 It should be in the land that was founded on the Word--time we remember. Please heed the words of this Doctor. Letter from a Doctor to Help In These Trying Times of Covid-19:(If you would like to have a doctor speak to your club or group...please contact doctor at end of this letter. Thank you) Dear Colleague, We have an unprecedented opportunity to help our patients and friends in preventing and effectively treating COVID-19. This is a critical time for us in medicine. You may not be aware that the American Association of Physicians and Surgeons is suing the FDA for making hydroxychloroquine (HCQ) unavailable to physicians and pharmacies.a Why are they suing to make this medication available? I believe that it is because they did the research that I have done and have come to the same conclusion: We need an effective early prehospital treatment or we cannot prevail against this virus. We have that treatment. It is hydroxychloroquin, which if given early in combination with zinc, in appropriate doses, HCQ is safe and highly effective for prophylaxis and treatment of COVID-19. In fact, if hydroxychloroquine were used universally in the US for prophylaxis and treatment, the death rate could possibly be reduced from 1500 deaths a day to as little as 100 per day! This pandemic could come to a screeching halt and life could return to normal, not the new normal. Business and schools could reopen and we could prevent the worst depression in history, a depression that will kill many more than this pandemic.b The website c19study.com is a compendium of all the studies that have been done to date, with a short explanation of the results. As of December 4, there are 192 studies, 126 of which are peer reviewed, the vast majority showing that hydroxychloroquine is safe and very effective. They estimated that 754,769 lives have been been lost worldwide by not using hydroxychloroquine and chloroquine. Studies that support the use of HCQ report reduction in hospitalization by up to 80% and a reduction in mortality up to 80%.1,2 See also the studies below and others at c19study.com and breggin.com/coronavirus-resource-center/. In addition, HCQ when given prophylactically for at least 6 weeks prior to exposure reduces the risk of contracting the virus by up to 80%.3 You can do the math. If HCQ was used universally in the US for prophylaxis, within 6 weeks there would be 80% less cases. And if the 20% that get sick have an 80% reduced chance of dying, then we end up with little or no pandemic. How did I come to this conclusion since there are so many conflicting studies and information on HCQ? As most of you may not have time to review all these studies, please allow me to outline some of the highlights of the research that I have done that helped me to clear up the confusion. First, it is important to understand the mechanism of action of hydroxychloroquine.4 It works in at least 6 ways to help defeat this virus. I will mention only two. First, it binds to the spike protein on the virus which prevents it’s attachment to the ACE 2 receptor on human cells. This prevents the viral RNA insertion into the cells in order to replicate. Since it can not attach, our T cells are then able to destroy the virus. This then, as I understand it, destroys the virus and provides T cell immunity to prevent future infection with the same virus. This is why it works well for prophylaxis and creates immunity at the same time. Second, it is a zinc ionophore which, as you know, facilitates zinc transport into our cells. The zinc inhibits RNA dependent RNA polymerase thus inhibiting viral replication. That is why HCQ is much more effective when given with zinc. Understanding these mechanisms of action helps to make sense of the numerous studies on HCQ, some showing benefit and others not. These are the clarifying principles:
Now let me ask, why did the WHO, FDA and many state medical and pharmaceutical boards impede the use of HCQ? Why in some states (not in Alabama) is a doctor’s license in jeopardy if he or she prescribed HCQ for COVID? Why are many pharmacies refusing to fill prescriptions for HCQ for COVID? Here in Huntsville, I have had pharmacies refuse to fill prescriptions. Hospitals have made it hard and in some cases impossible to order HCQ for a patient, even when a patient requests it. Why did this happen especially when many initial observational and retrospective studies were showing very good results with HCQ? Why are websites being taken down and Facebook and Google removing information positive about HCQ? The big clamp down occurred when a study was published May 22 on line by both the NEJM and the Lancet.6 The study by Mehra, et al, claimed to be a multinational registry analysis of 96,032 patients from 39 countries. The study claimed mortality in the control 9.3%, HCQ 18.0%, HCQ plus macrolide 23.8%, chloroquine 16.4%, chloroquine plus macrolide 22.2%. Immediately observant doctors and scientists questioned how Surgisphere, a company with only 11 employees, could accumulate data from 39 countries in this short of time. When hospitals in Australia and Africa started reporting that they had never given data to Surgisphere, it became obvious that the data was completely or in large part fabricated. Surgisphere immediately retracted the study on June 4 and they refused to give data to anyone. It was fictitious.7,8 Why did Surgisphere fabricate a study to discredit hydroxychloroquine, shortly after President Trump had announced on May 18 that he was taking it, and why did the NEJM and the Lancet publish it without peer review? On May 24, 2020 Philippe Douste-Blazy, Cardiology MD, Former France Health Minister and 2017 candidate for Director of WHO, former Under-Secretary-General of the United Nations, revealed that in a recent 2020 Chattam House closed door meeting, both the editors of the Lancet and the New England Journal of Medicine stated their concerns about the criminal pressures of BigPharma on their publications. Things are so bad that it is not science any longer.9,10 The fall out from this fraudulent Lancet/NEJM study was immediate. The WHO recommended HCQ studies be stopped and thousands were. Good randomized controlled studies were discontinued. They also recommended against the use of HCQ. The FDA then came out against the use of HCQ and removed the emergency use authorization. Even though the study was retracted in both journals within 2 weeks, these restrictions have not been removed. Many physicians continue to be unsure of the safety of HCQ and so are not using it. One day after the Lancet study by Surgisphere was retracted on June 4, the Recovery trial results were announced on June 5, followed shortly thereafter by the Solidarity trial, and Remap COVID trial. These studies were heralded as exceptionally good data since they were large randomized trials. The problem with the data, overlooked by most, is that these studies all used toxic doses of HCQ, 2 to 2-1/2 times the known safe dose.11 The studies claim to show no benefit. It is a miracle that they did not show harm. Why these toxic doses were chosen was either terrible lack of judgement or malicious intent to discredit HCQ. I believe that it was intentional and even criminal, using improper doses that killed patients. Let me illustrate. What if a study on ibuprofen was undertaken using 2000mg four times daily instead of the known upper limit safe dose of 800mg four times daily? The study would show that it was either harmful or ineffective. That is exactly what these studies did, intentionally or unintentionally. Given that we know the safe dose of ibuprofen, the only apparent reason for using a toxic dose is to intentionally skew the data. I think we would all agree that such a dose of ibuprofen would be criminal. Because of these three studies, appropriate studies that were using correct doses of HCQ were stopped such as the NIH ORCHID study12 and the hydroxychloroquine and lopinavir/ritonavir treatment arm of a WHO study13, that could have shown benefit of HCQ in large randomized trials. It is not possible to go through all of the studies on HCQ. The most effective way is to review the description of the studies on c19study.com. You will note that there are far more studies showing benefit of HCQ than there are negative studies. You will also note that in the negative studies HCQ was given too late, in toxic doses, or only to the sickest of the patients. In some, it was given only at the end of life. I believe that we can agree that Hydroxychloroquine is safe when used in doses known for decades to be safe for rheumatologic conditions. That dose is 200mg BID, after a loading dose of 400mg BID on day one. Many of you may have been discouraged from using HCQ because of studies that showed that it was either harmful or ineffective. As you review the studies below and those on the websites that I have mentioned, I think you will feel comfortable using the medication. At the end of this letter I have included 3 protocols for the safe use of HCQ, one for pre-exposure prophylaxis, one for post-exposure prophylaxis, and one for treatment of active infection with COVID. I think that you will agree that these treatment protocols are safe and well designed, because they use multiple weapons that have been shown to be effective against the virus. That would explain why my friend, Dr. Stella Immanuel, has treated over 350 COVID patients, including those in their 80s and one in her 90s with comorbidities and has had no deaths and only 2 hospitalizations. The key is early, safe treatment. Hydroxychloroquine should not be used if the QTc is greater than 500msec. This is very rare and generally only occurs in patients on multiple QT prolonging medications. You will note that the protocol for treatment does include an EKG before treatment. Most of our EKG machines will calculate a QTc interval. Successful use of HCQ has been widespread. Here are a few examples (references are noted at the end of this letter):
There are many other studies. Now that we know that it must be used early, with zinc, and following QTc interval in appropriate patients, we should get high cure rates, greater than 80%. What we should be focusing on is teaching all of our colleagues how to use it safely for prophylaxis and treatment. A word about prophylaxis. It is effective! Six or more prophylactic doses of HCQ used by more than 1200 health care workers in India had a remarkably high (>80%) protective effect against SARS-CoV-2 infection.13 The dose was 400mg weekly after 400mg BID loading dose on day one. One final word on HCQ. In countries where HCQ is used weekly for the prevention of malaria, the incidence and mortality from COVID-19 is one one-hundredth of what it is in developed countries that are not using HCQ even though the developed countries have more “advanced” medical treatment and better hospitals and ICUs.14 This fact alone should tell us a lot about the benefit of prophylactic HCQ. In addition a study of 1.8 billion people showed 74.9 % decrease in mortality in countries that used early HCQ treatment compared to those that didn’t.26 We have seen unprecedented attacks by media, internet, and “specialists”, many of whom are our physician colleagues, to discredit a drug that has been used safely for decades and now is being shown to reduce mortality by 50 to 80%. Because of fraudulent studies, faulty studies, and large randomized trials that could really demonstrate the benefit of HCQ have been discontinued. At the same time remdesivir is proclaimed to be the standard of care, even though studies show only non-clinically significant benefit on mortality!15,16 Why are we using a drug with minimal benefit when a medication with high benefit and low cost is available? I do not pretend to know who is behind this, but I do know that it is well orchestrated and vicious. Someone is apparently willing to sacrifice human life for their political or economic benefit. In addition to HCQ, we have another medication that can be used to treat this virus. It is now just gaining momentum as studies are being completed and more physicians are using it. This medicine is Ivermectin, an anti-parasitic, that has potent antiviral properties. This is an incomplete list of it’s benefits:
We are in a battle with a serious viral infection. We can not let Big Pharma, the media, the government, or whoever is interfering with our ability to give effective prehospital treatment for COVID-19. After you review this information and the additional studies on c19study.com, if you agree that hydroxychloroquine should be made available so that we physicians can use our best judgement to treat our patients, please email me your approval as soon as possible and you can join our efforts to make HCQ and Ivermectin available. In the meantime, until we have HCQ and Ivermectin readily available, I have two suggestions: 1.Use what HCQ is available on your most ‘at risk’ patients. 2.Put the rest on Quercetin (Q), an OTC plant flavonol supplement. Quercetin also attaches to the spike protein on the COVID-19 virus and is a zinc ionophore. It actually attaches to the spike protein with greater affinity than HCQ.17 It can be used in patients with prolonged QTc since it actually shortens QTc interval.18 The prophylactic dose is 500mg twice a day for as long as the pandemic lasts. It should be taken with Zinc 30-60mg, Vitamin C 1000mg, and Vitamin D 2000 iu or 3000 iu daily. It can increase Coumadin levels so INR should be followed in Coumadin patients. Quercetin probably is just as effective in preventing COVID as HCQ, but it has not been studied as extensively as HCQ. There are a number of studies ongoing, however. Now that we know the safe and effective way to use HCQ, I believe that we should be disseminating this information as quickly as possible to all of our colleagues in the state. I hope that this information is helpful as we move forward to successfully treat patients, save lives, and end this pandemic. Again, I ask that you contact me if you are in agreement that HCQ should be made available so that we can do what we are trained to do - find the best treatments and provide them to our patients. Sincerely, David Calderwood, MD calderwooddavid52@gmail.com References:
4. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7202851/ 5. http://breggin.com/coronavirus/HCQ/HCQ+Zinc_Carlucci2020.pdf 6. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31180-6/fulltext 7.https://www.theguardian.com/science/2020/may/28/questions-raised-over-hydroxychloroquine-study-which-caused-who-to-halt-trials-for-covid-19 8. https://www.the-scientist.com/news-opinion/concerns-build-about-surgisphere-corporations-dataset-67605
12. https://www.nih.gov/news-events/news-releases/nih-halts-clinical-trial-hydroxychloroquine 13.https://www.who.int/news-room/detail/04-07-2020-who-discontinues-hydroxychloroquine-and-lopinavir-ritonavir-treatment-arms-for-covid-19 14. https://pubmed.ncbi.nlm.nih.gov/32611916/ 15. https://plu.mx/ssrn/a/?ssrn_id=3586954 16. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31022-9/fulltext 17. http://breggin.com/coronavirus/remdesivir/RemdesivirChinadoubleblind-WangApr-29-20.pdf 18..https://chemrxiv.org/articles/preprint/Targeting_SARS-CoV-2_Spike_Protein_of_COVID-19_with_Naturally_Occurring_Phytochemicals_An_in_Silco_Study_for_Drug_Development/12094203/1
COVID-19 PRE-EXPOSURE PROPHYLAXIS Hydroxychloroquine 400mg BID day one Then 400mg each week for 3 months Then 400mg every 2 weeks until pandemic ends Daily- Zinc 30-60mg Vitamin C 1-2 gms Vitamin D3 2000 iu COVID-19 POST-EXPOSURE PROPYLAXIS Hydroxycholoroquine 400mg BID day one Then 200mg days 2-5 Then 400mg weekly for 3 months Then 400mg every other week until pandemic ends Daily- Zinc 30-60mg Vitamin C 1-2 gm Vitamin D3 2000 iu This is a small sampling of some of the studies on c19study.com: Safety
https://www.ahajournals.org/doi/10.1161/CIRCEP.120.008662
fatality rate in patients. No cardiac toxicity in 1061 patients pubmed.ncbi.nlm.nih.gov/32387409
https://www.medrxiv.org/content/10.1101/2020.08.16.20175752v1.full.pdf+html Studies that have shown no benefit are given in toxic doses, given too late, given to the sickest patients, or given without zinc.
Effective for treatment. 1. April 20, 2020. French study. 1061 COVID Hospitalized patients 98.7% cure rate http://breggin.com/coronavirus/HCQ/French-study-of-HCQ-Million2020.pdf 2. April 23, 2020. Chinese study. Fatalities are 18.8% (9/48) in HCQ group, 47.4% (238/502) in the NHCQ group (P<0.001) . Significantly reduced inflammatory cytokine IL-6 http://breggin.com/coronavirus/HCQ/HCQ-reduces-fatality-China-study-May-15-2020.pdf
fatality rate in patients. No cardiac toxicity in 1061 patients. pubmed.ncbi.nlm.nih.gov/32387409 4. May 27, 2020. Marseille, France retrospective study. Treatment with HCQ-AZ was associated with a decreased risk of transfer to ICU or death (Hazard ratio (HR) 0.18 0.11- 0.27), decreased risk of hospitalization ≥10 days (odds ratios 95% CI 0.38 0.27-0.54) and shorter duration of viral shedding (time to negative PCR: HR 1.29 1.17-1.42). http://breggin.com/coronavirus/HCQ/Lagier2020.pdf 5. New York Sudy. 4 of 141 treated patients (2.8%) were hospitalized, which was significantly less (p<0.001) compared with 58 of 377 untreated patients (15.4%) (odds ratio 0.16, 95% CI 0.06-0.5). Therefore, the odds of hospitalization of treated patients were 84% less than in the untreated group. One patient (0.7%) died in the treatment group versus 13 patients (3.5%) in the untreated group (odds ratio 0.2, 95% CI 0.03-1.5; p=0.16). http://breggin.com/coronavirus/HCQ/Derwand2020.pdf 6. Sao Paulo, Brazil telemedicine treatment with HCQ and azithromycin. Need for and hospitalization was 1.9% in the treatment group and 5.4% in the control group (2.8 times greater) number needed to treat was 28 (NNT = 28). In those who started treatment before versus after the seventh day of symptoms, the need for hospitalization was 1.17% and 3.2%, respectively http://breggin.com/coronavirus/HCQ/Esper2020.pdf
https://link.springer.com/article/10.1007/s11606-020-05983-z#citeas 8. July 10, 2020 Milan Italy study shows 66% reduced mortality. http://breggin.com/coronavirus/HCQ/Monforte2020.pdf 9. July 1, 2020. Henry Ford study. 50% reduction in mortality with HCQ alone, 24% with HCQ plus azithromycin. Doses of meds varied and unknown, but still showed benefit. https://www.ijidonline.com/article/S1201-9712(20)30534-8/fulltext
https://www.sciencedirect.com/science/article/pii/S1477893920302817 Even more effective with zinc. NYU Grooman School of Medicine. 1.5 time more effective when given with zinc http://breggin.com/coronavirus/HCQ/HCQ+Zinc_Carlucci2020.pdf Effective for prophylaxis.
3. Bulgarian study. 92.7% reduction of infection in health care worker with HCQ propylaxis https://www.sciencedirect.com/science/article/pii/S2052297520301657#! Post exposure prophylaxis.
significant) but was started too late https://www.nejm.org/doi/full/10.1056/NEJMoa2016638
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7162746/ Ivermectin prophylaxis- 3 RCT and 5 OCT all positive (4 in PEER review)
2. Shouman et al. 304 Close contacts of COVID patients. 91.3% reduction in developing COVID in Ivermectin treated compared to controls. https://trialsitenews.com/zagazig-university-randomized-controlled-ivermectin-study-results-confirms-pi-hypothesis-drug-effective-against-covid-19/ 3. Carvallo et al. 1195 Health professionals RCT, 788 Ivermectin and 407 no treatment. 0% infections in the Ivermectin and 58% in no treatment https://trialsitenews.com/argentinas-ivercar-ivermectin-carrageenan-study-shows-positive-results-targeting-covid-19/ 4. Alam et al. RCT. 118 HCW. 12 mg Iver monthly vs none. 90.6% decrease in developing COVID https://www.ejmed.org/index.php/ejmed/article/view/599 Ivermectin Treatment
2. Meta-analysis. Total 35 studies with 10,336 patients (17 RCT with 2528 patients) Early treatment 84% improvement Late treatment 39% improvement Prophylasis 90% improvement https://ivmmeta.com/ivm-meta.pdf Remdesivir
https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31022-9/fulltext http://breggin.com/coronavirus/remdesivir/RemdesivirChinadoubleblind-WangApr-29-20.pdf 0 Comments Leave a Reply.
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 Click on pic above to Read March 2019 plea from Business Leaders to keep Common Core as it will make kids college and career ready! 
 The bill has been dropped to Abolish Common Core. Above is a pdf copy of it. Pray over it every night for children's sake. Call your Education Committee members (click on Legislature pic for the link--some of you will be tempted to call daily until this is done right). Click at these pictures for link to articles and link to legislature contacts: https://www.al.com/news/2019/11/alabamas-dead-last-test-scores-wake-up-call-for-officials.html Yes, it is past time for Alabama leaders to wake up and get rid of Common Core as the 2019 article link states. Many by now have realized the Common Core State Standards aka College and Career Readiness Standards is a failure. The nation has seen it's results and so has our state. In the beginning, we were warned it is untested--like a social experiment. Here were warnings from Joan Landes: Mental Health Concerns Regarding the Common Core Standards Joan R. Landes, M.A., AMHC • No child-development experts, psychotherapists or mental health clinicians helped to draft the Common Core (CC) standards. The inherent risks of standardizing vulnerable children were in no way addressed. The frightening high-stakes assessments have already stressed teachers and students into clinical mental health disorders. • CC demands early cortical specialization which leaves major areas of brain activation dormant. The heavy emphasis of CC upon left-prefrontal cortex executive functioning later handicaps the students for higher-order thinking and behaving because other large swaths of brain functioning haven’t been activated through sustained emphasis. It’s like training a child for 10 years to play the trumpet, then suddenly asking him to play baseball – it is very difficult because he specialized too much, too early. • CC fosters curricula and teaching strategies which are developmentally inappropriate. Numerous examples exist of CC aligned curricula which require young children to participate in “group think” which leads to peer-dependence. Other examples exist of the use of behavior/attitudinal modification techniques in the primary grades to alter children’s values and habits. These mental health interventions are dangerous in the hands of untrained school-teachers and have no business in a school that seeks to appropriately develop skills and impart knowledge. • Approximately 20% of junior high and older students have suffered a “severe” mental illness including depression, eating disorders, suicidality, self-mutilation, substance abuse and trauma-induced reactions. The extra stressors imposed by high-stakes CC assessments, unproven teaching strategies and inflexible requirements will induce further emotional and physical bleeding in these high-risk kids. • CC standards ignore current psychological research and drags education back to the industrial production practices of the 1910s. National standards prohibit meaningful customization of education. Instead of designing flexible, personalized education milestones, CC imposes heavy-handed, monolithic decrees more suitable for a manufacturing assembly line than for the cultivation of unique individuals. Expect kids with learning disabilities to suffer even more under this regimen. • CC exploits the children of America as guinea pigs in an unethical social experiment that no profession or government entity would tolerate. No studies have shown that national standards increase educational success. Furthermore, CC standards have NEVER been subjected to any sort of peer-reviewed research trials. Without years of field-testing, the risks of the unknown should never be foisted on our vulnerable, defenseless children. The FDA requires more testing of the food color in Kool-Aid than has been required of Common Core. Students that can't give change is one of the obvious signs--we have failed them. Youths running around destroying their history led by Antifa --sign we have failed our Republic. https://thefederalist.com/2018/10/26/public-schools-indoctrinate-kids-without-almost-anyone-noticing/ https://dcgop.org/indoctrination-vs-education-the-legacy-of-american-public-schools/ If you want to know more about the history of Common Core please watch video below. Today we have HB440 Alabama bill sponsored by Bob Fincher (please pray and thank God for him) to repeal Common Core. Please call your legislator and tell them this issue has gone on long enough. It is time to get back to academics...pass HB440 and get us back to Pre-CommonCore so kids can dream again and their families can be built up again too, along with our nation. May the Lord bless us as we all work together to free God's children. . The Lord bless you A Few More Reminders of Warnings leadership did not heed:
Let's Call It What It Is--Common Core aka College and Career Ready Standards Is A FAilure-look at what it did to a school that won the Dispelling the Myth Award in 2009 as top in nation now 627th of 681 Elementary Schools in Alabama...listen to Jane Robbins. Statistics from the recently released Progress in International Reading Literacy Study reveal that students in the United States have fallen from fifth place in the world to 13th. Though education elitists have tried to blame students stuck in poverty as a possible cause, American Principles Project Foundation Senior Fellow Jane Robbins believes the real explanation for students’ academic failure is obvious. "One would ask the question, ‘What happened in American schools between 2011 and 2015 that might have had some effect on this?’ and the answer – at least the obvious answer – that one would look at first would be the implementation of Common Core," Robbins asserted. Instead of blaming the deficiencies on the federally devised standards themselves, Robbins says Core proponents point to inadequate teacher training and a delay in providing good curriculum. "I guess it's the natural human tendency to be defensive when something that you advocated is turning out well and say, 'Well, you know, I guess we were wrong,'” the education expert offered. “So far, we haven't heard anybody say 'I guess we were wrong,’ – and I'm not sure that we ever will." Robbins maintains that if proponents truly cared about children, they would be doing a sober analysis of why the Common Core is not working, as well as offering ways to rescue students from the problematic federal standards...see link. Parents of Every Color Joined Together in Florida--Alabama Needs to Do The Same...Time To Take A Stand! George Hall Elem from Top in Nation to 627th in Alabama Not Acceptable. Abolish Common Core!    The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable
searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. US Constitution, 4 th Amendment No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. US Constitution, 5th Amendment The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. US Constitution, 9th Amendment The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people. US Constitution, 10th Amendment Amid the debate over Common Core Standards for Education an aspect that seems to be overlooked is that as part of tracking the “development” of each individual student over the course of his/her academic career schools are required to collect data on each student covering over three hundred (some sources state as many as four hundred) “data points.” Politifact denials to the contrary – there are too many other sources confirming the fact – “The National Education Data Model includes over 400 data points, including health history, disciplinary history, family income range, voting status, religious affiliation, and on and on.” 1 A lot of this information is gathered as part of agreements made with standardized testing (which has become the “be-all” and “end-all” of education the last twenty years). As a teacher I remember supervising the students filling out personal data before they took each of the tests we were forced to give. I noticed as time went on each year the questionnaires took longer to fill out and became (in my opinion) more invasive. I’m a big privacy person. To make it short (check out my links below for further study, if you’re interested), for years schools have been gathering data on their students in the name of improving performance and curriculum. As time has passed and with Common Core the scope of types of data collected has been expanded. Now, there are supposed to be privacy protections over such data, like Family Educational Rights and Privacy Act (FERPA), but in 2012 FERPA was changed, greatly weakening it. 2 In any event, the government privacy regulations appear to have loopholes one can drive a truck through. Information can be had, provided one uses the proper language in his or her request. Let me give you an idea of how it works. There isn’t supposed to be a Federal Student Data Collection – that would be a violation of the 10 th Amendment quoted above. Remember, as Barack Obama himself fretted in a 1995 radio interview the Constitution pretty much is a document of “NEGATIVE POWERS” – particularly where the Bill of Rights are concerned. The Constitution and Bill of Rights basically denies the Federal Government powers to do anything not specifically DELEGATED to it by the Constitution. All other powers are RESERVED powers – reserved by the States or the Individuals themselves (9 th and 10 th Amendments above). The Federal Government isn’t supposed to have anything to do with Education because there is no provision in the US Constitution for public education (Article I Section 8); now the “Necessary and Proper” clause which gives Congress the power “to make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.” That’s been nicknamed the “Elastic Clause” because it has been stretched to cover just about anything Congress seems fit to deal with. But there are limits to even the Elastic Clause. Congress is forced to do end runs around their limitations to get their way; usually through Federal matching funds. It’s always the money. The Feds dangle money; if you want the money (and I’ve never known a public institution that didn’t) you do what the Feds want. It’s all about the government buck. That’s how Common Core came about. There are those who doubt – with good reason – that the Department of Education is unconstitutional for the very reasons I’ve already stated. One might think National Education Standards is a great idea – as an Army brat who attended five high schools (some twice) I can see the advantages to the idea. For me, there are two problems – one, WHO’S writing them and two – it’s unconstitutional for the Federal Government to impose standards on the States. This was the pesky problem the folks behind Common Core encountered when they began to move on the idea. So they decided to let the States adopt the standards “on their own.” Of course there was BIG money on the line. First the Obama Administration tied adoption of Common Core to funds from its “Race to the Top” initiative. 3 This was coupled to the Bush Administrations “No Child Left Behind” program, which required ALL students to pass certain standards– we teachers referred to it as “No Kids Get Ahead.” But that’s for an entirely different article. What’s important for this article is the Federal Government exerts control through funding and that is how they persuaded the States to “voluntarily” adopt Common Core. I’ve already mentioned the laws that are supposed to protect student (and by extension their parents’) privacy, FERPA, but the USDOE (US Department of Education, though I prefer the Acronym USED) has gotten around it by signing a “Workforce Data Quality Initiative” with the US Department of Labor. The purpose of this program is allegedly “developing or improving state workforce data systems with individual-level information and enabling workforce data to be matched with education data.” (See Reference 1). “The CEO of one educational technology company waxed enthusiastic about the future. He said, ‘We are collecting billions of records of data . . . pulling data from everywhere . . . tens of thousands of places.’ This data, he said, will help students develop the “21 st -century skills” that the government has determined students will need.”(See ref. 1&4) If the USDOE can share this data with the Department of Labor what’s to stop them from sharing the data with other agencies? Could the FBI or Homeland Security get a peak? How about the IRS? Assurances that all data is anonymous ring hollow – according to the article referred to already as long ago as 1999 a researcher in Kentucky was able to match 2300 “anonymous” test takers using their data with 100% accuracy. Which brings us to the 4 th and 5 th Amendments to the constitution; the 4 th Amendment is designed to protect us from unlawful/unreasonable searches and seizures. How many guilty people have “walked” because there was a problem with a search warrant or probable cause was lacking? There’s a legal term called “Fruit of the Poisoned Tree” where evidence proving guilt was tossed because it was improperly or illegally obtained? How about the 5 th Amendment to the Constitution, which prevents us from incriminating ourselves in criminal cases? One can understand the frustration of criminals getting off on technicalities, but there are reasons for those two amendments – they are to protect the innocent. Our criminal justice system is based on the premise that it’s better for one hundred guilty people to walk than a single innocent person to be wrongfully convicted. We have a presumption of innocence. I’m not a lawyer, but I taught the Constitution for almost twenty years and have studied it longer. It seems to me that every day in our classrooms millions of students are giving away information every day that can and may be used against them and their families depending on winds of policy and perceived “threats.” How many parents are even aware their children are being asked detailed questions about their personal and professional lives – not to mention their finances? In 1973, the US Supreme Court reversed almost two hundred years of law in their decision Roe v. Wade. The attorneys for Roe argued the 1 st , 4 th , 5 th , 9 th , and 14 th Amendments provided a right to privacy that extended even up to her right to kill/abort her unborn child – the Court agreed. What had previously been a criminal act was now a protected “right.” Now, if the right to privacy is supposed to protect abortion, how much more those of children who do manage to be born and are being forced to divulge information in the name of education – information that MAY be used against them one day if it is misused. How about their parents? We live in a day when people’s lives are being ruined for even a common misstatement made decades ago; where the government is seriously considering using background checks and mental health exams to control gun ownership – not a bad idea on the surface, but who determines "normal” behavior? We live in a day where some governments like China are issuing “Social Scorecards” to their citizens 5 and private corporations are considering it and in some ways already are. U.S. companies actually helped supply the system China uses to track its citizens. 6 We already see forms of it in the guise of FICO scores. How long before it seems a good idea to some in our government? If so, how long will it take for all this data being gathered without knowledge or consent to be used against private law-abiding citizens? There are many mental health professionals who consider religion a mental illness 7 in spite of data that proves folks with strong religious beliefs tend to have overall better mental health. Still, “professionals” write articles calling religion a mental illness. 8 There is a growing hostility toward religion and the religious among mental health professionals. One psychology professor I know of actually boasted of committing a woman found in her car praying in tongues. She’d pulled off the road for safety. Kind of scary if you’re committed to your faith; it can be terrifying if you’re Pentecostal/Charismatic Christian. If one doesn’t care about having bank tellers who can’t add or subtract, the accumulation of data with the potential for abuse in violation of our constitutional rights on so many levels should be alarming. 1 Common Core & Data Collection | Truth in American Education; Common Core and Data Collection – Yes, Even in Texas! | VOICES EMPOWER 2 2011-30683.pdf (govinfo.gov) FERPA 3 The Federal Hand Behind Common Core (crisismagazine.com) 4 White House Hosts “Datapalooza” built on Common Core Tests | COMMON CORE (wordpress.com) 5 Social Credit Scoring In China Extends To Foreign Businesses, Creates New Risks (forbes.com) ; How China Is Using Big Data to Create a Social Credit Score | Time.com 6 China's Scary Social Credit System Made in USA by Google and Facebook – PJ Media; America's Social (Justice) Credit System | The American Conservative; 7 Religion and Mental Health: What Is the Link? | Psychology Today 8 https://campuspress.yale.edu/perspective/religion-and-mental-health-the-connection-between-faith- and-delusion/ ; This neuroscientist says religion is a mental illness | indy100 | indy100 ; Other References: Common Core of Data (CCD) - Common Core of Data (CCD) (ed.gov) Education Data at Your Fingertips | The Urban Institute Common Core and Data Mining: Fact and Fiction Part II | The American Conservative Top Ten Things Parents Hate About Common Core (thefederalist.com)  In 2010 the state of Alabama implemented what has probably been one of the most controversial educational plans into public schools and which has since proven to be disastrous. Instead of helping Alabama school children excel in education, it has caused our schools to plummet to number 50 in overall assessment. The federal program pushed by former President Barrack Obama has taken victory from our children’s hands and substituted utter failure and confusion.
Under the guise of helping Alabama children relate to other children in similar educational levels throughout other parts of the country, Common Core (CC) has instead taken something which should have been simple and made it complicated. Prior to CC, Alabama children were improving drastically in Social Studies after the school system adopted a new program implemented in junior and senior years. According to a former Alabama teacher, in the 1990s American History was taught in eighth grade, Alabama History and geography in the ninth, World History (elective required for college bound) in the tenth, American History (more advanced and in depth) again in the eleventh, and Government and Economics in the twelfth grade. Around the year 2000, Alabama changed their program of study and began teaching two years of World History in the 8th and 9th grades which was designed to bring students up to contemporary times. American History was taught in the 10th and 11th grades and included Alabama History in relation to what was happening throughout the country. Government and Economics was again taught in the 12th grade and was required of all students in order to graduate. It was generally agreed by most professional sources that this new curriculum put Alabama at the forefront of the nation in Social Studies standards and became a model for other states, this former teacher said. This course of study was scrapped when CC standards for Social Studies and English was adopted in 2012. Common Core math was adopted in 2010. Instead of teaching absolutes and rote memorization such as 1 + 1= 2, students were taught ambiguous formulas which caused considerable confusion. According to a former Dale County math teacher, it caused students to work longer solving problems because they had to break down their work into minute parts. “I have heard horror stories,” she said concerning the CC curriculum. School counselors are seeing an increase of stress and anxiety in students struggling with the basic concepts of CC. The counselors themselves are concerned with the increase in data collection and constant testing of students. The data is fed into the federal system and goes into “protected” data banks but there is concern that some information is being shared to other entities and agencies without parental or student permission or even their knowledge. By the time the student reaches the 8th grade, counselors guide students into predetermined career paths. Since the inception of CC in Alabama, the education system has gone south but why is this system causing such controversy? At a time when our federal government and future of our country is becoming more obviously shaky, more cohesiveness and a rock-solid foundation based on proven standards are needed. Our educational prowess should be excelling if we are to, indeed, draw business and commerce into our state and, thereby, creating financial stability. Can incoming personnel expect the best education out of our current educational facilities? Not while we are sitting on the very bottom. In the past our students have done fairly well with the limited assets available to them. The system prior to CC was not perfect but was improving as Alabama began to integrate more technology into the course of study. Given the former standards and current assets our students have available now, a much more efficient system can be adopted. In many ways our students had to catch up with other parts of the country technologically but not at the expense of the traditional system designed on more solid principles. The problems with CC go deeper than just methods of instruction and styles of learning. Can more insidious plans be at the root of the CC curriculum? Why is Alabama taking a back seat to federal directives? When did the federal government decide what Alabama should teach in our own schools? When did Alabama surrender States rights? Has Alabama sold out to the federal government for federal monies? What has happened to our state government and more importantly, what is now happening to our children, our future? These are just some of the questions parents, grandparents, legislators, pastors, teachers, and others are asking. “Give me a child until he is seven and I will show you the man,” attributed to St. Ignatius Loyola of the Jesuit Order and also to Aristotle, is an accurate statement showing the importance of early learning in the development of a person. Psychologists agree that a child begins his or her education even while in the womb. By the age of four, it has been said a child will have learned half of what he will need by the time he reaches adulthood. By the age of four, children are beginning to develop socially and learn empathetically about others. This understanding of the mental states of others helps with communication and social skills. According to Dr. John van Bladel, assistant professor of Psychology at Fulton Mongomery Community College in New York, by the age of 6, a child will have learned more than 10,000 words and his brain will be about 90% of the size of his adult brain. Cognitive skills continue to expand and by 11 years of age children are learning past, present, and future concepts and are beginning to grasp complex math formulas and cause-and-effect relationships. One of the most important aspects of a child’s development is a “secure base” or a parent who offers security while the child is exploring his environment. The child knows the parent is there whenever he is afraid or insecure. The child must be provided basic needs of physical safety, emotional comfort, and social security. With more broken homes and lack of parental and familial structure, children have become more vulnerable to everyday pressures. Social interaction, school work, social media, bullying, and striving to stay out of sight of anyone who would rock the boat are upsetting enough to a child. Enter the new “woke” school system. The new operating procedure is to become the “be all, end all” to every child…after all it takes a village to raise a child or in this case it takes a village to educate a child. When a child enters school at the age of 4 years of age (Pre-K), he is being indoctrinated with certain standards which now align with the federal standards. By the time that child matures and graduates from high school, he has had 12-14 years of programming. Why is that bad? It depends on who is doing the indoctrination. When one examines other states and their curriculums which embrace CC, we can see the horror story. In many school systems, sexual awareness is taught to the point of teaching little Johnny he can change his sex, how to perform sexually, who is acceptable socially-people who believe in God are not socially acceptable, people who are white are not acceptable, and our Founding Fathers and patriots are now considered terrorists and are not socially acceptable. School counselors can offer students information about where to go to for an abortion but are forbidden to inform parents of any of this. In Texas, their educators decided to not implement CC but another system. However, they hired the same people who developed CC to develop their new educational system. Well, a rose by any other name….What happened next was appalling. Teachers were forbidden by penalty of firing to divulge anything about the curriculum. Students were taught world religion for a month but for an additional month forced to study Islam exclusively to the point where students were required to wear burqas to school in order to understand and learn tolerance. They were taught the patriots who participated in the Boston Tea Party were terrorists as was former Pres. George W. Bush. Once the word got out (many teachers left the school), the Texas educators booted the system and started again with something more traditional. Why is this so dangerous? Similar tactics were used in the early years of the 20th century in Germany. First, the Boy Scouts which taught morals to boys in Germany was banned and then the children were forced to join Hitler’s Youth. In January 1933, there were approximately 50,000 non-Jewish youth in Hitler’s Youth. By the end of that same year there were more than two million young children in Hitler’s Youth. Hitler knew that by indoctrinating children during their most impressionable years, he could control and manipulate their minds into compliance. It is very disconcerting to learn Minnesota is eliminating the study of World War I and World II from their course of study. Is it because the events leading up to and involving what caused those wars and the history surrounding it are seemingly paralleling where America is now? Let’s now fast forward to the mid-20th century and the rise of a “community-organizer” and atheist by the name of Saul Alinsky, who by any other standards would be a communist. He wrote several steps to overthrown, infiltrate, or change current government to solve “issues”. In his writings, Alinsky said one step is taking control of the education system and controlling what children listen to and learn in school. It is a subtle indoctrination or brainwashing. Other steps went hand in hand with changing the education process: Control healthcare (Can we say COVID 19 and the fear mongering associated with it?); Increase Poverty: Increase the welfare state-eliminate jobs, raise taxes unbearably high so that the populace looks to government for everything to live; Increase Debtedness: Here again increase taxes and cost of living to an unsustainable level: Control guns: Remove the ability of the people to protect themselves from a police state. Look at federal House Bill 127 written by Democrat Sheila Jackson Lee which would severally restrict gun ownership and also Pres. Joe Biden’s push for taxation on every gun no matter how old; Control Welfare: take control of housing, food, and income; Control religion: remove God from schools and government. (Reference Madalyn Murray O’Hair who won her lawsuit and removed God from schools. Since, government entities have followed suit.); Control and propogate class welfare: Look at ANTIFA, BLM, racial unrest etc. currently raging in our country and threatening government personnel, judges, businesses, and private citizens. Where are we going in the state of Alabama? I am believing it is time to do what Nehemiah did and build the wall in front of us!----Elyse Wood _______________________________________________________ John Van Bladel “Childhood Psychology” Peter Gray Ph.D “The Age Four Transition to Responsible Childhood” Lumen: “Introduction to Psychology” WW 2: The Holocaust Year by Year, BBC Teach Middle School Suicides Double As Common Core Testing Intensifies, Huffington Post Today’s Riot-Prone Mobs Are A Product of America’s Cult-Like Education System by Stella Morabito Hitler’s Youth: The Duped Generation by H.W. Roch, published 1972. Ballantine Books. WND Truth Matters: State school standards banish lessons about World War I, II, Holocaust, Civil War by Bob Unruh  The enemy of error is the freedom to debate.Please join us...go to home page and scroll down click on the coffee cup icon and help us share truths daily. George Ward an evolutionist and a Nobel Prize winner said, "There are only two possible explanation as to how life arose--spontaneous generation arising to evolution or supernatural creative act of God-- there is no other possibility." Spontaneous generation was scientifically disproved 120 yers ago by Louis Pasteur and others but that just leaves us with one other possibility--that life came as a supernatural act of creation by God but I can't accept that philosophy because I do not want to believe in God therefore I choose to believe in that which I know is scientifically impossible--spontaneous generation leading to evolution. And this mindset is prevalent in our schools of learning today as most stifle debate. Rarely does our schools now debate for truth..more debate for lies..yes, indeed! “The philosophy of the schoolroom in one generation is the philosophy of government in the next.” Abe Lincoln   "The argument over evolution is relatively new. You go back to the Declaration of Independence, one of the basic things about the Declaration which is called our Organic Law is the statement that 'we hold these truths to be self-evident that all men are created equal- endowed by their Creator with certain inalienable rights among these are life liberty and the pursuit of happiness'. In other words the part that we are created is part of our Organic Law- when the Supreme Court start to take that away --Edward vs Angelar case out of Louisiana in 1987-- they said you couldn't teach creation anymore and basically they have altered the very basis of our society and they've taken away the thing Jefferson says is the truth. Because Jefferson quoted in his Bill for Religious Freedom '...and finally, that truth is great and will prevail if left to herself; that she is the proper and sufficient antagonist to error, and has nothing to fear from the conflict unless by human interposition disarmed of her natural weapons, free argument and debate.' It simply means truth always prevails over evil and error unless man interposes-- cut off-- free argument and debate. And what the government has done is take away the natural weapons of truth- free argument and debate-- when they forbid any discussion of creationism in school and now ignore truths in the media... they do exactly what Jefferson said would occur next -- error becomes dangerous. It's certainly become dangerous- it's lead to our being ignorant of our US Constitution and rights and freedoms. -According to our interview with Judge Roy Moore ( 12-8-07 Thomas Jefferson envisioned a learning institution as a great source for improving the American mind and governing the nation. This was in his letter to an English reformer Jefferson states it "will be based on the illimitable freedom of the human mind. For here we are not afraid to follow the truth wherever it may lead, nor to tolerate any error as long as reason is left free to combat it." Our great halls of learning should be thus but today most are truly afraid to follow truth and they hide under the term of not offending someone else--the true offense is against the future of this nation and the legacy for our children. It is time to make your stand for the truth that keeps men free. Thank God for the wisdom of the Founding fathers who humbled themselves before Almighty God and sought his help to form this great nation. Let us help keep it the land of the free--let truth and freedom ring.  |
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Matthew 7:7 Ask, and it shall be given you; seek, and ye. shall find; knock, and it shall be opened unto you: 8 For every one that asketh receiveth; and he that seeketh. findeth; and to him that knocketh it shall be opened.
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