"the number of dose related relationships [between mercury and autism] are linear and statistically significant. You can play with this all you want. They are linear. They are statistically significant." - Dr. William Weil, American Academy of Pediatrics. Simpsonwood, GA, June 7, 2000
"the issue is that it is impossible, unethical to leave kids unimmunized, so you will never, ever resolve that issue [regarding the impact of mercury]." - Dr. Robert Chen, Chief of Vaccine Safety and Development, Centers For Disease Control, Simpsonwood, GA, June 7, 2000
"Forgive this personal comment, but I got called out at eight o'clock for an emergency call and my daughter-in-law delivered a son by c-section. Our first male in the line of the next generation and I do not want that grandson to get a Thimerosal containing vaccine until we know better what is going on. It will probably take a long time. In the meantime, and I know there are probably implications for this internationally, but in the meanwhile I think I want that grandson to only be given Thimerosal-free vaccines." - Dr. Robert Johnson, Immunologist, University of Colorado, Simpsonwood, GA, June 7, 2000
"But there is now the point at which the research results have to be handled, and even if this committee decides that there is no association and that information gets out, the work has been done and through the freedom of information that will be taken by others and will be used in other ways beyond the control of this group. And I am very concerned about that as I suspect that it is already too late to do anything regardless of any professional body and what they say…My mandate as I sit here in this group is to make sure at the end of the day that 100,000,000 are immunized with DTP, Hepatitis B and if possible Hib, this year, next year and for many years to come, and that will have to be with thimerosal containing vaccines unless a miracle occurs and an alternative is found quickly and is tried and found to be safe." - Dr. John Clements, World Health Organization, Simpsonwood, GA, June 7, 2000
It is not the responsibility of empty vessels to create the motivation to learn, but rather, the prerogative to teach, the very responsibility of it, must be entrusted to the teacher. It can be so, that according to a child’s social-economic status, a affluent upbringing can be infused with a ‘comfort space’ of human development not generally experienced in the life of the child who hails from a low-income community. This juxtaposition in the human development and daily experiences of the affluent child and the child who lives at or near the poverty line bring a different array of positive and negative forces which impact their general well-being. As these two general sets of children age, the difference becomes more contrasted and is clearly evident at the time both reach middle school years. One need only look at children who receive private schooling as opposed to those who receive public school education in low-income neighborhoods. A child who attends private schooling and then e…
updated 2:24 pm est 11/10/17
The idea of cultivating critical thinkers is easily a lofty ideal purported to be achieved throughout academia and espoused as the hallmark of journalistic integrity. Achieving the critical thinking mind requires a certain bravery, wherein, once our ability to tap into our own knowledge of content matter is done, we must require it upon ourself to contrast our assessment and infer from an ‘outsiders’ point of view what is true and right and what is inaccurate and, even possibly, the propagandization of a special interest.
For the critical thinker, the affinity to discern is attached to our decision to look at the hard truth and favor this over our viewpoints, our political inclinations, and our stance on any given subject. This is hard to do.
In the following essay, I ask what exercise in democracy is achieved if political forces practice varying levels of indoctrination, in effect swaying public interest towards their ‘camp,’ rather than promoting …