial advice, keep this in mind. The pharmaceutical industry has vested interests in making sure you’re talking to experts with an agenda.

Finally, it’s worth a mention that this group is getting the Canada Emergency Wage Subsidy, run by the Canada Revenue Agency. This means that taxpayers are forced to help subsidize a group that’s pushing vaccines on pregnant women. Of course, this is in addition to the funding it gets from drug companies.

Certainly makes one proud to pay taxes, knowing that these are the places that they end up going to. In essence, we are topping up a drug marketing company that wants to kill our children. Anyone who still has faith in politicians or government at this point is completely delusional.

(1) https://www.sogc.org/common/Uploaded%20files/Latest%20News/SOGC_Statement_COVID-19_Vaccination_in_Pregnancy.pdf
(2) SOGC_Statement_COVID-19_Vaccination_in_Pregnancy
(3) https://www.sogc.org/en/-COVID-19/COVID-19/COVID-19-Champions/en/content/COVID-19/covid-champions.aspx?hkey=1d24c3f0-be85-48f3-bc0a-a006c53b98a2
(4) https://archive.md/lGQpy
(5) Society Of Obstetricians And Gynaecologists COVID-19 Champions
(6) https://www.sogc.org/common/Uploaded%20files/Covid%20Information/EN_HCP-FAQ_SOGC_FINAL.pdf
(7) SOGC Talking Points For Health Care Workers
(8) https://www.sogc.org/common/Uploaded%20files/Induced%20Abortion%20-%20Pandemic%20Guidance%20.pdf
(9) Induced Abortion – Pandemic Guidance WHO
(10) https://www.who.int/health-topics/abortion
(11) https://sogc.org/cme-on
(12) SOGCA Continuing Medical Education Funded By Pharma
(13) http://searchlightpharma.com/portfolio/
(14) Portfolio – Searchlight Pharma
(15) https://www.duchesnay.com/en/
(16) https://mdm.ca/md-difference/your-md-advisor
(17) https://mdm.ca/md-difference/about-md
(18) https://twitter.com/SOGCorg/status/1461438570393219074
(19) https://apps.cra-arc.gc.ca/ebci/hacc/cews/srch/pub/bscSrch

AND FOR SOME EXTRA READING:
(A) Canadian Pharmaceutical Sciences Foundation Funded By Big Pharma
(B) Canadian Pharmacists Association: Subsidies While They Lobby Against You
(C) CDN Immunization Research Network Funded By Pfizer, GSK, Sanofi
(D) B.C. Pharmacy Association Funded By Drug Companies
(E) U.S. Council On Patient Safety: Women’s Health
(F) Emergent BioSolutions Lobbying All Federal Parties
(G) British Fertility Society Funded By Pharmaceutical Companies
(H) American College Health Foundation Is Funded By Big Pharma-and-insurance/
(I) Myocarditis Foundation Gets Donations From Big Pharma

Anti-White “Weighted Voting” In Ontario Schools, OSSTF Supports Equity & Social Justice

Apparently equal treatment isn’t the way to go for the Ontario Secondary School Teachers’ Federation. This break came from Jonathan Kay of the National Post. He caught what was going on in at least 1 district in Ontario schools. There’s even a video explaining why treating people differently is good for society at large. However, looking into it a bit, it seems the rot goes much deeper.

The response from District 20 of the OSSTF was to lock its Twitter account so that no one could see the tweets, unless it was approved to follow them. Guess the group really can’t face any public scrutiny over its racist policy. To be clear, when these groups talk about “uplifting marginalized voices”, they really means stripping away the rights of whites.

Under the pretense of “equity” and “lifting up marginalized voices”, segments with the teaching profession seem fine with giving whites a lesser vote when it comes to decision making.

OSSTF/FEESO is a democratic union that recognizes the importance of encouraging and supporting involvement by all members, while recognizing that some members have historically been marginalized. For the Federation to be at its best, all members must see themselves reflected in its goals, structures, and practices. OSSTF/FEESO will strive to identify and eliminate barriers to participation through programs, procedures, bylaws, and policies supported by specified resources and education.

Equal opportunity to participate in the Federation does not mean treating all members the same. Within a democratic framework, promoting the engagement of members of equity-seeking groups is a valid and necessary approach to reaching equal outcomes.

Federation programs and policies designed to eliminate barriers must not only do so, they must be widely seen to do so

The OSSTF Statement on Equity is a doozy. In just a single page, the group has shown that its goal is not education but to uproot society and cause division. The OSSTF doesn’t just want teachers to be teachers, but to be agents in their anti-white agenda.

The last sentence is also quite telling. Not only must our programs has these certain goals, but they must be “seen” as doing so. In other words, optics is very important.

The Ontario Secondary School Teachers’ Federation (OSSTF/FEESO) is a strong, independent, socially active union that promotes and advances the cause of public education and the rights of students, educators and educational workers. While establishing working conditions for its members, OSSTF/FEESO also works to build strong public services, preserve academic freedom, prevent the privatization and commercialization of our educational institutions, ensure that students receive an education that is free of bias and discrimination and provide an equitable opportunity for all students to succeed in a strong, well-funded public education system.

As an organization that prides itself on being a defender of publicly-funded education, OSSTF/FEESO has worked to meet the challenges of addressing equity and social justice. Anti-oppression work is not easy. Like the society we live in, OSSTF/FEESO is not immune to having a troubled history when it comes to the marginalization of equity-seeking groups. We recognize that groups of members within OSSTF/FEESO are still experiencing structural and systemic discrimination such as anti-Indigenous racism, anti-Black racism, racism, homophobia, transphobia, ableism, and sexism in the present day.

The OSSTF also has an action plan on equity, and it’s mind numbing. That said, it’s also a glimpse into how schools in the West really operate. Instead of treating all students the same, and allowing the better students to rise, this works on the assumption that some fall behind only because of structural prejudices. As such, apparently it’s the role of schools to fix imaginary societal problems.

The OSSTF explicitly states that “social justice” is to be integrated into how it operates. In other words, political ideology will be woven into the education system.

More information is available on Kay’s thread. It’s disturbing to see that not only is this openly promoted, but it seems to be widely endorsed. Now, an example of how weighted voting might work is provided as well.

In the following case, 7 out of 20 people support a certain initiative. The exact one isn’t important. 7/20 comes out to 0.35 or 35%. Now, the races of some must be weighted differently so that they represent 50% of the vote. This kind of thing nullifies real democracy, and reduces policy votes to ethnic makeup.

Strangely, the same supporters of this would immediately denounce Jim Crow laws, which meant a black’s vote was worth only 3/5 of a white’s vote. In principle, this is exactly the same thing here, just with new groups at the head.

It’s clear that supporters of this have no concern whatsoever about the will of the majority. The 50% weighted vote will ensure non-whites have at least half the voting power, regardless of the actual makeup of the group. Notice that there’s no provision to protect whites who are minorities in certain communities.

If fairness isn’t always (or ever) equitable, then the statement can be reversed: equity isn’t always (or ever) fair. Moreover it stands on its head the kind of society lefties claim they want, as multiculturalism would be inherently flawed.

Parents are outraged by this, as they should be. The OSSTF is playing along with the narrative that everything is based on oppression, and society needs to be inverted. It’s pretty screwy to refer to women as a marginalized group, when they make up the vast majority of teachers in elementary schools, and a large minority (if not a majority) of high school teachers.

It shouldn’t be all that surprising that the feminist movement claims responsibility for a lot of the changes going back decades. Certain groups supported affirmative action 40 years ago, and still do today. Now, should people who think everything is oppression really be educating children?

Far from being limited to Ontario Teachers, the Provincial Government also has a fairly large section devoted to “antiracism” activities. The Anti-Racism Directorate was established in 2016, when Kathleen Wynne was Premier. Since taking power, Doug Ford has apparently seen fit to leave this intact. It gets even worse.

Anti-racism strategy
2 (1) The Government of Ontario shall maintain an anti-racism strategy that aims to eliminate systemic racism and advance racial equity.
.
Contents of strategy
(2) The strategy shall include the following:
1. Initiatives to eliminate systemic racism, including initiatives to identify and remove systemic barriers that contribute to inequitable racial outcomes.
2. Initiatives to advance racial equity.
3. Targets and indicators to measure the strategy’s effectiveness.
.
Same
(3) The initiatives referred to in paragraph 1 of subsection (2) shall include initiatives to assist racialized groups that are most adversely impacted by systemic racism, including Indigenous and Black communities.
.
Same
(4) The initiatives referred to in paragraph 2 of subsection (2) shall include initiatives to address the adverse impact of different forms of racism, including anti-Indigenous racism, anti-Black racism, antisemitism and Islamophobia.

In 2017, the Ontario Government brought in the Anti-Racism Act. Doug Ford left it intact. The Act goes on and on about equity, or equality of outcome. This is quite different from equality of opportunity.

Not only has Ford not scrapped any of this, but taxpayer money is getting handed out in the form of antiracism grants. Some $1.6 million has been set aside for this effort.

This builds on Section 15(2) of the Canadian Charter, which fully endorses racism and discrimination, as long as the people doing it claim to be acting on behalf of marginalized groups. Strangely, there is one group that is never oppressed, despite being harmed by all these equity initiatives.

As the white population continues to disappear in Ontario, and elsewhere in the West, expect this sort of thing to only get worse. It’s bad enough to be a despised majority in society. When one becomes a despised minority, that’s when things get ugly.

(1) https://twitter.com/jonkay/status/1461847160253779974
(2) https://twitter.com/OSSTFD20TEACHER
(3) https://www.osstf.on.ca/about-us/what-we-stand-for/equity.aspx
(4) OSSTF Equity Statement 2020
(5) OSSTF Plan On Action On Equity
(6) https://www.osstf.on.ca/about-us/what-we-stand-for/social-justice.aspx
(7) https://riseupfeministarchive.ca/activism/organizations/ontario-secondary-school-teachers-federation-osstf/
(8) Ontario Secondary School Teachers’ Federation (OSSTF) – Rise Up! Feminist Digital Archive
(9) https://riseupfeministarchive.ca/activism/organizations/ontario-secondary-school-teachers-federation-osstf/osstf-forum-oct-nov1983-affirmativeaction/
(10) Making Up the Difference_ Mandatory Affirmative Action (Forum) – October_November 1983
(11) https://www.ontario.ca/page/anti-racism-directorate
(12) Anti-Racism Directorate _ ontario.ca
(13) https://www.ontario.ca/page/anti-racism-anti-hate-grant-program
(14) https://www.ontario.ca/laws/statute/17a15

Institute For Strategic Dialogue: Open Source Intelligence Gathering, And Global Counter-Intelligence In Action

This piece on the Institute for Strategic Dialogue is a continuation of the last one. Now, let’s look a little more into who’s doing this, and what they actually want.

This may seem a bit ironic (or stupid), doing open source intelligence gathering on an intelligence gathering outlet. Nonetheless, the public does need to be aware of what is going on.

According to its latest tax return, the ISD took in about 5.6 million British Pounds, almost exclusively from “charitable” sources. That also describes the bulk of their spending. Perhaps the Government funding is simply classified as charities, or is being funneled through them

If you think these people aren’t monitoring what you post, and using it as evidence in their reports, consider some of their profiles. All of this information came directly from them.

In its Twitter biography, the ISD describes itself as “fiercely independent”. This is downright disingenuous, considering the partners it works with, and the sources of its funding. This is no more independent than the heavily subsidized media outlets that are everywhere in Canada. See the bottom links for more details.

Kata Balint is an Analyst on ISD’s Digital Analysis Unit, primarily working on the analysis of the climate change debate in Hungary, using digital analysis tools and open source intelligence methods. Kata’s main areas of research are political radicalisation and extremism, with a focus on far-right groups and movements; disinformation and conspiracy theories; and political attitudes and behaviour. Kata previously worked as an Analyst in the Radicalisation and Extremism Programme of Political Capital, an independent research institute based in Hungary, where she co-authored a number of research papers and was involved in radicalisation prevention activities. She gained her first professional experiences working in the Office of the Hungarian Parliament and in the European Parliament. Kata completed her postgraduate studies in Political Psychology at Queen’s University Belfast in the UK, and she holds an undergraduate degree in Social Sciences with majors in International Studies and Communication from Roskilde University, Denmark.

Chloe Colliver is Head of Digital Policy and Strategy at ISD, where she leads a global team of analysts studying disinformation and extremism online, including programmes of work focusing on the German, European Parliamentary, UK, Swedish and US Elections. She has worked on the development of the Global Internet Forum to Counter Terrorism and has provided expert testimony to the UK Home Affairs Select Committee, the Swedish, New Zealand, Canadian, French and German governments on digital policy and tech regulation. She has been featured at CNN, the BBC, Sky News, the New York Times, the Wall Street Journal, Wired and Bloomberg. She is the co-author of ISD reports Spin Cycle: Information Laundering on Facebook, Developing a Civil Society Response to Online Manipulation, The 101 of Disinformation Detection, Click Here For Outrage: Disinformation in the European Parliamentary Elections 2019, The First 100 Days: Coronavirus and Crisis Management on Social Media Platforms, and Hoodwinked: Coordinated Inauthentic Behaviour on Facebook. Chloe is a Yale Mellon Fellow and sits on the Advisory Board for Accountable Tech.

Milo Comerford is Head of Policy & Research, Counter Extremism, leading ISD’s work developing innovative research approaches and policy responses to extremism. Milo regularly briefs senior decision makers around the world on the challenge posed by extremist ideologies, and advises governments and international agencies on building effective strategies for countering extremism. He was previously Senior Analyst at the Tony Blair Institute for Global Change, where he led major research projects on Salafi-jihadi propaganda, international educational responses to extremism, and the transnational far right. His writing and research features frequently in international media and he has made recent broadcast appearances on BBC News, Sky News and Al Jazeera.

Jiore Craig is the Head of Political Integrity and Digital Communication at ISD. She has extensive international experience, previously spending eight years helping elected officials, political leaders, media organisations, academic institutions and civic society organisations across five continents to measure the impact of digital communication and influence campaigns on public opinion and communicate effectively in the wake of the threat of disinformation around elections. She was previously a Vice President at a global political consulting firm, where she built a digital practice serving Europe, Asia, Africa, South and Central America and the US. Jiore’s work informed the design of major coalition efforts to counter disinformation in the 2020 US and 2019 European Parliament elections. Her work is cited in The Washington Post, New York Magazine, The L.A. Times, The New Yorker, and she has been a featured guest on the election podcast, Pod Save America.

Jacob Davey is Head of Research & Policy of Far-right and Hate Movements. His research focuses on the role of digital communications in inter-communal conflict, internet culture, online hate speech and the international far-right. He has led a number of projects piloting novel models for identifying extremist conversation online as well as interventions to counter this phenomenon. He has advised national and local policymakers on right-wing extremism, including the Home Affairs Select Committee, and has lead trainings with frontline practitioners on the mobilisation strategies of extremist groups. He has provided commentary on extremism-related issues in a number of platforms including The Guardian, The Independent, and The BBC, and also sits as a Senior Fellow at the Centre for Analysis of the Radical Right. He is the co-author of ISD reports Hosting the ‘Holohoax’: A Snapshot of Holocaust Denial Across Social Media, The Interplay Between Australia’s Political Fringes on the Right and Left: Online Messaging on Facebook, The Genesis of a Conspiracy Theory, A Safe Space to Hate: White Supremacist Mobilisation on Telegram, An Online Environmental Scan of Right-wing Extremism in Canada, The Fringe Insurgency – Connectivity, Convergence and Mainstreaming of the Extreme Right, Counter-Conversations: A model for direct engagement with individuals showing signs of radicalisation online, “Mainstreaming Mussolini” – How the Extreme Right Attempted to ‘Make Italy Great Again’ in the 2018 Italian Election, ‘The Great Replacement’: The Violent Consequences of Mainstreamed Extremism, and An imprecise science: Assessing interventions for the prevention, disengagement and de-radicalisation of left and right-wing extremists.

Jasmine El-Gamal is a Senior Manager for Africa, Middle East and Asia (AMEA) at ISD, where she is responsible for overseeing prevention of violent extremism (PVE) research and programming. From 2015-2020, Jasmine was a Senior Fellow with the Middle East program at the Atlantic Council, where she focused primarily on U.S. policies in the Middle East. From 2013-2015, Jasmine served as a Special Assistant to three consecutive Under Secretaries of Defense for Policy at the Pentagon, where she advised on national security issues. From 2008-2013, Jasmine served as a Middle East advisor at the Pentagon, where she served three Secretaries of Defense. During her tenure, she prepared and staffed the Secretary of Defense on foreign trips and during Congressional briefings. She covered issues related to Iraq, Syria, the Arab Spring and ISIS, among others, and served as the Acting Chief of Staff for the Deputy Assistant Secretary of Defense for Middle East Policy. From 2014-2016, Jasmine served as a translator and cultural advisor to the Office for the Administrative Review of the Detention of Enemy Combatants (OARDEC) in Guantanamo Bay, Cuba, where she provided briefings on Islam and Arab culture to incoming military officers in advance of their participation on the Review Boards. She conducted over 100 detainee interviews during her time at GTMO regarding their background and journey to Afghanistan and ensured the integrity of their testimony during their review boards, many of which resulted in the illumination of their unjust detention. In 2003, Jasmine served as a translator with a U.S. Civil Affairs team responsible for reconstruction in Southern Iraq, helping to facilitate communication and cooperation between U.S. forces and the local population in rebuilding the area. Her commentary has appeared in The Washington Post, USA Today, The Atlantic, Newsweek, Time Magazine, CNN, Al Jazeera, Al Hurra, L’Orient du Jour, Sawt al Azhar, Al Masry Al Youm and other international outlets.

Aoife Gallagher is an Analyst on ISD’s Digital Analysis Unit, focusing on the intersection between far-right extremism, disinformation and conspiracy theories and using a mixture of data analysis, open source intelligence and investigative techniques to understand the online ecosystem where these ideas flourish and spread. Previously, Aoife was a journalist with the online news agency, Storyful. She is co-author of the ISD reports The Genesis of a Conspiracy Theory and Profit and Protest: How Facebook is struggling to enforce limits on ads spreading hate, lies and scams about the Black Lives Matter protests. Aoife has completed an MA in Journalism.

Cooper Gatewood is a Senior Digital Research Manager within ISD’s Digital Research Unit, focusing on quantitative research into the spread of hateful and polarising narratives online, and how they are leveraged by extremist actors. Cooper is currently contributing to ISD’s research on disinformation campaigns, particularly those aimed to influence and disrupt election processes. He also manages on the Online Civil Courage Initiative in France, coordinating activities to support civil society’s response to hate and extremism online. In addition, Cooper conducts ongoing evaluation of a number of ISD’s programmes, including Be Internet Citizens and Young Digital Leaders. Cooper also develops monitoring and evaluation frameworks for a number of ISD’s education projects. Previously, Cooper worked at Portland, where he advised clients from the non-profit and government sectors on their media engagement and social media strategies. He is the co-author of ISD reports The Boom Before the Ban: QAnon and Facebook, La pandémie de COVID-19: terreau fertile de la haine en ligne, Fostering Civic Responses to Online Harms, Promouvoir le civisme en ligne face aux malveillances à l’ère du numérique, Disinformation briefing: Narratives around Black Lives Matter and voter fraud, Mapping hate in France: A panoramic view of online discourse, and Building Digital Citizenship in France: Lessons from the Sens Critique project. Cooper holds a Masters of International Affairs from Columbia University and a Masters of International Security from Sciences Po and is fluent in Spanish and French, as well as speaking proficient Japanese.

Jakob Guhl is a Manager at ISD, where he works within the Digital Research Unit and with ISD Germany. His research focuses on the far-right, Islamist extremism, hate speech, disinformation and conspiracy theories. He is a frequent commentator on German radio and broadcast, including Deutschlandfunk, Tagesthemen, NDR and Radio Eins. Jakob has been invited to present his research about online hate to the German Ministry of the Justice and provided evidence to the German Minister of the Interior and the German Family Minister on how to strengthen prevention against right-wing extremism and antisemitism. His research has been featured in Die Zeit, The Guardian, DW, The Telegraph, CNN, Euronews, Coda Story, Vice, Politico, New Republic and Die Welt, among others. Additionally, he has published articles in the “Journal for Deradicalisation”, “Demokratie gegen Menschenfeindlichkeit”, Taz, Der Standard, GNET and co-authored an essay for an edited volume of the Munich Residence Theatre about the origins of contemporary political anger. He is the co-author of ISD reports Crisis and Loss of Control: German-Language Digital Extremism in the Context of the COVID-19 Pandemic, Hosting the ‘Holohoax’: A Snapshot of Holocaust Denial Across Social Media, A Safe Space to Hate: White Supremacist Mobilisation on Telegram and The Online Ecosystem of the German Far-Right. Jakob holds an MA in Terrorism, Security and Society from King’s College London.

Sasha Havlicek is Co-Founder and CEO of ISD, having spearheaded ISD’s pioneering research and data analysis, digital education, policy advisory, training, tech and communications programmes. With a background in conflict resolution and an expertise in extremism, digital information operations and electoral interference, she has advised a range of governments at the highest levels and has spearheaded partnerships with the UN, EU Commission and Global Counter-Terrorism Forum. She has also worked with the private and civil society sectors to promote innovation, including developing major programmes run in partnership with Google, FB and Microsoft. Sasha serves as an expert advisor to the UK Counter-Extremism Commission and the Mayor of London’s counter-extremism programme, and is a member of the European Council on Foreign Relations. Sasha previously served as Senior Director at the EastWest Institute where she led conflict resolution programming. Sasha has testified before US Congress, the UK Parliament and is a regular commentator in the media (CNN, BBC, Channel 4 News and other networks).

Jennie King is a Senior Policy Manager at ISD. She supports programme design, policy outreach and strategy across the organisation. Jennie previously served as MENA Regional Director Arts, Assistant Country Director Egypt and Co-Director Hungary for the British Council, the UK’s international body for cultural relations. She also served as an Attaché for the Guatemalan Diplomatic Mission. She is the co-author of the ISD report Hoodwinked: Coordinated Inauthentic Behaviour on Facebook. Jennie read Arabic and Spanish at Pembroke College, Cambridge, receiving a Foundation Scholarship and the Marie Shamma’a Frost Prize for Oriental Studies.

Daniel Maki is a Senior Manager in charge of open-source intelligence (OSINT) research for ISD’s Digital Research Unit, as well as serving as ISD’s Digital Risk Officer. Daniel leads a team of practitioners in the collection and analysis of intelligence related to investigations, ethnographic research, crisis response, and security monitoring. He also regularly serves as a subject-matter expert in intelligence collection and analysis within ISD and on behalf of ISD’s key partners. As ISD’s Digital Risk Officer, Daniel is responsible for tackling emerging digital risks and identifying operational security threats encountered in the course of research projects and investigations. Daniel has worked in the intelligence community for ten years as an investigator and intelligence analyst, conducting investigations into a wide variety of matters, including financial crime, insider threats, counterintelligence, espionage, organized crime and corruption, workplace misconduct, cybercrime, terrorism, and geopolitical conflict.

Ciaran O’Connor is an Analyst at ISD, working in the Research and Policy unit. Ciaran specialises in using open-source research to track and monitor disinformation and extremism online, with a particular focus on far-right activity and communication across open and closed networks and platforms. Ciaran is currently working on multiple ISD projects in analysing the intersection of misinformation and extremism with COVID-19 on social media. Ciaran previously worked as a journalist on the investigations team at Storyful, a social media news agency that specialises in the verification and analysis of amateur footage and misinformation online. He is the co-author of ISD reports The Boom Before the Ban: QAnon and Facebook and Disinformation briefing: Narratives around Black Lives Matter and voter fraud.

Christian Schwieter is a Project Manager at ISD Germany, leading the German-language research project on far-right activity on alternative and emerging online platforms. At ISD, Christian also co-led the pilot phase of the Digital Policy Lab, a new intergovernmental working group focused on charting the online policy path forward to prevent and counter disinformation, hate speech and extremism. Previously, Christian worked as a researcher for the Computational Propaganda Project at the Oxford Internet Institute, where he co-authored reports on state-backed information operations relating to the Covid-19 pandemic. In 2019, Christian was the Specialist Adviser on Disinformation Matters for the UK Digital, Culture, Media and Sports Select Committee at the House of Commons. Christian holds an MSc in Social Science of the Internet from the University of Oxford and a BA from Leiden University College The Hague.

Henry Tuck is Head of Policy & Programmes at ISD for work across Europe and the Five Eyes countries. He is responsible for the overall management of the Institute’s research programme, including oversight of all publications, research methods, and ethics across a variety of topics, from disinformation to the far-right and extremism online. Henry also leads ISD’s policy-focused work to counter online harms in collaboration with a range of key stakeholders, advising leading governments, international organisations and major private sector tech companies. He is the co-author of ISD reports An imprecise science: Assessing interventions for the prevention, disengagement and de-radicalisation of left and right-wing extremists, The Counter-Narrative Monitoring & Evaluation Handbook, Shooting in the right direction: Anti-ISIS Foreign Fighters in Syria and Iraq, and The Counter-narrative Handbook. Henry holds a Masters in International Conflict Studies from Kings College London, and a BA in Philosophy, Politics and Economics from Durham University.

Several profiles actually refer to “open source intelligence gathering”. Do you realize what this means? Online posts and comments are being tracked, documented, archived, and used for later research. It’s no surprise that so many have ties to Governments around the world, and that they appear as “experts” in the mainstream media quite often. This is (one of) the groups being paid to push certain narratives.

The ISD promotes the work of Marianna Spring, who does “anti-misinformation” efforts on behalf of the Gates-funded British Broadcasting Corporation.

The ISD has teamed up with social media influencers to “manage the narrative” around the latest climate change conference in the U.K. Obviously, the lay people are too dumb to think for themselves, and must be told what to believe.

ISD has also written about how Facebook can be more effective at enforcing the bans of people already removed from the network. Considering that Facebook is a major donor and partner, this isn’t nefarious, or any sort of conflict of interest. They’re also going after Tik Tok.

Apparently, the rapid demographic changes in Western countries since the 1960s just happened. There wasn’t any concerted “replacement agenda“, according to the report from ISD. It’s just some racist conspiracy theory that gets thrown around.

By the way, if you need money and lack much of a soul, the ISD is currency hiring for a few different positions. Apply today!

On a more serious note: these people are doing “open source intelligence gathering”, which means that content being posted is being used for other purposes. There is an agenda here, so truth and source material may not matter, nor would context. In a similar vein, edgy and trolling posts may be taken at face value and used to push certain narratives, like here. It’s not your friends or family you need to worry about, but think tank operatives.

IMPORTANT LINKS
(1) https://www.isdglobal.org/
(2) https://www.isdglobal.org/disinformation/public-health-disinformation/
(3) https://www.isdglobal.org/disinformation/climate-disinformation/
(4) https://www.isdglobal.org/disinformation/conspiracy-networks/
(5) https://www.isdglobal.org/digital_dispatches/tags-flags-and-banners-evaluating-the-application-of-information-resources-on-vaccine-content-on-tiktok/
(6) https://twitter.com/ISDglobal
(7) https://twitter.com/ISDglobal/status/1460545038723788805
(8) https://twitter.com/shannonpareil/status/1459199605329915905
(9) https://isdglobal.recruitee.com/
(10) INSTITUTE FOR STRATEGIC DIALOGUE – 1141069
(11) https://www.isdglobal.org/isd-publications/the-great-replacement-the-violent-consequences-of-mainstreamed-extremism/
(12) The Great Replacement The Violent Consequences of Mainstreamed Extremism by ISD
(13) https://www.isdglobal.org/isd-chloe-colliver-on-trolling-of-un-migration-pact-for-danish-broadcasting-corporation/

RESOURCES FOR MEDIA ACTING AS COUNTER-INTELLIGENCE
(A) https://canucklaw.ca/media-subsidies-to-counter-online-misinformation-groups-led-by-political-operatives/
(B) https://canucklaw.ca/taxpayer-grants-to-fight-misinformation-in-media-including-more-pandemic-bucks/
(C) https://canucklaw.ca/counter-intelligence-firms-to-influence-elections-canada-and-abroad-registered-as-charities/
(D) https://canucklaw.ca/more-pandemic-bucks-for-disinformation-prevention-locally-and-abroad-civix/
(E) https://canucklaw.ca/disinfowatch-ties-to-atlas-network-connected-to-lpc-political-operatives/
(F) https://canucklaw.ca/phac-supporting-science-up-first-online-counter-misinformation-group/
(G) https://canucklaw.ca/rockefeller-spends-13-5-million-to-combat-misinformation-in-u-s-elsewhere/
(H) https://canucklaw.ca/poynter-self-claimed-factchecking-group-funded-by-media-giants/
(I) https://canucklaw.ca/journalism-trust-initiative-trusted-news-initiative-project-origin-the-trust-project/
(J) https://canucklaw.ca/coalition-for-content-provenance-and-authenticity-c2pa-project-origin-content-authenticity-initiative/
(K) https://canucklaw.ca/public-media-alliance-brussels-declaration-protecting-journalists-media-freedom/
(L) Institute For Strategic Dialogue: Partners, Funding

EVEN MORE MEDIA SUBSIDIES
(A) https://canucklaw.ca/media-1-unifor-denies-crawling-into-bed-with-government/
(B) https://canucklaw.ca/media-in-canada-obedient-to-govt-covid-narrative-largely-because-of-subsidies/
(C) https://canucklaw.ca/postmedia-subsidies-connections-may-explain-lack-of-interest-in-real-journalism/
(D) https://canucklaw.ca/postmedia-gets-next-round-of-pandemic-bucks-from-taxpayers-in-2021/
(E) https://canucklaw.ca/nordstar-capital-torstar-corp-metroland-media-group-more-subsidies-pandemic-bucks/
(F) https://canucklaw.ca/aberdeen-publishing-sells-out-takes-those-pandemic-bucks-to-push-narrative/
(G) https://canucklaw.ca/many-other-periodicals-receiving-the-pandemic-bucks-in-order-to-push-the-narrative/
(H) https://canucklaw.ca/cv-37i-tri-city-news-pulls-article-where-bonnie-henry-admits-false-positives-could-overwhelm-system/

CV #8(K): Dalhousie Experimenting On 6 Month Old Infants; Lisa Barrett; More “Vaccine Hesitancy” Grants

Unfortunately, the conspiracy theorists have been proven right again. In this specific example, Dalhousie University will be doing drug trials on infants and toddlers between the ages of 6 months and 5 years old. That’s right, INFANTS and TODDLERS. Sadly, there are still many parents who would knowingly sign their children up to be experimented on.

[A few quotes from the notice]

What is the purpose of the KidCOVE Study?

The purpose of the KidCOVE Study is to test a vaccine that may protect children from getting sick if they come into contact with SARS-CoV-2 (also called coronavirus), which causes COVID-19.

What is the KidCOVE Study?

The KidCOVE Study is a clinical trial that is testing a study vaccine for the prevention of COVID-19. Researchers will measure your child’s immune response to the vaccine by collecting blood samples. These samples will be tested for natural proteins that are called antibodies. Checking your child’s antibody level helps researchers know how well the study vaccine is working. The study doctor and study team will monitor your child’s health throughout the study.

To be eligible, your child must:

  • Be between six months old and less than six years old and in good health
  • Not have a positive COVID-19 test within two weeks prior to receiving the first vaccination
  • Be free from exposure to someone with SARS-CoV-2 infection or COVID-19 within two weeks prior to receiving the first vaccination
  • Not have received an investigational vaccine or treatment for COVID-19
  • Be willing and able to comply with all study requirements

What will my child have to do?

  • Your child will have two injection visits, which will be 28 days apart. If your child is enrolled in the first part of the study, you will know that they are receiving the study vaccine. If your child is enrolled in the second part of the study, they will be chosen at random to receive either the study vaccine or the placebo.
  • There is a 75% chance your child will receive the study vaccine and a 25% chance they will receive the placebo. Your family will not know which option your child has been assigned if enrolled in the second part of the study.
  • You and your child will be asked to return to the study site three to four more times, depending on their enrollment assignment. These visits will occur 15 days, one month, six months, and 12 months after the second injection.
  • Your child will have two telemedicine visits – about one week after each injection. During these calls, the study team will check how your child is feeling. After that, the study team will call you once a month during the months your child does not have a study site visit.
  • You will be asked to complete electronic diary (eDiary) entries for the duration of the study to report any COVID-19 symptoms your child experiences.
  • Your child will be closely monitored by the study team if any symptoms of COVID-19 are reported at any time throughout their participation.

To be eligible, the children must be under the age of 6 years old. This is alarming on many different levels. Over 13,000 children are expected to be enrolled in this.

This study appears to be a collaboration between Dalhousie University and the Canadian Center for Vaccinology. It gets even creepier, as the Center for Vaccinology already prepared their list of “talking points” (their label) for children who are understandably worried. And what do you know? It’s Moderna who’s behind the study.

The CCfV collaborates with 3 partner organizations:
(a) CAIRE (Canadian Association for Immunization Research and Evaluation)
(b) CIRN (Canadian Immunization Research Network)
(c) IMPACT (Immunization Monitoring Program, ACTive)

CIRN has actually been covered by Canuck Law before. The organization has extensive ties to the pharmaceutical industry. CAIRE is currently studying the effects of vaccines on pregnant women, and has ties to the usual suspects. IMPACT is run by the Canadian Paediatric Society, and tries to push vaccines on children.

Does these people really have your interests, and the interests of your children at heart? Or is this simply a lucrative business opportunity?

One of the members of the CCfV is Lisa Barrett, who is a “Clinician Investigator” at Dalhousie. She has quite the interesting background, and is more than just a doctor.

It turns out that Barrett is another media darling, making the rounds on the Canadian news. She’s just one more “expert” pushing the mass vaccination agenda, and is often on outlets like CTV News.

According to both her LinkedIn and Dalhousie profiles, Barrett spent time at the NIAID, or National Institute of Allergy and Infectious Diseases. This is the organization headed by Anthony Fauci. She also completed a residency at the University of Toronto, which is where the Ontario Science Table is based.

Dalhousie received a $50,000 grant from NSERC (or rather, taxpayers) over the Summer of 2021. This was to promote the pro-vaccine agenda. It was one of just many handed out to Canadian universities. See the links at the bottom for much more on these subsidies.

For another batch of taxpayer grants used to “fight vaccine hesitancy“, consider the list below. A lot of money is being used to promote and push these shots. Now, if there was were a raging pandemic, would all of this be necessary?

INSTITUTION VICTIMS TARGETED AMOUNT
African Arts & Culture Community Contributor Society Black communities in British Columbia $450,000
Alberta International Medical Graduates Association Newcomers to Canada $500,000
Alliance for Healthier Communities Vulnerable populations across Ontario,
Community health providers and workers
$898,011
BGC Canada Youth, Parents and guardians $500,000
British Columbia Association of Community Health Centres (BCACHC) Vulnerable populations across British Columbia, Community health providers and workers $323,871
British Columbia Centre for Disease Control (BCCDC) Public health and immunization stakeholders, General public $2,732,965
British Columbia Fraser Health Authority Hard-to-reach families, Indigenous populations, Newcomers to Canada, Low-income families $709,175
Canada Safety Council Teachers, Students in primary, junior, and intermediate grades, Parents and guardians $220,000
Canadian Association of Community Health Centres (CACHC) Vulnerable populations across Canada, Community health providers and workers $598,915
Dr. Peter Centre Marginalized populations living with HIV and other health issues $537,301
The Canadian Association of Science Centres (CASC) General public $1,749,578
Canadian Public Health Association Vaccinators, Health care providers $1,847,303
Eastern Ontario Health Unit (EOHU) Primary care patient populations less likely to have received the vaccine based on factors like reason for vaccine hesitancy, age, language, education level, rurality, gender, and ethnicity. $450,000
Indigenous Primary Health Care Council Health care providers, Indigenous Peoples $500,000
Institute national de santé publique du Québec (INSPQ) Parents and guardians, Youth, Teachers/educators $723,804
Ma Mawi Wi Chi Itata Centre Inc. Urban Indigenous populations in Winnipeg, Manitoba $470,000
Mainline, a program of the Mi’Kmaw Native Friendship Centre People who use drugs and urban Indigenous Peoples in Halifax, Nova Scotia $123,000
Manitoba Association of Community Health (MACH) Vulnerable populations across Manitoba, Community health providers and workers $350,625
Nova Scotia Association of Community Health Centres (NSACHC) Vulnerable populations across Nova Scotia, Community health providers and workers $292,800
Nova Scotia Department of Health and Wellness People of African Descent in Nova Scotia $430,000
Public Health Association of British Columbia Youth $1,139,916
Refugee 613 Newcomers to Canada and racialized populations $500,000
Regina Treaty / Status Indian Services Inc. (RT/SIS) Indigenous Peoples in Regina and surrounding communities, Saskatchewan $100,000
Regroupement des centres d’amitié autochtones du Québec (RCAAQ) Indigenous Peoples in La Tuque, Trois-Rivières, and Joliette, Québec $475,000
Saskatchewan Health Authority Community health workers, Parents and guardians, High-risk populations $650,642
University Health Network Personal support workers $325,000
University of British Columbia Public health, Primary and community care leaders, Local organizations, Indigenous and/or cultural leaders, Municipal leadership, and other Policy makers $419,000
University of Toronto Vaccinators, General public $499,792
Vancouver Infectious Diseases Centre Underhoused and homeless individuals in New Westminster and Vancouver, British Columbia $460,000
Women’s College Hospital Non-physician health care practitioners and other essential workers in long-term care facilities and homecare settings $500,000
Women’s Health in Women’s Hands Community Health Centre Racialized women, Ethno cultural and faith-based organizations $450,000
Yukon Health and Social Services Yukon residents $599,999

Has this sort of money EVER been spent on trying to push experimental concoctions on the public? Has there ever been drive kind of a drive to use infants as guinea pigs?

Much of the content for this article came from 2 people who read this site often. Thanks very much for spreading the word on these important issues.

(1) https://www.dal.ca/news/today/2021/11/08/participants_needed_for_covid_19_vaccine_study_in_children.html
(2) Participants needed for COVID‑19 vaccine study in children – Dal News – Dalhousie University
(3) https://centerforvaccinology.ca/study/kidcove-study/
(4) KidCOVE COVID-19 Study – Canadian Center For Vaccinology –
(5) https://centerforvaccinology.ca/wp-content/uploads/2021/11/20ck_Moderna_KidCOVE_Study-Talking-Points_v3_080421.pdf
(6) Moderna_KidCOVE_Study-Talking-Points
(7) https://centerforvaccinology.ca/about-ccfv/members/
(8) CCfV Members and Researchers _ Canadian Center for Vaccinology
(9) https://centerforvaccinology.ca/about-ccfv/collaborative-networks/
(10) Collaborative Networks for Research _ Canadian Center for Vaccinology
(11) https://canucklaw.ca/canadian-immunization-research-network-is-funded-by-big-pharma/
(12) https://www.caire.ca/working-groups
(13) https://cps.ca/en/clinical/immunization-and-vaccines
(14) Immunization and Vaccines _ Canadian Paediatric Society
(15) https://medicine.dal.ca/departments/department-sites/medicine/divisions/infectious-diseases/our-people/faculty/lisa-barrett.html
(16) Lisa Barrett – Division of Infectious Diseases – Dalhousie University
(17) https://atlantic.ctvnews.ca/infectious-disease-expert-dr-lisa-barrett-answers-viewer-questions-about-covid-19-part-6-1.4965469
(18) Infectious disease expert Dr. Lisa Barrett answers viewer questions CTV News
(19) https://www.youtube.com/watch?v=k6-vn8hDmuc
(20) https://www.linkedin.com/in/lisa-barrett-36348126/
(21) Lisa Barrett _ LinkedIn
(22) https://www.canada.ca/en/public-health/services/immunization-vaccine-priorities/immunization-partnership-fund.html?fbclid=IwAR1MML8w6SVitOSMqY0mEZJC58R-JZ-7sKbjCW32iZOGwJyuaLysbXnqTIs#a3

RE: CANUCK LAW ON “VACCINE HESITANCY”
(A) Canada’s National Vaccination Strategy
(B) The Vaccine Confidence Project
(C) More Research Into Overcoming “Vaccine Hesitancy”
(D) Psychological Manipulation Over “Vaccine Hesitancy”
(E) World Economic Forum Promoting More Vaccinations
(F) CIHR/NSERC/SSHRC On Grants To Raise Vaccine Uptake
(G) $50,000 Available — Each — For Groups To Target Minorities
(H) Vaccine Community Innovation Challenge
(I) CIHR Using Public Money To Push Vaccines On Society
(J) Heidi Larson, VCP, LSHTM All Getting Funding From Big Pharma
(K) NSERC Grants To Push Vaccines On More People

Climate Propaganda To Be Embedded Throughout British Education System

The United Kingdom is apparently about to incorporate the climate change agenda into nearly every aspect of public education. This is according to a paper released recently by the Government.

While the language sounds all lofty and altruistic, this comes across as a combination of propaganda mixed with child abuse. Terrorizing kids into believing the world is coming to an end is sick and cruel.

In fairness: this is still just a draft. However, it’s pretty disturbing that such things are being seriously discussed.

[Page 5] Context
This strategy sets out ambitious activity to respond to recommendations for education from the Committee for Climate Change, the Dasgupta Review, Green Jobs Taskforce report and supports the delivery of the Government’s 25 Year Environment Plan and Net Zero Strategy. It includes how we will work in the context of:
• The Paris Climate Agreement, which aims to hold the increase in global average temperature to well below 2 degrees Celsius above pre-industrial levels, and to pursue efforts to limit it to 1.5 degrees Celsius and includes measures relating to climate change education
• UK Government legislation to meet net zero by 2050. To achieve this, the UK is the first country to set legally binding carbon budgets, placing a restriction on the total amount of greenhouse gases the UK can emit over a five-year period. In the latest, Carbon Budget 6, the UK legislated to reduce emissions by 78% by 2035 compared to 1990 levels.
• UNESCO’s ‘ESD for 2030’ (Education for Sustainable Development) which sets out the key role of education in the successful achievement of the United Nation’s 17 Sustainable Development Goals.
• The Environment Bill which will deliver the most ambitious environmental programme of any country and drive forward action to protect nature and improve biodiversity, including through a target for species abundance for 2030, aiming to halt the decline of nature.
.
The UK requires the education sector to play its role in positively responding to climate change and inspiring action on an international stage.

If nothing else, the honesty is refreshing. The UK Government sees the “education” sector as vital in pushing the climate change narrative, achieving the Paris Agreement goals, and other environmental aspirations. The youth must be indoctrinated into accepting these goals.

[Page 12] Schools play an important role in preparing pupils for life in modern Britain and to become active citizens, whilst remaining politically impartial. Legal duties in this area help to ensure that pupils are allowed to form their own independent opinions on political issues that may define their future, without being influenced by the personal views of those teaching them.
.
Teaching about climate change and the scientific facts and evidence behind this, does not constitute teaching about a political issue and schools do not need to present misinformation or unsubstantiated claims to provide balance. However, in climate education there may be relevant political issues and partisan political views, for example on social and economic reform, that should be handled in line with schools legal duties on political impartiality. Importantly, whilst schools should support pupil’s interest in climate change and tackling both its causes and effects, it would not be appropriate to encourage pupils to join specific campaigning groups or engage in specific political activity, such as protests.

It’s interesting that presenting different viewpoints is considered “misinformation”. Now, limited discussion is permitted, but only in terms of what kind of solutions could be offered. In other words, the underlying claims of a crisis are not open for discussion. Is that how science works?

[Page 22] By 2025:
• DfE and its arms-length bodies will mandate that all suppliers bidding for contracts over £5m per year, commit to achieving Net Zero by 205012. Additionally, they must publish a Carbon Reduction Plan, which will clearly show how they will meet this target.

In the next few years, if a company wants to land a significant contract with the British Government, they’ll have to play along with this hoax, regardless of the costs to the business.

Documents like Agenda 2030 and the Paris Agreement are absolutely political in nature. To push them neutrally, without talking about the unending money flow is disingenuous. There really is no substitute for just reading the papers.

It’s infuriating, this technique of instilling fear and terror on impressionable minds. If you want society to stay intact, these are the measures that must be taken.

This review hardly does the paper real justice. The Government doesn’t even pretend that it’s not trying to trap the children at a young age.

Of course, it must be pointed out that Britain is hardly the only country to do this. Across the world, varying degrees of this indoctrination is going on. This is just some of the more obvious.

(1) https://www.gov.uk/government/news/education-secretary-puts-climate-change-at-the-heart-of-education–2#history
(2) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1031454/SCC_DRAFT_Strategy.pdf
(3) UK Draft Education To Embed Climate Change Agenda Indoctrination
(4) https://canucklaw.ca/agenda-2030-un-sustainable-development-wealth-transfer-scheme/
(5) https://canucklaw.ca/ccs-2-the-paris-accord-a-giant-wealth-transfer-scheme/
(6) https://unesdoc.unesco.org/ark:/48223/pf0000374891
(7) https://www.gov.uk/government/publications/final-report-the-economics-of-biodiversity-the-dasgupta-review
(8) https://unesdoc.unesco.org/ark:/48223/pf0000374802
(9) https://www.oce.global/en
(10) https://www.oce.global/en/oce/partners