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It's (Finally) Time to Stop Calling It a Pandemic: Experts

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It's (Finally) Time to Stop Calling It a Pandemic: Experts

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How to Take Cetuximab

Cetuximab is given through intravenous (IV, into a vein) infusion. The dose is based on your size and how often you receive the medication depends on which disease you are being treated for and what other treatments you are receiving. Before your first dose, you will be given a pre-medication such as diphenhydramine (Benadryl) to prevent an infusion reaction. Whether or not you receive pre-medications before subsequent doses will be at the discretion of your care team. Your dose may be changed if you have a reaction to the medication.

Possible Side Effects

There are a number of things you can do to manage the side effects of cetuximab. Talk to your care team about these recommendations. They can help you decide what will work best for you. These are some of the most common or important side effects:

Infusion Reaction

Some patients will develop a reaction to the medication. This most commonly occurs with the first dose. Reactions can cause chills, fever, shortness of breath, difficulty breathing, hoarseness, itching, or low blood pressure. Tell your nurse right away if you experience any of these. You will be given medication prior to the infusion to help prevent this reaction. You will be monitored for at least 1 hour after the completion of your infusion.

Heart Problems

Cetuximab can cause heart problems including cardiac arrest and heart attack. Patients with a prior history of coronary artery disease and/or receiving radiation therapy are at highest risk. Notify your healthcare team or go to the emergency room immediately if you experience chest pain, shortness of breath, or feel dizzy or faint.

Electrolyte Abnormalities

This medication can impact the electrolyte levels in your blood; including magnesium, calcium, and potassium. This can even occur after the completion of treatment. Your healthcare team will monitor your electrolyte levels during treatment, and for at least 8 weeks following the completion of treatment.

Nail and Skin Changes

Cetuximab has some unique nail and skin side effects that you may develop. Patients may develop a rash. While this rash may look like acne, it is not, and should not be treated with acne medications. The rash may appear red, swollen, crusty and dry, and feel sore. You may also develop very dry skin, which may crack, be itchy, or become flaky or scaly. The rash may be the worst during the first few weeks of treatment but may continue until treatment is stopped. Tips for managing your skin include:

Use a thick, alcohol-free emollient lotion or cream on your skin at least twice a day, including right after bathing.

Sun exposure can worsen the rash. Use a sunscreen with an SPF of 30 or higher and wear a hat and sunglasses to protect your head and face from the sun.

Bathe in cool or lukewarm water and pat your skin dry.

Use soaps, lotions, and laundry detergents without alcohol, perfumes, or dyes.

Wear gloves to wash dishes or do housework or gardening.

Drink plenty of water and try not to scratch or rub your skin.

Notify your healthcare team if you develop a rash as they may have management suggestions and/or prescribe a topical medication to apply to the rash or an oral medication.

While receiving cetuximab, you may develop an inflammation of the skin around the nail bed/cuticle areas of toes or fingers, which is called paronychia. It can appear red, swollen or pus filled. Nails may develop "ridges" in them or fall off. You may also develop cuts or cracks that look like small paper cuts in the skin on your toes, fingers or knuckles. These side effects may appear several months after starting treatment but can last for many months after treatment stops.

Follow the same recommendations for your skin (above).

Don't bite your nails or cuticles or cut the cuticles.

Keep your fingernails and toenails clean and dry.

You may use nail polish but do not wear fake nails.

Notify your doctor or nurse if any nails fall off or you develop any of these side effects or other skin abnormalities.

Sun Sensitivity

This medication can make your skin more sensitive to the sun, which can result in severe sunburn or rash. Sun sensitivity can last even after chemotherapy is completed. Limit sun exposure while receiving this medication, and for two months following the last dose. Avoid the sun between 10-2pm, when it is strongest. Wear sunscreen (at least SPF 15) everyday; wear sunglasses, a hat, and long sleeves/pants to protect your skin and seek out shade whenever possible.

Fatigue

Fatigue is very common during cancer treatment and is an overwhelming feeling of exhaustion that is not usually relieved by rest. While on cancer treatment, and for a period after, you may need to adjust your schedule to manage fatigue. Plan times to rest during the day and conserve energy for more important activities. Exercise can help combat fatigue; a simple daily walk with a friend can help. Talk to your healthcare team for helpful tips on dealing with this side effect.

Nausea and/or Vomiting

Talk to your oncology care team so they can prescribe medications to help you manage nausea and vomiting. In addition, dietary changes may help. Avoid things that may worsen the symptoms, such as heavy or greasy/fatty, spicy, or acidic foods (lemons, tomatoes, oranges). Try saltines, or ginger ale to lessen symptoms.

Call your oncology care team if you are unable to keep fluids down for more than 12 hours or if you feel lightheaded or dizzy at any time.

Muscle or Joint Pain/Aches and Weakness

Your healthcare provider can recommend medications and other strategies to help relieve pain.

Less common, but important side effects can include:

Hair Changes: While receiving cetuximab, your eyelashes may grow very fast, become very long, and bother your eyes. Speak to your provider about how to best manage this side effect. The hair on your head may become curly, fine, or brittle. These changes tend to resolve once treatment is stopped.

Lung Problems: Cetuximab can cause interstitial lung disease (ILD), especially in those with pre-existing lung problems. You may have breathing tests (pulmonary function tests) performed periodically. Call your physician right away if you have shortness of breath, cough, wheezing, or difficulty breathing.

Reproductive Concerns

Exposure of an unborn child to this medication could cause birth defects, so you should not become pregnant or father a child while on this medication. If you do become pregnant, your care team will decide whether or not you should receive the medication. Effective birth control is necessary during treatment and for 2 months after treatment has stopped. Even if your menstrual cycle stops or you believe you are not producing sperm, you could still be fertile and conceive. You should not breastfeed while receiving this medication, and for 2 months after your last treatment.

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Cancer Resources from OncoLink | Treatment, Research, Coping, Clinical Trials, Prevention

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Cetuximab is a monoclonal antibody therapy used in the treatment of head and neck and colorectal cancer; either in combination with other chemotherapy drugs and/or radiation or as a single agent.

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You asked, we answered: Does VAERS list deaths caused by COVID-19 vaccines? | Nebraska Medicine Omaha, NE

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You asked, we answered: Does VAERS list deaths caused by COVID-19 vaccines? | Nebraska Medicine Omaha, NE

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You asked, we answered: Does VAERS list deaths caused by COVID-19 vaccines?

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Is it true that VAERS says 3,000 people have died from the COVID-19 vaccines?

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Our School Board Refused To Mandate Masks. Now Things Are Bad. Really Bad.

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Our School Board Refused To Mandate Masks. Now Things Are Bad. Really Bad.

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Note: This piece was written on Tuesday, Sept. 7.
Let me start by saying how much I love the public schools in our rural North Carolina county.

My son has had a wonderful experience at our local elementary school, when he's been able to attend, over the past three years. Over those same three years, I've worked for our district as the Spanish-language liaison.

Now, let me start again by saying how much my heart is broken.

Those three years have been years marked by COVID-19. My son's kindergarten year, cut short. His first grade year, with three different teachers, a period of virtual school, six months of home schooling, two months in person. Second grade, now, defies description.

I haven't said much to anyone about what I'm witnessing. I have to connect with people on all sides of the spectrum without putting them off, so I can get them the information they need. I flow like water through beliefs, terrors, confusions, desperations. With each phone call, I close my eyes and try to make myself a blank slate, until I can read where this person is at and respond as compassionately, as firmly, as helpfully, as urgently, as effectively as I can.

In the high country of Appalachia, with fewer than 18,000 residents in our county, it took COVID a while to reach us. But it's here now. Since 7:30 this morning, I've done nothing but make COVID calls. In normal times, my job involves a variety of things: tutoring newly arrived students; interpreting Individualized Education Programs; refereeing meetings with counselors and principals; translating documents; relaying messages about soccer practice, the school play, a forgotten trumpet. But now it's just COVID. All day and every day, COVID.

Yesterday, I foolishly didn't look at my email for a few hours. It turned out I'd missed an entire class going into quarantine ― a dozen students whom I failed to call, who showed up to school this morning only to be sent home again. "But my child was wearing his mask," one mother says, bewildered, when I finally call. "Why does he have to quarantine?" Because the other child, the positive case, was not wearing a mask, I explain.

Against the advice of the Centers for Disease Control and Prevention, the state Health and Human Services toolkit, our local health department and our school nurses, our local school board has decided to not require masks. As a result, roughly 10% of our school community is in quarantine. Based on our district's COVID policy, most of these children would not be in quarantine if their classmates had been wearing masks. A estimate of the incidence rate within our school system is 1175/100k, almost six times the CDC's threshold for " highest risk of transmission in schools."

I make call after call. "I'm so sorry. Your child has been exposed. You need to come pick her up." "I'm sorry, yes, I know you had to ask off work yesterday too. Yes, I know he just had a test last week." "I'm so sorry. I know that she just got well on Friday." "Yes, if he has a cough, you should take him for a test." "The fever still isn't better? Ay, and the little ones? Yes, you'd better call your doctor." "Yes, señora, I understand that you would feel safer keeping them all home this week, but if you do, they'll be counted absent."

A parent calls me to ask anxiously, 'Is it safe for the children to be at school?' 'Not really,' I say. Three days later, she calls to tell me her two oldest are home sick. Before I can hang up, another mom beeps in: four children, all sick, fevers, coughs, the second one coughing so hard she can't catch her breath.

It starts before I've had breakfast. A mother calls: She is not allowed to take another day off work. A father laments: I don't have a car to come pick up my child. Another dad: I'm the only one who can drive. I have the car at work from 7 a.m. to 7 p.m. Where can I get him tested before or after those hours? A mom who thought a quarantine is supposed to last 40 days because the word for "quarantine" (cuarentena) is so similar to the word for "forty" (cuarenta). A mom who says she heard that you can die from the vaccine and is genuinely afraid to get it, although both her children have been in quarantine longer than they've been in school, and are now home with fevers as they await the results of their second tests of the school year. A parent who calls me to ask anxiously, "Is it safe for the children to be at school?" "Not really," I say. Three days later, she calls to tell me her two oldest are home sick. Before I can hang up, another mom beeps in: four children, all sick, fevers, coughs, the second one coughing so hard she can't catch her breath. They're heading to pick up a nebulizer.

Between calls, I find myself resting my forehead on the desk.

At the end of last year, a student and I talked about her transition to a new school this fall. Her family fled here from a conflict-filled country to the south; her sister was just freed from months in Immigration and Customs Enforcement detention. Another transition for her felt ominous. "Will you still come see me?" she asked nervously. "What if I don't know where to go?"

"I'll be there," I promised. "I'll find you. We'll figure it out together."

Well. I haven't been there. I haven't found her. She's been in quarantine already. She's currently at home sick. I'm home with my son. Even if I could go see her, should I? Would it be safe? What will her test results be this time? What would have happened if I'd gone? I wonder if she feels afraid and lonely in the new school. I wonder if she feels like I've let her down. I feel like I've let her down.

I think about all the kids being let down right now. Missing their English lessons, their speech therapy, their football practice, their dance classes. Failing their tests, a lump in their throats, unable to do the packets of worksheets sent home. Anxious parents hovering, encouraging, scolding, not able to help them because they don't speak the language. Our local health department reports that 79% of the kids in quarantine right now are there because of school contacts, not household contacts. If everyone were wearing a mask, how much of this could not be happening? Truly, it breaks my heart.

As for our family, we kept our son home the first two days of school, to see how things would go. Days 3-5, school was closed due to flooding. By the next Monday, his class was in quarantine for all of week two. The third week, they went for one day, and then there was an early dismissal and another day of closure due to another storm. After that, we withdrew him. We're so privileged to be able to do so. And it, too, breaks my heart.

They say that anger covers sadness or fear. I've had my angry moments. I've felt the fear. And now I'm just sad.
Sadie Kneidel (she/her/hers) is a writer and naturalist with degrees in Spanish, women's and gender studies, and clinical mental health counseling. She is proud to provide Spanish-language services to her local community in western North Carolina. Do you have a compelling personal story you'd like to see published on HuffPost? Find out what we're looking for here and send us a pitch! This article originally appeared on HuffPost and has been updated.
More From HuffPost Personal...

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Our School Board Refused To Mandate Masks. Now Things Are Bad. Really Bad.

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"In normal times, my job involves a variety of things... Now it's just COVID. All day and every day, COVID."

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I Was An ‘Anti-Vaxxer.’ This Year, I Changed My Mind. | HuffPost

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I Was An ‘Anti-Vaxxer.’ This Year, I Changed My Mind. | HuffPost

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Back in the early days of the COVID-19 pandemic when there were whisperings of "possible vaccines," I was a hard no. Summer arrived, and along with the heat came all the rumors of possible side effects; I was still saying "No, I won't get it." Fall arrived and with it, another wave (I lost track ... was it the third wave? Fourth?) of infections and hospitalizations.

The number of people dying from COVID-19 kept rising. I, along with so many others, realized that our hope of this pandemic ending with summer hadn't come to fruition. It was around this time that I realized I might need to pay a bit more attention to all of the vaccine talk and instead of just shaking my head, actually learn more - and not from random people online, but from actual experts.

So I still turned to people online, but this time, it was epidemiologists and immunologists who were experts in viruses and vaccines. These people truly knew what they were talking about, and I was feeling pretty desperate for that. I wanted unquestionable facts, real numbers and unbiased data. These were people whose stories and posts I would see and read daily and slowly, over time, I began to question a lot of the former beliefs I held about vaccines.

You see, it wasn't just the COVID-19 vaccine I was changing my mind about. It was all vaccines.

When I became pregnant with my first child, over six years ago, I went from really never having given much thought to vaccines (other than getting them) to discovering this whole other world of people who believed they were harmful. The seed of fear was planted in me, and over time, it only grew bigger.

"I can see why I believed what I did and I don't feel any shame about it, just like I don't feel any shame about those beliefs changing during the past year."

I was told the vaccine risks were higher than disease risks. I was told vaccine injuries happen often. I was told doctors are profiting off of vaccines. And you know what? It was really hard to figure out what was true and what wasn't because I felt so vulnerable and unsure as a new mom.

I remember someone saying, "Once you vaccinate, you can't undo that, but if you choose to wait you can always change your mind later," and that stuck with me. So I didn't do anything. I felt paralyzed. Making decisions is already challenging for me, so avoiding them became the easier, more comfortable choice.

Looking back, I feel like I was preyed upon as a new mom; I was an easy target. I can see why I believed what I did and I don't feel any shame about it, just like I don't feel any shame about those beliefs changing during the past year.

I think there are a lot of misconceptions about people who choose not to vaccinate, and now more than ever, we are seeing people being attacked and judged for that. While I do understand where this comes from and why people feel so strongly, I also see that it doesn't help. You can't shame someone into truly changing their views.

It took a pandemic to change my mind. A freaking pandemic! (As well as educators who were kind and forthright.) Most people who aren't vaccinating themselves or their kids aren't actually against the idea of vaccines, they just don't trust that the ones we have are safe. They want to see more studies being done. There is a lack of trust there and a lot of doubt; I think that opens the door to believing things that maybe you wouldn't normally.

If you are feeling frustrated by people who are refusing to get the COVID-19 vaccine, the answer isn't to try and scare them or make them feel worse. It is to provide facts with kindness. We are all trying to do what we think is right, to listen to the people we think are telling the truth, to keep our children as safe as possible. Our actual goals are probably very similar; we just have different ideas as to how we can reach them. Perhaps by listening to each other more, we can find a middle ground and actually be able to move forward.

I went from "anti-vaxxer" to getting the COVID-19 vaccine and vaccinating my children. I found peace in my decision, and that's what I hope everyone can find. Whatever decision you make, make it an informed one that you can feel comfortable with; make it a decision based on facts and evidence from real sources.

"If you are feeling frustrated by people who are refusing to get the COVID-19 vaccine, the answer isn't to try and scare them or make them feel worse. It is to provide facts with kindness."

Many people have been asking me what really changed my mind when it came to getting the vaccine. Was it a certain person? Was it a piece of particular information?

What changed my mind is that I ran out of reasons to NOT get it.

When I was saying I wouldn't be getting the vaccine, I had a list of reasons why. Things like fear of side effects, worrying how effective it was, questioning if natural herd immunity was better, and so on. One by one, those reasons were removed from my list as I learned more.

I decided that it made the most sense to trust the people who were experts in vaccines and viruses (I know, duh - but I'd been convinced that these experts were all biased or bought out; not true). I quickly learned that some of what I had heard about vaccines and coronaviruses before from nonexperts simply was not accurate - it didn't even scientifically make any sense! These are the people who gained my trust and ultimately changed my mind.

At first, I'd read things they posted and think, "No, that's not true" because it went against what I had formerly believed, but it didn't take long for me to recognize that they were the actual truth-tellers and that people I had been listening to before either really didn't understand what they were talking about or wanted to intentionally mislead people. It no longer made sense for me to be listening to random people in Facebook groups or doctors in fields completely unrelated to virology over these experts.

It wasn't only that I learned new things; it was also that things that I had thought were true were not. I learned that a few people are responsible for most of the anti-vaccine misinformation and are I learned that the majorly profiting off of that ! VAERS vaccine reporting system is abused by people who add "side effects" that clearly have nothing to do with a vaccine , but also that the CDC really does go through and look into the serious reports (which we have seen as it reports new side effects from various COVID-19 vaccines publicly). My trust in vaccines grew, and my trust in those opposing them fell.

Changing your mind, especially strongly held views, is hard. It's hard to recognize that you were wrong or that you listened to the wrong people, but you know what I've realized? It's also very liberating. It feels good to allow your views to shift as you gain new information or new experiences and to recognize that as growth rather than digging in your heels and trying to remain true to something that no longer feels right to you.

Let's normalize changing your mind. Let's support people who choose to grow rather than stay stuck. And let's end this pandemic by choosing facts and kindness, even when we don't totally agree.

Do you have a compelling personal story you'd like to see published on HuffPost? Find out what we're looking for here and send us a pitch!

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I Was An 'Anti-Vaxxer.' This Year, I Changed My Mind.

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"Changing your mind, especially strongly held views, is hard."

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Selected Adverse Events Reported after COVID-19 Vaccination | CDC

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Selected Adverse Events Reported after COVID-19 Vaccination | CDC

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Centers for Disease Control and Prevention

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Important update: Healthcare facilities

CDC has updated select ways to operate healthcare systems effectively in response to COVID-19 vaccination. Learn more

Selected Adverse Events Reported after COVID-19 Vaccination

At the April 19, 2023 meeting of the Advisory Committee on Immunization Practices, CDC presented data related to further analyses of a preliminary safety signal for persons ages 65 years and older who received the updated (bivalent) Pfizer-BioNTech COVID-19 vaccine in one safety monitoring system, the Vaccine Safety Datalink (VSD). Other safety monitoring systems have not observed similar findings. As time has passed and more safety data have accumulated, the initial finding has decreased, and scientists believe factors other than vaccination might have contributed to the initial finding. The current evidence does not support the existence of a safety issue. FDA and CDC will continue to evaluate data as they are available and update the public as needed.

Safety of COVID-19 Vaccines

Some people have no side effects. Many people have reported side effects-such as headache, fatigue, and soreness at the injection site-that are generally mild to moderate and go away within a few days.

What You Need to Know

The benefits of COVID-19 vaccination continue to outweigh any potential risks.

Severe reactions after COVID-19 vaccination are rare.

CDC recommends everyone ages 6 months and older get vaccinated to protect against COVID-19 and its potentially severe complications.

Millions of people in the United States have received COVID-19 vaccines under the most intense safety monitoring program in U.S. history.

CDC, the U.S. Food and Drug Administration (FDA), and other federal agencies continue to monitor the safety of COVID-19 vaccines.

Anaphylaxis after COVID-19 Vaccination

Anaphylaxis after COVID-19 vaccination is rare. It has occurred at a rate of approximately 5 cases per one million vaccine doses administered. Anaphylaxis, a severe type of allergic reaction, can occur after any kind of vaccination. If it happens, healthcare providers can effectively and immediately treat the reaction. Learn more about COVID-19 vaccines and allergic reactions, including anaphylaxis.

CDC scientists have conducted detailed reviews of cases of anaphylaxis and made the information available to healthcare providers and the public.

Allergic Reactions Including Anaphylaxis After Receipt of the First Dose of Moderna COVID-19 Vaccine- United States, December 21, 2020-January 10, 2021
Synopsis: From December 21, 2020, through January 10, 2021, CDC safety monitoring of the Moderna COVID-19 vaccine in VAERS identified 10 cases of anaphylaxis from a reported 4,041,396 first doses of the vaccine, corresponding to an estimated 2.5 cases per million doses administered. In nine of those cases, anaphylaxis symptoms began within 15 minutes of vaccination. No deaths from anaphylaxis were reported.

Reports of Deaths after COVID-19 Vaccination

Multiple factors contribute to reports of death after COVID-19 vaccination, including heightened public awareness of COVID-19 vaccines, requirements under FDA authorization for COVID-19 vaccines that healthcare providers report any death after COVID-19 vaccination to VAERS (even if it is unclear whether the vaccine was the cause), and reporting requirements in CDC vaccine provider agreements. People receiving COVID-19 vaccines are less likely to die from COVID-19 and its complications and are at no greater risk of death from non-COVID causes, than unvaccinated people.

CDC scientists and partners have performed detailed assessments of deaths after COVID-19 vaccination and made the information available to healthcare providers and the public.

Guillain-Barré Syndrome (GBS) after COVID-19 Vaccination

GBS is a rare disorder in which the body's immune system damages nerve cells, causing muscle weakness and sometimes paralysis. GBS has largely been observed among people ages 50 years and older.

Based on an analysis of data from the Vaccine Safety Datalink (VSD), the rate of GBS within the first 21 days following J&J/Janssen COVID-19 vaccination was found to be 21 times higher than after Pfizer-BioNTech or Moderna (mRNA) COVID-19 vaccination. After the first 42 days, the rate of GBS was 11 times higher following J&J/Janssen COVID-19 vaccination. The analysis found no increased risk of GBS after Pfizer-BioNTech or Moderna vaccination.

Similarly, CDC found higher than expected rates of GBS reported to VAERS after J&J/Janssen COVID-19 vaccination but not after mRNA COVID-19 vaccination. These observations contributed to the preferential recommendation by the Advisory Committee on Immunization Practices (ACIP) to use mRNA COVID-19 vaccines over the J&J/Janssen COVID-19 vaccine, which is no longer available in the United States.

CDC and FDA will continue to monitor for and evaluate reports of GBS occurring after COVID-19 vaccination and will share more information as it becomes available.

Myocarditis and Pericarditis after COVID-19 Vaccination

Myocarditis and pericarditis after COVID-19 vaccination are rare. Myocarditis is inflammation of the heart muscle, and pericarditis is inflammation of the outer lining of the heart. Most patients with myocarditis or pericarditis after COVID-19 vaccination responded well to medicine and rest and felt better quickly, and most cases have been reported after receiving mRNA COVID-19 vaccines.

To date, evidence indicates that the benefits of mRNA COVID-19 vaccination outweigh the risk of myocarditis. CDC and FDA will continue to monitor for and evaluate reports of myocarditis and pericarditis after COVID-19 vaccination. Learn more about myocarditis and pericarditis, including clinical considerations, after mRNA COVID-19 vaccination.

Data from VSD and from VAERS indicate that rates of myocarditis after COVID-19 vaccination are highest among males in their late teens and early 20s, usually following the second dose of the vaccine.

CDC scientists have conducted detailed reviews of cases of myocarditis and pericarditis after COVID-19 vaccines and have made the information available to healthcare providers and the public.

Thrombosis with Thrombocytopenia Syndrome (TTS) after COVID-19 Vaccination

Thrombosis with thrombocytopenia syndrome (TTS) has been rarely observed after J&J/Janssen COVID-19 vaccination and has occurred in approximately 4 cases per one million doses administered. TTS is a rare but serious adverse event that causes blood clots in large blood vessels and low platelets (blood cells that help form clots).

A review of reports indicates a causal relationship between the J&J/Janssen COVID-19 vaccine and TTS. This observation contributed to the preferential recommendation by ACIP to use mRNA COVID-19 vaccines over the J&J/Janssen COVID-19 vaccine, which is no longer available in the United States.

CDC scientists have conducted detailed reviews of TTS cases and have made the information available to healthcare providers and the public.

Updates on Thrombosis with Thrombocytopenia Syndrome (TTS) [1.3 MB, 39 Pages]
Synopsis: This December 16, 2021 CDC presentation to the Advisory Committee on Immunization Practices (ACIP) showed that the TTS case reporting rate (3.8 per one million doses) following J&J/Janssen COVID-19 vaccination in the U.S. was higher than that previously presented. Reporting rates for men ages 40-49 years and for women ages 50-64 years were similar to women ages 18-29 years (about 4-5 per one million doses). U.S. TTS deaths following J&J/Janssen vaccination had typical features of severe CVST and were more common than those known during previous presentations to ACIP. The TTS death reporting rate was approximately 2 per one million doses in women ages 30-49 years, and the proportion of TTS cases involving death did not decrease after the J&J/Janssen vaccination pause.

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Rare instances of adverse events following COVID-19 vaccinations have been reported to the Vaccine Adverse Event Reporting System.

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Scary Reports of Deaths Following COVID-19 Vaccination Aren’t What They Seem

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Scary Reports of Deaths Following COVID-19 Vaccination Aren’t What They Seem

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You might have seen the headlines on social media.
"COVID-19 Vaccine-Related Fatalities Exceed 6,000." "6,000% Increase in Reported Vaccine Deaths 1st Quarter 2021 Compared to 1st Quarter 2020."
No matter your vaccination status or your feelings about getting the shot, those headlines likely give you pause. Can those numbers be right?

These and similar shocking claims are the latest examples of COVID-19 vaccine misinformation. And as with most misinformation, these statements get traction because they start with a kernel of truth - in this case raw data from a reputable source.

The data and source

The Vaccine Adverse Event Reporting System (VAERS) was established in 1990 as a national early warning system to detect potential safety problems with vaccines. It is managed by the Centers for Disease Control and Prevention (CDC) and the Food and Drug Administration (FDA).

The system allows anyone who has received a vaccine (not just a COVID-19 vaccine) to report "adverse events" (think side effects) that they experience following vaccination. Health care providers are required to submit reports of events that come to their attention even if the events clearly have no relationship to vaccination.

The system serves to alert federal health authorities to potential safety concerns, but it is not designed to determine if a vaccine caused a particular problem. All reports to the system are unverified.

Since December 2020, more than 469 million doses of COVID-19 vaccine have been administered in the U.S., and VAERS has received 10,483 reports of death (0.0022%), according to the CDC. (Numbers as of Dec. 29, 2021.)

However, that statistic offers no insight into the cause of death for those people. If a 90-year-old nursing home resident got the vaccine and then died days, weeks or even months later of another ailment, the resident's death would be reported to VAERS.

The misinformation strategy

Opponents of vaccination use the VAERS numbers in statements that suggest cause-and-effect conclusions. This misinformation then influences some people not to be vaccinated.

In this case, the numbers are correct, but the presumed conclusions are not.

Stevan Whitt, MD, an infectious disease doctor and chief medical officer at MU Health Care, gets questions about these claims regularly, and he wants people to have the right information.

"This intentional misrepresentation is a powerful tactic to sow confusion among large groups of people," Whitt said.

To address the misinformation about VAERS, the CDC shares context around adverse events associated with the COVID-19 vaccines and emphasizes that reports of deaths (and other adverse events) do not necessarily mean the vaccines are to blame. "A review of available clinical information, including death certificates, autopsy, and medical records, has not established a causal link to COVID-19 vaccines," the CDC notes.

Meanwhile, what we do know for sure is that more than 58 million U.S. residents have been infected and more than 800,000 have died from COVID-19, and the vaccine is one of the best tools to slow the spread of the virus and save lives.

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Scary Reports of Deaths Following COVID-19 Vaccination Aren't What They Seem

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You might have seen the headlines on social media. "COVID-19 Vaccine-Related Fatalities Exceed 6,000." "6,000% Increase in Reported Vaccine Deaths 1st Quarter 2021 Compared to 1st Quarter 2020." No matter your vaccination status or your feelings about getting the shot, those headlines likely give you pause. Can those numbers be right?

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Aroostook’s chaotic start shows Maine schools may not be ready for COVID-19

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Aroostook’s chaotic start shows Maine schools may not be ready for COVID-19

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Good from evil? Wrestling with the moral tragedy of vaccines - ABC Religion & Ethics

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Good from evil? Wrestling with the moral tragedy of vaccines - ABC Religion & Ethics

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This week, Sydney's three Archbishops have expressed to the Prime Minister their concern about the use of cells from an aborted foetus in the manufacturing of a proposed COVID-19 vaccine at Oxford University. They were explicitly not calling for a boycott of the vaccine, much less endorsing an "anti-vaxx" position, but were simply asking for reassurance about the production of the vaccine to which Australia has signed up - and which some have discussed being mandatory. They were pointing out that some citizens may well feel uncomfortable about taking vaccines cultivated from cell lines derived from an aborted foetus.

Despite the contempt of the commentariat, I want to show that this is a morally serious position that anyone, religious or not, should respect. But I also want to propose that resources found in the Christian narrative of atonement and repentance might give us - both in the church and in the wider community - a way of living with the consequences of a great good derived from what is, for many, a moral evil.

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It is regrettable that many modern vaccines have been developed from cells taken from aborted foetuses, but being unknowingly vaccinated did not involve, and does not involve, a person in condoning abortion. The cells in use in today's vaccines were, in a number of cases, lines developed from foetuses that were aborted, but not aborted in order to be so used. For example, the cell line in the development of the proposed Oxford vaccine is HEK 293, which comes from a Dutch foetus legally aborted in 1972. This cell line has been used in many applications. The benefit comes not directly from the act of aborting the foetus, but from the use made of foetal remains.

It is only the second of these acts in which we, the vaccinated, are potentially complicit, not the first. We did not decide to abort the foetus, and we can only conjecture at the circumstances. We do not, by using the vaccines made in this way, encourage or endorse abortion practices. Roman Catholic teaching very helpfully describes this as moral distance. In 2005, and again in 2017, the Vatican's Pontifical Academy for Life declared that, in the absence of alternatives, Catholic Christians could in good conscience undergo vaccinations with vaccines produced from aborted foetuses.

Sacredness and consent

The moral question, then, not about a killing as such - that's a separate matter - but about using the human tissue of a foetus killed in this way. There are then two issues to consider: consent, and what might be called "human dignity."

It is right to ask the question about the use of human tissue taken without the consent of the owner. We aren't supposed to do grave robbery anymore, even for the beneficial medical discoveries that might result. Why? Because there is a near universal recognition across cultures and religions that, in some way, our bodies do not belong to others. Bodies of the dead belong, in some way, to the intentions of their owners and represent to the rest of us their human dignity. And to be honest, it is very hard to speak of this sense non-theologically: our bodies are sacred.

The question then becomes one of the consent of, and the human dignity of, the aborted foetus. Clearly, a foetus cannot consent, although parental consent can substitute for that, however fallibly. It is unclear if the use of foetal tissue in the development of vaccines has been with or without some form of consent. In the case of the development of the Rubella vaccine, apparently, no consent was obtained from the mother. The history of the HEK 293 cells is obscure.

It is worth saying that we cannot simply trust that people in laboratories will respect the dignity and integrity of people's bodies - dead or alive. The controversial story of the HeLa cells is a case in point. The HeLa cells were cells taken in 1951 from a poor Afro-American woman with cervical cancer named Henrietta Lacks. The cells were grown and used - and are still in use today - to great profit without her or her family's permission. The case influenced the development of the "Common Rule " in 1981, designed to protect people from being the unwitting contributors to scientific experimentation.

There are, however, some conditions in which parental consent, given as a proxy for the foetus, is, to say the least, deeply compromised. Abortion surely is one of those. It is difficult to imagine a foetus, or the child and then the adult that he or she will later become, consenting to his or her own destruction and subsequent use by science. The act of termination so deeply violates the personhood and human dignity of the foetus that the consent to use the body of the foetus evaporates. No such consent can be given.

Tragedy and atonement

Let me hold that question over while exploring another line of thought. The Kantian principle which requires that we "treat human beings as ends, not means" is one we should not simply brush aside, even in the case of an aborted foetus. This is not morally trivial. But a great good has come from this original taking of human remains. Let me not understate this: the benefit of this science has been an extraordinary blessing to the human community. Many millions of lives have been saved through vaccination. Great suffering has been alleviated. But the problem in this case is the way the foetus died. The great good that has emerged does not simply overturn the original wrong, or justify it.

We can say both things at once: great good came from this vaccine, but it was tragic that it was sourced in this way. We cannot now put that genie back in the bottle, as it were. But that is not enough. We cannot simply shrug our shoulders at a past evil and move on with a clear conscience. We need to recognise the tragedy and acknowledge the cost.

This line of reasoning does not entail a pro-life position - I can imagine a pro-choice person not simply seeing their aborted foetus as available to be a biological resource. In my experience of speaking with people who have had abortions, they don't tend to think of aborted foetuses as "just cells." If they did, they would be fine with foetuses being used for whatever purpose we customarily use mammal tissue. That they normally are not shows that most people have the sense that the foetus has some human status and therefore should be accorded certain "rights" - even if living isn't one of those.

A suitable analogy might be: Australia was established by means of brutal acts of invasion, theft, and murder. We cannot now reverse history, and we cannot deny the good that Australia has been (where it has been good, and it has). But what we can do is taught to us by the Christian gospel: we can remember those founding sins, repent of them, and seek to atone - that is, we can seek as best we can to stop the practices that led to the original act.

In the case at hand, we can seek to use alternative vaccines where they are available. We can ask: are new foetal cells being harvested from abortions? According to the New York Times, there is an ongoing trade in foetal tissue. This continues to set an alarming precedent for the human community. Do the mothers of aborted foetuses know this?

Atonement involves making restitution to the one who was wronged and from whose suffering we have benefitted. Who was wronged in this case? The anonymous foetuses who died, not at their own choice, but from the choices of others. How can we make atonement to them? We cannot give back to them what was taken from them. But we can acknowledge them, name them, and honour them - since they were neither acknowledged, named, or honoured in their killing.

This is where the churches could lead the way. Could we give the source of HEK 293 a name? Can we honour her life and her full humanity - her being made in God's image - in this way? Let's call her Zoë, the Greek word for "life," since that has been her gift to millions. Could the leaders of our churches host services of repentance and of thanksgiving for these little lives? These must not be acts of self-justification or displays of empty concern, but rather a collective seeking of divine mercy.

And this is where I would hope that the Archbishops might help us. I have three concerns with the way they have raised this issue. One is the ammunition that their warnings give to anti-vaxxers, whatever the protestations to the contrary. Anti-vaxxers do not deal in evidence, but in fear. They will sow doubt wherever they can.

The second is that people's consciences have been unnecessarily seared, without the help of careful ethical teaching and reflection, or a way to make good. This is an issue of real moral complexity. It does not help what St. Paul calls "the weaker brother or sister" to suggest to him or her that he or she might be in sin, or ought to feel some pang of conscience.

My third concern is the issue of selectivity. Our social world is full of moral compromises. It is tainted at every level - with the slave trade, with deep inequities, with bribery, with trade with the Chinese government with its human rights abuses. Why this one? If we are to be alarmed at this one, then what are we to do with all the others?
Rev. Dr Michael Jensen is the rector of St. Mark's Anglican Church, Darling Point. He obtained his doctorate in Moral Theology at Oxford University. With Rev. Megan Powell du Toit, he hosts the podcast With All Due Respect.

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Wrestling with the moral tragedy of vaccines - ABC Religion & Ethics

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Sydney's three Archbishops have expressed concern about the use of cells from an aborted foetus in the manufacturing of a proposed COVID-19 vaccine. While this is a morally serious position that should be respected, Christianity has resources that might offer a way of living with the consequences of a great good derived from what is, for many, a moral evil.

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Should Christians be opposed to vaccination? - ABC Religion & Ethics

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Should Christians be opposed to vaccination? - ABC Religion & Ethics

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18 reasons I won’t be getting a COVID vaccine - LifeSite

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18 reasons I won’t be getting a COVID vaccine - LifeSite

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I don't know everything, but so far no one has been able to answer the objections below. So here are the reasons I'm opting out of the COVID vaccine
LifeSiteNews does not necessarily agree with all the opinions in this article, but believes that it presents a great deal of crucial information and is a valuable contribution to this issue.
April 16, 2021 ( TRUE Whole Human) - A few friends have asked my thoughts on the COVID jab(s) so I thought it was time to write an article on the topic.

Knowing how contentious this issue is, part of me would rather just write about something else. But I believe the discussion/news is so one-sided that I should speak up.

As I always strive to do, I promise to do my best to be level-headed and non-hysterical.

I'm not here to pick a fight with anyone, just to walk you through some of what I've read, my lingering questions and explain why I can't make sense of these COVID vaccines.

Three ground rules for discussion:

If you care to engage on this topic with me, excellent. Here are the rules. I am more than happy to correspond with you if:

You are respectful and treat me the way you would want to be treated.

You ask genuinely thoughtful questions about what makes sense to you.

You make your points using sound logic and don't hide behind links or the word "science."

If you do respond, and you break any of those rules, your comments will be ignored/deleted.

With that out of the way, let me say this: I don't know everything, but so far no one has been able to answer the objections below. So here are the reasons I'm opting out of the COVID vaccine:

1. Vaccine makers are immune from liability

The only industry in the world that bears no liability for injuries or deaths resulting from their products are vaccine makers.

As first established in 1986 with the National Childhood Vaccine Injury Act, and reinforced by the Public Readiness and Emergency Preparedness (PREP) Act, vaccine makers cannot be sued - even if they are shown to be negligent.

The COVID vaccine makers are allowed to create a one-size-fits-all product, with no testing on sub-populations (i.e. people with specific health conditions), and yet they are unwilling to accept any responsibility for any adverse events or deaths their products cause.

If a company is not willing to stand behind its product as safe, especially one rushed to market, I am not willing to take a chance on that product.

No liability. No trust. Here's why ...

2. The checkered past of vaccine companies

The four major companies who are making COVID vaccines are/have either:

Moderna had been trying to " Modernize our RNA" (thus the company name) for years, but had never successfully brought any product to market. How nice for the company to get a major cash infusion from the government to keep trying.

In fact, all major vaccine makers (save Moderna) have paid out tens of billions of dollars in damages for other products they brought to market when they knew those products would cause injuries and death - see Vioxx, Bextra, Celebrex, Thalidomide and opioids as a few examples.

If drug companies willfully choose to put harmful products in the market - when they can be sued - why would we trust any product where they have no liability?

Three of the four COVID vaccine makers have been sued for products they brought to market even though they knew injuries and deaths would result.

Given the free pass from liability, and the checkered past of these companies, why would we assume that all their vaccines are safe and made completely above board?

Where else in life would we trust someone with that kind of reputation?

To me that makes as much sense as expecting a remorseless, abusive unfaithful lover to become a different person because a judge said deep down they are a good person.

No. I don't trust them. No liability. No trust. Here's another reason why I don't trust them ...

3. Ugly history of attempts to make coronavirus vaccines

There have been many attempts to make viral vaccines in the past that ended in utter failure - which is why we did not have a coronavirus vaccine in 2020.

In the 1960s, scientists attempted to make an RSV ( respiratory syncytial virus) vaccine for infants. In that study, they skipped animal trials because the trials weren't required then.

In the end, the vaccinated infants got much sicker than the unvaccinated infants when exposed to the virus in nature, with 80% of the vaccinated infants requiring hospitalization. Two of them died.

After 2000, scientists made many attempts to create coronavirus vaccines. For the past 20 years, all ended in failure because the animals in the clinical trials got very sick and many died, just like the children in the 1960s.

You can read a summary of this history/science here. Or if you want to read the individual studies you can check out these links:

The typical pattern in the studies referenced above is that the children and the animals produced beautiful antibody responses after being vaccinated. The manufacturers thought they hit the jackpot.

The problem came when the children and animals were exposed to the wild version of the virus.

When that happened, an unexplained phenomenon called antibody dependent enhancement, also known as vaccine enhanced disease, occurred where the immune system produced a " cytokine storm " (i.e. overwhelmingly attacked the body) and the children/animals died.

Here's the lingering issue: The vaccine makers have no data to suggest their rushed vaccines have overcome that problem.

In other words, never before has any attempt to make a coronavirus vaccine been successful, nor has the gene-therapy technology in mRNA "vaccines" been safely brought to market.

We might assume that because the companies received billions of dollars in government funding, they must have figured out that problem.

Except they don't know if they have ...

4. The 'data gaps' submitted to FDA by vaccine makers

When vaccine makers submitted their papers to the U.S. Food and Drug Administration (FDA) for the Emergency Use Authorization (which is not the same as a full FDA approval), among the many "data gaps" they reported was that they have nothing in their trials to suggest they overcame that pesky problem of vaccine enhanced disease.

They simply don't know if the vaccines they've made will also produce the same cytokine storm (and deaths) as previous attempts at such products.

As Dr. Joseph Mercola points out ...

" Previous attempts to develop an mRNA-based drug using lipid nanoparticles failed and had to be abandoned because when the dose was too low, the drug had no effect, and when dosed too high, the drug became too toxic. An obvious question is: What has changed that now makes this technology safe enough for mass use?"

If that's not alarming enough, here are other gaps in the data - in other words, there is no data to suggest safety or efficacy regarding:

Anyone younger than age 18 or older than age 55.

Pregnant or lactating mothers.

Autoimmune conditions.

Immunocompromised individuals.

No data on transmission of COVID.

No data on preventing mortality from COVID.

No data on duration of protection from COVID.

In case you think I'm making this up, or want to see the actual documents sent to the FDA by Pfizer and Moderna for their Emergency Use Authorization, you can check out this, or this respectively. The data gaps can be found starting with page 46 and 48 respectively.

For now let's turn our eyes to the raw data the vaccine makers used to submit for emergency use authorization ...

5. No access to raw data from trials

Would you like to see the raw data that produced the "90% and 95% effective" claims touted in the news?

Me too. But the companies won't let us see that data.

As pointed out in the BMJ, something about the Pfizer and Moderna efficacy claims smells really funny. There were "3,410 total cases of suspected, but unconfirmed COVID-19 in the overall study population, 1,594 occurred in the vaccine group vs. 1,816 in the placebo group."

Wait ... what? Did they fail to do science in their scientific study by not verifying a major variable?

Could they not test those "suspected but unconfirmed" cases to find out if they had COVID? Why not test all 3,410 participants for the sake of accuracy?

Can we only guess they didn't test because it would mess up their "90-95% effective" claims?

Would it not be prudent for the FDA to expect (demand) the vaccine makers test people who have "COVID-like symptoms," and release their raw data so independent third parties could examine how the manufacturers justified the numbers?

It's only every citizen of the world we're trying to get to take these experimental products - why did the FDA not require that? Isn't that the entire purpose of the FDA anyway?

Good question. Foxes guarding the hen house? No liability. No trust.

6. No long-term safety testing

With products that have been on the market only a few months, we have no long-term safety data.

In other words, we have no idea what this product will do in the body months or years from now - for any population.

Given all the risks above (risks that all pharmaceutical products have), would it not be prudent to wait to see if the worst-case scenarios have indeed been avoided?

Would it not make sense to want to fill those pesky "data gaps" before we try to give this to every man, woman and child on the planet?

That would make sense. But to have that data, they need to test it on people, which leads me to my next point ...

7. No informed consent

What most who are taking the vaccine don't know is that because these products are still in clinical trials, anyone who gets the shot is now part of the clinical trial - part of the experiment.

Those (like me) who do not take it, are part of the control group. Time will tell how this experiment works out.

But, you may be asking, if the vaccines are causing harm, wouldn't we be seeing that all over the news? Surely the FDA would step in and pause the distribution? (Editor's note: federal health officials on Tuesday paused the Johnsons & Johnson vaccine over concerns related to blood clots).

If the Vaccine Adverse Events Reporting System (VAERS) - the government-run system for reporting deaths and injuries after vaccines - worked, maybe things would be different, but ...

8. Under-reporting of adverse reactions and deaths

According to a Harvard study (commissioned by our own government), less than 1% of all adverse reactions to vaccines are actually submitted to VAERS.

While the problems with VAERS have not been fixed (as you can read about in this letter to the CDC), at the time of this writing, VAERS reports over 2,200 deaths from the current COVID vaccines, as well as close to 60,000 adverse reactions.

If those numbers represent only 1% of the total adverse reactions (or .8% to 2% of what this study published recently in the JAMA found), you can do the math - but that equates to somewhere around 110,000 to 220,000 deaths from the vaccines to date, and a ridiculous number of adverse reactions.

Bet you didn't see that on the news.

That death number would currently still be lower than the 424,000 deaths from medical errors that happen every year (which you probably also don't hear about), but we are not even six months into the rollout of these vaccines yet.

If you want a deeper dive into the problems with the VAERS reporting system, you can check out this or this.

But then there's my next point, which could be argued makes these COVID vaccines seem pointless ...

9. The vaccines don't stop transmission or infection

Aren't these vaccines supposed to be what we've been waiting for to "go back to normal"? Nope.

Why do you think we're getting all these conflicting messages about needing to practice social distancing and wear masks after we get a vaccine? The reason is because these vaccines were never designed to stop transmission or infection.

If you don't believe me, I refer you again to the papers submitted to the FDA I linked to above which show that the primary endpoint (what the vaccines are meant to accomplish) is to lower your symptoms.

Sounds like just about every other drug on the market right? That's it ... lowering your symptoms is the big payoff we've been waiting for. Does that seem completely pointless to anyone but me?

It can't stop us from spreading the virus.

It can't stop the virus from infecting us once we have it.

To get the vaccine is to accept all the risk of these experimental products and the best it might do is lower symptoms?

There are plenty of other things I can do to lower my symptoms that don't involve taking what appears to be a really risky product.

Now for the next logical question: If we're worried about asymptomatic spreaders, would the vaccine not make it more likely that we are creating asymptomatic spread?

If it indeed reduces symptoms, anyone who gets it might not even know they are sick and thus they are more likely to spread the virus, right?

For what it's worth, I've heard many people say the side effects of the vaccine (especially the second dose) are worse than catching COVID.

I can't make sense of that either.

Take the risk. Get no protection. Suffer through the vaccine side effects. Keep wearing your mask and social distancing ... and continue to be able to spread the virus.

It gets worse ...

10. People are catching COVID after being fully vaccinated

Talk about a bummer. You get vaccinated and you still catch COVID.

In reality, this phenomenon is probably happening everywhere, but those are the ones making the news now.

Given the reasons above (and what's below), maybe this doesn't surprise you, but bummer if you thought the vaccine was a shield to keep you safe.

It's not. That was never the point.

If 66% of healthcare workers in L.A. are going to delay or skip the vaccine ... maybe they aren't wowed by the rushed science either.

Maybe they are watching the shady way deaths and cases are being reported ...

11. Overall death rate from COVID

According to the CDC's own numbers, COVID has a 99.74% survival rate.

Why would I take a risk on a product, that doesn't stop infection or transmission, to help me overcome a cold that has a .26% chance of killing me - which actually in my age range is has about a .1% chance of killing me (and .01% chance of killing my kids).

With a bar (death rate) that low, we will be in lockdown every year ... i.e., forever.

But wait, what about the 500,000-plus deaths, that's alarming right? I'm glad you asked ...

12. Bloated COVID death numbers

Something smells really funny about this one. Never before in the history of death certificates has our own government changed how deaths are reported.

Why now, are we reporting everyone who dies with COVID in their body, as having died of COVID, rather than the co-morbidities that actually took their life?

Until COVID, all coronaviruses (common colds) were never listed as the primary cause of death when someone died of heart disease, cancer, diabetes, auto-immune conditions or any other major comorbidity.

The disease was listed as the cause of death, and a confounding factor like flu or pneumonia was listed on a separate line.

To bloat the number even more, the World Health Organization and the CDC changed their guidelines such that those who are suspected or probable (but were never confirmed) of having died of COVID, are also included in the death numbers.

If we are going to do that then should we not go back and change the numbers of all past cold and flu seasons so we can compare apples to apples when it comes to death rates?

According to the CDCs own numbers, (scroll down to the section "comorbidities and other conditions"), only 6% of the deaths being attributed to COVID are instances where COVID seems to be the only issue at hand.

In other words, reduce the death numbers you see on the news by 94% and you have what is likely the real numbers of deaths from just COVID.

Even if the former CDC director is correct and COVID-19 was a lab-enhanced virus (see Reason #14 below), a .26% death rate is still in line with the viral death rate that circles the planet every year.

Then there's this Fauci guy. I'd really love to trust him, but besides the fact that he hasn't treated one COVID patient, you should probably know ...

13. Fauci and others at NIAID own patents on the Moderna vaccine

Thanks to the Bayh-Dole Act, government workers are allowed to file patents on any research they do using taxpayer funding.

Tony Fauci owns more than 1,000 patents (see this video for more details), including patents being used on the Moderna vaccine ... for which he approved government funding.

In fact, the National Institutes of Health (NIH) - which oversees the National Institute of Allergy and Infectious Diseases (NIAID), of which Fauci is the director - claims joint ownership of Moderna's vaccine.

Does anyone else see this as a major conflict of interest, or criminal even?

I say criminal because there's also this pesky problem that makes me even more distrustful of Fauci, NIAD, and the NIH in general ...

14. Fauci is on the hot seat for illegal gain-of-function research

What is " gain-of-function " research? It's where scientists attempt to make viruses gain functions - i.e. make them more transmissible and deadlier.

Sounds at least a touch unethical, right? How could that possibly be helpful?

Our government agreed, and 2014, banned the practice.

So what did the Fauci-led NIAID do? They pivoted and outsourced the gain-of-function research (in coronaviruses no less) to China - to the tune of a $600K grant.

Mr. Fauci, you have some explaining to do ... and I hope the cameras are recording when you have to defend your actions.

For now, let's turn our attention back to the virus ...

15. The virus continues to mutate

Not only does the virus (like all viruses) continue to mutate, but according to world-renowned vaccine developer Geert Vanden Bossche (whom you'll meet below if you don't know him) it's mutating about every 10 hours.

How in the world are we going to keep creating vaccines to keep up with that level of mutation? We're not.

Might that also explain why fully vaccinated people are continuing to catch COVID?

Why, given that natural immunity has never ultimately failed humanity, do we suddenly not trust it?

Why, if I ask questions like the above, or post links like what you find above, will my thoughts be deleted from all major social media platforms?

That brings me to the next troubling problem I have with these vaccines ...

16. Censorship and the complete absence of scientific debate

I can't help but get snarky here, so humor me.

How did you enjoy all those nationally and globally televised, robust debates put on by public health officials, and broadcast simultaneously on every major news station?

Wasn't it great hearing from the best minds in medicine, virology, epidemiology, economics and vaccinology, from all over the world. as they vigorously and respectfully debated things like:

Mask wearing

Social-distancing

Vaccine efficacy and safety trials

How to screen for susceptibility to vaccine injury

Therapeutics, (i.e. non-vaccine treatment options)

Wasn't it great seeing public health officials (who never treated anyone with COVID) have their "science" questioned?

Wasn't it great seeing the FDA panel publicly grill the vaccine makers in prime time as they stood in the hot-seat of tough questions about products of which they have no liability?

Oh, wait ... you didn't see those debates? No, you didn't. Because they never happened.

What happened instead was heavy-handed censorship of all but one narrative.

Mark Zuckerberg can question vaccine safety, but I can't? When did the First Amendment become a suggestion?

It's the FIRST Amendment, Mark - the one our founders thought was most important.

With so much at stake, why are we fed only one narrative. Shouldn't many perspectives be heard and professionally debated?

What has happened to science?

What has happened to the scientific method of always challenging our assumptions?

What happened to lively debate in this country, or at least in Western society?

Why did anyone who disagrees with WHO, or the CDC get censored so heavily?

Is the science of public health a religion now - or is science supposed to be about debate?

If someone says "the science is settled" that's how I know I'm dealing with someone who is closed minded. By definition science (especially biological science) is never settled.

If it was, it would be dogma, not science.

I want to be a good citizen. I really do.

If lockdowns work, I want to do my part and stay home.

If masks work, I want to wear them.

If social distancing is effective, I want to comply.

But, if there is evidence they don't ( masks for example), I want to hear that evidence, too.

If highly credentialed scientists have different opinions, I want to know what they think. I want a chance to hear their arguments and make up my own mind.

I don't think I'm the smartest person in the world, but I think I can think. Maybe I'm weird, but if someone is censored, then I really want to hear what they think. Don't you?

To all my friends who don't have a problem with censorship, will you have the same opinion when what you think is censored?

Is censorship not the technique of dictators, tyrants and greedy, power-hungry people?

Is it not a sign that those who are doing the censoring know it's the only way they can win?

What if a man who spent his entire life developing vaccines was willing to put his entire reputation on the line and call on all global leaders to immediately stop the COVID vaccines because of problems with the science?

What if he pleaded for an open-scientific debate on a global stage?

Would you want to hear what he has to say? Would you want to see the debate he's asking for?

17. World's leading vaccinologist is sounding the alarm

Here is what may be the biggest reason this COVID vaccine doesn't make sense to me.

When someone who is very pro-vaccine, who has spent his entire professional career overseeing the development of vaccines, is shouting from the mountaintops that we have a major problem, I think the man should be heard.

In case you missed it, and in case you care to watch it, here is Geert Vanden Bossche, explaining:

Why the COVID vaccine may be putting so much pressure on the virus that we are accelerating its ability to mutate and become more deadly.

Why the COVID vaccines may be creating vaccine-resistant viruses (similar to antibiotic resistant bacteria).

Why, because of previous problems with antibody dependent enhancement, we may be looking at a mass casualty event in the next few months/years.

If you want to see/read about a second, and longer, interview with Vanden Bossche, where he was asked some tough questions, you can check this out.

If half of what he says comes true, these vaccines could be the worst invention of all time.

If you don't like his science, take it up with him.

I'm just the messenger.

But I can also speak to COVID personally ...

18. I already had COVID

I didn't enjoy it. It was a nasty cold for two days:

It was weird not being able to smell anything for a couple days. A week later, coffee still tasted a little "off."

But I survived.

Now it appears (as it always has) that I have beautiful, natural, life-long immunity - not something likely to wear off in a few months if I get the vaccine. In my body, and my household, COVID is over.

In fact, now that I've had it, there is evidence the COVID vaccine might actually be more dangerous for me.

That is not a risk I'm willing to take.

In summary

The above are just my reasons for not wanting the vaccine. Maybe my reasons make sense to you, maybe they don't.

Whatever does makes sense to you, hopefully we can still be friends.

I for one think there's a lot more that we have in common than what separates us.

We all want to live in a world of freedom.

We all want to do our part to help others and to live well.

We all want the right to express our opinions without fearing we'll be censored or viciously attacked.

We all deserve to have access to all the facts so we can make informed decisions.

Agree or disagree with me, I'll treat you no differently.

You're a human just as worthy of love and respect as anyone else. For that I salute you, and I truly wish you all the best.

I hope you found this helpful. If so, feel free to share.

If not, feel free to (kindly) let me know, in the comments below, what didn't make sense to you.
Reprinted with permission from TRUE Whole Human.
LifeSiteNews has produced an extensive COVID-19 vaccines resources page. View it here.

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18 reasons I won't be getting a COVID vaccine - LifeSite

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I don't know everything, but so far no one has been able to answer the objections below. So here are the reasons I'm opting out of the COVID vaccine

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In this summer of covid freedom, disease experts warn: ‘The world needs a reality check’ - The Washington Post

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In this summer of covid freedom, disease experts warn: ‘The world needs a reality check’ - The Washington Post

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Transit passengers wear masks as they wait on July 16 for a light-rail train in Los Angeles, where health authorities reimposed a mask mandate for everyone - vaccinated or not - inside public establishments. (Patrick T. Fallon/AFP/Getty Images)
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Maria Van Kerkhove, a World Health Organization epidemiologist, was in her Geneva office last weekend preparing for a keynote address when a simple phrase came to mind. She had been pondering the dismaying rise in coronavirus infections globally during the previous three weeks, a reversal of promising trends in late spring. The surge came as people across much of the Northern Hemisphere were moving around again in a suddenly freewheeling summer - as if the pandemic were over.

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In this summer of covid freedom, disease experts warn: 'The world needs a reality check'

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Scientists point to ominous pandemic trends as coronavirus variants spread.

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Congratulations on choosing the University of Maine Farmington - Admissions & Aid

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Congratulations on choosing the University of Maine Farmington - Admissions & Aid

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First things first, forms.

Head over to myCampus and your MaineStreet portal and fill out the necessary forms.

Second things second, additional documentation.

Do you have additional things to submit? This is not a one-size-fits-all process. Not sure if you need additional documentation? Check-in with your Admissions Counselor or try out our new Live Chat.

Third things third, connecting with us.

The personal touch is important to us at UMF. We're here to answer your questions and connect with you. Have a question? Use our Admissions Live Chat or sign up to connect with a student or faculty and staff by filling out the forms below.

Connect with a Student Connect with Faculty or Staff
Now that you've filled out all your forms and sent in any relevant additional information, you can look ahead to fall.
Fourth and finally, looking ahead.

August

September

Your first-semester bill is due September 15. Please make arrangements with the Merrill Center for payment.

Contact Us

Office of Admissions
University of Maine at Farmington
246 Main Street
Farmington, Maine USA 04938-1994
tel 207-778-7050
fax 207-778-8182
TYY (via Maine Relay Service) dial 711
umfadmit@maine.edu

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Congratulations on choosing the University of Maine Farmington - Admissions & Aid

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First things first, forms. Head over to myCampus and your MaineStreet portal and fill out the necessary forms. Second things second, additional documentation. Do you have additional things to submit? This is not a one-size-fits-all process. Not sure if you ... Read More

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National Space Club Keynote Scholarships - Scholarships.com

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National Space Club Keynote Scholarships - Scholarships.com

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national space club keynote scholarships

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National Space Club Keynote Scholarships

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National Space Club Keynote Scholarships Scholarship - Maximum Amount: $10,000 - Application Deadline: December 2, 2021 - The National Space Club and Foundation has offered the opportunity for a student to give the keynote address at the National Space Club and Foundation's annual Goddard Memorial Dinner, one of the space industry's most prestigious gatherings.

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ABC Humane Wildlife Control & Prevention, Inc. Academic Scholarship - Scholarships.com

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ABC Humane Wildlife Control & Prevention, Inc. Academic Scholarship - Scholarships.com

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Care to comment?
Go ahead - we're listening! Did you apply for this scholarship? Why? Why not? Maybe you even won!
Your comments could help fellow Scholarships.com members.

Evelyn B on 2/8/2021 9:33:50 PM

I am studying for my masters in psychology/counseling, to be able to help others the way I was helped. I was a victim of domestic violence for almost twenty years. I was able to get out due to the help and the counseling I was able to get. I want to help others that are in a similar situation I was out. I was a victim and I am no longer see myself as a victim of domestic violence. I see myself in a different light due to the progress of my work in getting myself help and not seeing myself as just a victim. So many people need help and may not know there are benefits to seeing a therapist or being in counseling.

Justin Pham on 2/4/2021 4:02:39 PM

Why I would apply for this scholarship is because I want to achieve my goals in the future. I would like to apply for this because I want to pursue my dreams in the future. I am a Freshman at my highschool and taking engineering classes. I've helper many people and always love to help others. Being an engineer takes time to learn. but it is always fun! This scholarship will be very helpful in the future for me.

Annie S on 1/16/2021 2:20:54 PM

I would love to earn this scholarship to help me get through college. I am pursuing a degree in Environmental Science with hopes to one day work with marine animals.

Megan L on 1/15/2021 3:28:47 PM

I am studying exercise science and plan of pursuing a career as an athletic trainer, which is currently a male dominated career... I'm applying to this scholarship because even working all throughout high school, it's still going to be huge challenge paying off my student debt.

Roya S on 1/13/2021 9:28:16 PM

I applied for LVN and Nursing program because I know , it is the best way which I can help people and my society.

Paige Oden on 1/12/2021 3:59:52 PM

I am studying biology in order to go to medical school and become a forensic coroner. I hope that this scholarship can help me go to medical school!

Odele R on 1/3/2021 8:22:06 PM

I come from a single parent household and am an Indian women of color. I majoring in biology and minoring in chemistry. It has always been my dream to be a physician despite the numerous societal restrains in my field but I believe this scholarship will help me immensely to pursue my medical career.

Brithney B. on 1/3/2021 3:18:27 AM

I like to grab this opportunity to get and study for my chosen career.

Elena F on 1/2/2021 1:01:03 PM

I am pursuing a degree in Speech Language and Hearing Sciences and minors in Neuroscience and Leadership in order to one day become a Speech Pathologist.

Cat R. on 12/21/2020 3:18:31 PM

I am studying for human physiology. I love to help people and took 18 months to do so as a missionary. I want to advance in school and don't want money to get into the way to help people in the world who need help in the mental field.

Megan S on 12/17/2020 11:38:02 PM

Alright! Girls, we got this!! I'll be starting on my essay tonight. :)

Anastasia A. on 12/12/2020 1:15:27 PM

I am studying for a human physiology and nutrition bachelor degree in order to become physical therapist with my main goal to go to medical school to be a surgeon after graduation.

Phoenix L on 12/1/2020 8:51:28 PM

I would love to have this scholarship because I plan to have a degree in anthropology and this will help with my education because I like working with animals and learning the behaviors of how they act

Sara A on 11/17/2020 5:25:49 PM

I am currently a full time student and work part time who makes minimum wage. I am seeking to apply for this scholarship to help fund for my school. It is my third year as a biology major. I have hopes to become a registered nurse within the next four years and then get my masters for a nurse practitioner.

Braedyn C on 11/10/2020 8:57:53 PM

I would love to apply for this scholarship. It is an amazing message to give to students who are afraid of choosing the wrong career in the STEM program, but with the scholarship it will encourage the students to follow their career path until they achieve the greatest. I plan to pursue a career in Animal Science and hopefully travel around the world to meet the different species of animals! I love the message you are giving to young women who are in need of a confidence boost for their future!

Penn Cyndi on 11/10/2020 12:18:21 AM

These scholarship will help me to be creative

Elizabeth F on 10/29/2020 11:21:47 AM

I am applying for this scholarship because women need to be accepted into more fields.

Kaytlyn Wantz on 10/26/2020 11:32:39 AM

I would love to apply for this scholarship. I am a junior at Grand Haven High School. I plan to pursue a career as a Veterinarian. I would love to go to MSU and I currently am in the Careerline Tech Center for Ag and Animal Science.

Rose A on 10/23/2020 3:02:39 PM

I am applying to further my education in Medical Billing and Coding.

Sraboni porya on 10/3/2020 2:13:10 PM

I am from India and being a middle class student I think it is a great scholarship

Kaitlyn V. on 9/21/2020 9:22:10 AM

I would love to apply for this scholarship to further my education. I plan to pursue a career as a Veterinarian and receive a degree in Pre- Professional Animal Science.

Alenny Almonte on 9/19/2020 12:18:29 AM

I believe that everyone deserves the opportunity to manifest a better world by expressing their ideas. Ideas should not be repressed just because of someone's sex or gender.

Laurie K on 9/8/2020 9:07:41 PM

I am seeking to apply or hopefully win funding as I have been attending school for many years trying to accomplish the task of obtaining my masters in Equine veterinary care. I have always had an interest in biology, muskulatory,and bone structure of equine. I have worked with critically endangered horses in California and just knowing that the father of all breeds was not just the Arabian facinates me. But subsequently Student loans are running out and I am no where close to being finished with my bachlor's degree in equine studies.

Natalie J on 9/7/2020 9:37:51 AM

I would love to apply for this scholarship! I would use the money to continue my education at Vincennes University to get a degree in Cosmetology Management to complaint my cosmetology license.

Homero Garcia on 8/27/2020 9:51:04 AM

I am seeking to apply for this scholarship to assist my future dreams in becoming a mechanical engineer

Audrey C on 7/23/2020 10:35:40 PM

I am applying for this scholarship so that I can afford a college where I can study science and not be drowned in loans!

Emily M on 7/14/2020 9:56:35 AM

My application for this scholarship is to aid me with paying for school as I work my way through my bachelors in Biology. I want to become a veterinarian and save animals lives all around the world. My plan is to graduate and build my own animal clinic and hospital then build a foster facility for all animal types like horses, dogs, cats, any animal in need of a home.

Laynee B on 6/30/2020 6:34:42 PM

I am applying for this scholarship in hopes that it will help my dad pay for my college. He is a single parent and I am trying my best to help him in any way I can! I am attending University of St Thomas and am on track to major in biology to one day be a dermatologist.

Zoe L on 6/29/2020 7:47:46 PM

I am applying for this loan since I know it will help tremendously since I am going to school for pre-veterinary sciences. I know that I have a lot of school ahead of me and it is very expensive. I have known for a few years now that I wanted to become a veterinarian and I am committed to my goal.

Abigail B on 6/29/2020 12:50:23 PM

I am applying for this scholarship to be able to register for my courses and pay for my tuition and fees. I am pursuing a Master's degree in Speech and Language Pathology. I commuted to school and worked during my undergraduate degree, wanting to finish college with as little debt as possible. I need to move out of state to complete my master's degree so my costs will be much higher.

Taylor R on 6/29/2020 7:31:12 AM

I am yearning to apply for this scholarship because I feel that women empowerment is important especially when it comes to STEM studying and the influence of learning all there is to know about your certain area or STEM learning.

Elizabeth L on 6/28/2020 3:10:59 PM

I am applying for this scholarship to help with funding for my university's BSN program. I am in my final year of nursing school and plan to take the NCLEX exam next November or December. I am fully dedicated to finishing my program and becoming a registered nurse. I plan to use my education and knowledge to help others and create a healthy future for those in my community.

Kaitlyn L. on 6/24/2020 2:25:59 PM

I am applying for this scholarship in order to gain assistance with college loans. I am a sophomore at Stephen F Austin State University. I would like to use my animal science major to go into animal husbandry/livestock breeding. This scholarship would greatly impact my future as college is very expensive. I do not qualify for grants or work-study on my campus, leaving me with even fewer options on how to pay for college. Thank you for your time and consideration.

Nicole H on 6/24/2020 4:04:46 AM

Please COVID has wrecked my moms bank I need everything I can get!! From, Nicole Herrmann

Macy A on 6/22/2020 11:06:19 PM

I am applying for this scholarship for my dream future. I am a freshman graduate at our lady of Fatima University pursuing a degree. I plan to become a veteranian and help as many animals and i want to learn more about any animals.

Autumn S on 6/22/2020 2:25:39 PM

I am applying for this scholarship in order to pursue my dream career. I am a transfer student to Texas A&M, where I will be majoring in Wildlife and Fisheries Science. Ever since I was little, I have always had a big passion to work with animals; I want to be able to help them and have the opportunity to be the voice for the voiceless. This scholarship would be a tremendous blessing to help me continue my scholarship. Unfortunately, my family struggles financially; we're constantly living paycheck to paycheck. I had to work two jobs in order to get myself through community college, however, unfortunately I lost both of my jobs due to COVID-19. Thus, this scholarship would be a huge tremendous help to continue my education to become a future Wildlife Biologist.

Tequilla W on 6/22/2020 9:34:46 AM

I am single mother of a wonderful 3 yr old. I am applying because i need help in the aid of my schooling. I am a second yr biology major in hopes in getting my dream job as a marine biologist. I want to be able to change they way that our water ways work. I am struggling to pay for college right now with all the loans and i really do want to finish. With being a single mother i have to also work full time to pay for day care so this will help me so much.

Shalis H on 6/20/2020 2:43:32 PM

I am applying for this scholarship to pay for college and help with loans! My career goal is to be an exotic/wildlife veterinarian! I am a freshman (now rising sophomore) at Washington College. I want to initiate a better understanding of wildlife so that we may coexist with it! There are very few people of color in the STEM field let alone the veterinarian career. As an African American woman, I want to change that and serve as a beacon for social and environmental change.

Elizabeth O on 6/19/2020 6:43:48 PM

I am applying for this scholarship to assist me in paying for my first year of college. I will be attending Abraham Baldwin Agriculture College to study Agriculture and animal sciences.

Yonialis B on 6/17/2020 4:43:40 PM

I am applying for this scholarship so I can achieve my passion which is to become a veterinarian. Its hard when you dont have the money for what you want to achieve, I dont want to be that just because I love animals but I love everything about them to the smallest most simplest things. Ive done research and they say its not an easy field nor is it cheap. I come from a place where there are alot of stray dogs and sick cats. Id wish i could just keep them all. Im told that just because i love animals doesnt mean i should become a vet but its not about that its my passion, my dream. Its something id give my heart and devotion to I spend days in and out researching animals and currently about baby chicks because my aunt has a few. Its something that consumes me and us as women we arent seen as much in the fields of science, I know its alot of money but with the help of scholarships and my loving parents i hope to persue and achieve my goal as becoming a veterinarian.

Avary W on 6/16/2020 10:23:55 PM

Hello! I'm applying for this scholarship, because it is my absolute dream to become a Veterinarian and help animal's who've given us so much. I would like to take it a step further and go beyond cats and dogs and include exotic animals in my umbrella of aid. I'm growing up in a difficult household, and my plan is to move out once I am eighteen with the money I've been saving up and will be saving up since I'm actively applying to animal-related jobs and jobs unrelated to the field, because I just need a way to have a steady income so I can fuel my dreams of making it a safer world for animals. Just as many others I've struggled, but have found refuge in the animal science community. I will be supporting and paying for myself entirely after this next school year. This scholarship would be an excellent stepping stone and aid to propel me towards my dreams of being another animals superhero, and repaying the love they've given people by ensuring they are safe.

Hazel Loraine D on 6/15/2020 9:04:26 PM

I am applying for this scholarship to pursue my course in college BS Geology here in the Philippines.

Ranita G. on 6/15/2020 12:30:40 PM

I am interested in pursuing a degree in the field of Fisheries and Wildlife. I love to explore nature. I enjoy being an outdoor type of person. My ambition is to become a Fish and Game Warden. The degree I chose to pursue is what I dream of, to protecting wildlife in our world along with the environment in which they live. I am very passionate about this. I am one of the most passionate people you could ever meet. I had the opportunity to live off grid for a week. Although this was a short time, I truly enjoyed the experience. I have surrounded my live with learning and protecting our environment. Nature and the environment has so much to offer. There is always something new to learn about. As a woman pursuing a male dominate field, I feel that I can succeed and prove that I belong beside the men and help in the difficult challenges they face to protect the environment we live in. I plan and will put my heart and soul into the fish and wild life field that I have chosen to pursue. My passion for animals and protecting nature drives me to become a very devoted person. Becoming a Fish and Game Warden is my dream. With the education from Paul Smith College, I will succeed in my goals and dreams.

Hazel D on 6/11/2020 10:08:39 PM

Good day. I am applying for this scholarship to aid the problem of my family with regards to financial situation. I am from the Philippines and taking a course BS Geology this up coming school year and I don't want to put a burden on my family as I pursuing a course in college, not only that i really want to graduate in college to help them. With this course am I studyinv the whole structure of earth, a place where we live. And with this scholarship I hope it would give a tremendous support to finish my course. Hoping for your fast response and thank you for your consideration. God bless.

Concepcion M on 6/11/2020 2:06:06 PM

I am applying for this scholarship because I attend a all women university, I am also a first generation student studying Biochemistry. Taking some biology courses I am amazed of the world of science and the life that surrounds us humans. My school is trying to empower us women to expand and change the dominant world of men in STEM. During hard times and now dealing with COVID-19 it is getting really tight with money and trying to keep up with the big amount of payments for school payments.

Cassandra R on 6/11/2020 12:15:17 PM

I am applying for this scholarship because I am a rising sophomore Biology major at Seton Hall University. I plan on becoming an Emergency Medicine Physician Assistant. In order to do so, I must attend PA school post obtaining my undergraduate degree. This scholarship will help immensely towards the costs of classes, in addition to textbooks and course supplies. As a women perusing a STEM career, I am extremely grateful for this opportunity and this foundation as a whole.

Elizabeth Apitz on 6/9/2020 9:27:05 AM

I am applying for this scholarship because it will allow me to attend Massachusetts Maritime Academy (The academy I will be attending in the fall). I believe this opportunity is a significant step toward accomplishing my goals and dreams of making a positive impact on the marine environment, which is essential to the safety, security, and well-being of our planet.

Reigh C on 6/6/2020 3:48:06 PM

I am applying for this scholarship because I do not qualify for financial aid. I have not had any help from my parents in life since the age of 17- I am an extremely hard worker and I would like something better for myself. I would like to be able to have something to show for my hard work. At this moment I don't have much to show for the countless hours I have worked to support myself- this is why I have enrolled in college. I will be the first person in my immediate family to have attended college. I would love to make a great impression on the younger people in my family and to show that I am more than just a hard worker.

Alejandra U on 6/6/2020 12:49:23 PM

I am applying for this scholarship in order to pay for my tuition. I am a freshman in Florida International University majoring in Environmental Studies. My goal is to open a ethical and sustainable clothing brand for both men and women. I want to teach and encourage every business that you can make profit without exploiting the environment and workers. I am deeply passionate about the environment and truly believe that we should work with nature, not against it!

Chesley A on 6/4/2020 4:40:59 AM

I am applying for this scholarship because I would like to have a way to financially support myself in the future. I am currently a STEM community college student who plans to transfer to a 4 year in the fall of 2021. I currently study biology at my community college, and I plan on going in a direction that would help me get into med-school. It has been a hard three years at my current school, my first semester was one of the most challenging because I realized how much work actually went into passing a class. Now I am taking physics class with some of the smartest people at my school. It can be challenging at times, and I am thankful that my college offers help. I will continue to work hard!

camila c on 6/1/2020 12:59:22 PM

Receiving this scholarship will motivate me and boost my self confidence as it shows that someone believed in me and my future enough to invest in my goals. Applying for this scholarship is taking a huge step in the right direction towards creating a path for my success in getting closer to my dream career. As a first generation graduate a college degree has always been a goal of mine. I am highly driven to achieve an Associate in Applied Science Degree in Architecture therefore with this financial award I will only push myself harder as it will give me access to a degree that I would otherwise have struggled to gain access to. It will provide me with essential tools to ensure that I complete my design from start to finish with my full potential. Thank you for providing students like my self the opportunity to not only be a proactive student, but a successful architect.

Nicole B on 5/31/2020 8:20:18 PM

I will be a freshman at the University of Hawaii - Manoa and am applying for this scholarship to help defray my college expenses.

Victoria S on 5/27/2020 8:00:57 AM

I am applying for this scholarship to to help with my dream to study ocean and marine life conservation. I will be a freshman this year and plan on studying ocean conservation with a focus on marine life. The beauty and the life of the ocean is never ending. There is so much we don't know about our oceans. We as a human race need to make sure we are not destroying the life of the ocean and the marine animals.

Jocelyn R on 5/26/2020 2:52:27 PM

I am applying for this scholarship for my future that I plan to make happen! I am diagnosed with depression and anxiety. I have always been told I am not good enough. I have came so far and grown so much. I have had so many tragic events happen in my life, but that will not stop me from getting my education to become a female in the cyber security world.

Zoey L on 5/15/2020 1:43:51 PM

My dad is an essential worker, he's handing out food to the underprivileged during these times. He earns less than $25,000 a year and right now I'm looking at mostly loans to pay for my education at UCSC. I don't want to have a lot of debt like my dad so any amount helps. I want to get my major in Environmental Science with a focus in Geology.

Kimberly Gonzalez on 5/15/2020 12:19:21 AM

With the way the education system is built in the United States, I would have never thought that I would end up going to a college with well rounded classes and programs. My parents never went to college, which I want to be able to achieve for them. My father fled from the violence and crime erupting in his country, El Salvador. While, my mother fled Mexico in pursuit for wealth in America. For them, they work as hard as they can to provide food and shelter for my siblings and I. It pains me to ask them to help me out with college, so I must take it in my own hands and pay for my tuition. It is possible for me to do this, but it is difficult and leaves little time for me to do other work that I wish to do. I have finally decided my major, which has motivated me to achieve as much as I can. As a woman, I have felt empowered to do whatever I can and show other woman that we can do anything that those in authority think we can not do. I will be majoring in animal behavior and minoring in natural resource management. I was blinded by distractions and never realized that these were the careers calling for me. All along I was ignoring the passions that meant the most to me. I would try to follow the paths my parents wanted me to take such as becoming a nurse, lawyer, surgeon, etc. But, that was not something that would bring me joy. Being able to interact with the world around me and to learn the beauty of this planet would bring utter joy to my heart. I would love to care for the animals and planet that we have neglected throughout the years that we have lived on this planet. We should not believe that we are superior to these beautiful creatures. We all live as one and without one another, we are bound to fall apart. I would love to be like the next Jane Goodall. To teach others that woman can do it, people of color can do it, we all can do it. We all can help the planet and the animals within this planet to create a better place. The young are the future,isn't that wha

Kimberly K on 5/12/2020 4:43:28 PM

I am currently looking for scholarships to pay for my college degree. I had attended college before and have maxed out my loans. Due to my disabilities, I could not finish college and was raising my three children. I am currently on Social Security Disability for many reasons. Due to my disabilities, I am unable to get any more student loans or financial aid. I am fifty years old seeking my degree in Computer Engineering and information technology. I have three grown children that I had to raise on my own. Their father passed away a year after we moved from New York to Florida. I was a housewife with no Colledge education or job experience when he passed away. I worked odd and end jobs but nothing that interested me more than the degree I am reaching for now. I would greatly appreciate this scholarship to help pay for my continuing education in my late years of life.

starla reann lawhon on 5/12/2020 12:09:31 PM

I am applying for this scholarship to help accomplish my end goals. I am currently a Freshman at West Texas A&M University studying Wildlife Biology. I want to work at a Conservationist and give the animals who are on the bridge to extinction a voice. I am a huge advocate for animals. I've worked closely with Rodeo Austin to do that. I've given speeches to younger children from ages 3-15, on how important it is to protect animals. Also I learned so much through my Summer internship at the Austin Aquarium about the most amazing creatures. This is honestly where I fell in love with the idea of protecting animals in need. I would love to be rewarded with this scholarship because I want to learn everything there is to know about protecting endangered species. Thank you for giving me this amazing opportunity to share a little bit about me.

Ashley B on 5/6/2020 6:59:40 PM

I am starting my first semester in criminal justice with a concentration in forensic science. I plan to further my degree once I get my undergrad for my masters in toxicology. This scholarship will help me pay for my tuition at Bluefield State College in Bluefield, WV.

Alexander S. Loushe on 5/1/2020 5:58:52 PM

I would like to apply for this scholarship to help pay for a degree in Wildlife Management from Virginia Tech. I plan on becoming a game warden, and hope to be able to use this degree to pursue by dream of working with nature and animals, which is something I am passionate about.

Shelby S. on 4/28/2020 12:32:57 PM

My name is Shelby Spears, I am 21 years old and since I've been 15 years old I have been wanting to own my own sanctuary. I want to train animals to be able to survive out in the wild that are born in captivity. There are too many wildlife animals in the U.S that could be in the wild. I want to bring that back, the Sanctuary is to train and to be a safe haven for animals incase there is no possibility for them to survive out in the wild. I want to make this a reality, but it is hard for me to continue my education. I would be the first from my family to graduate college. Since my mom remarried we no longer qualify for fasfa or financial help. It's just her and I paying for school. My mom gave up her whole retirement just for me to attend school and it's still not enough to finish. On paper it says we have money but that's from my step father who does not help with my schooling. So my mother and I become stuck with loans. I do not believe putting myself with so much debt. I am looking to scholarships for help. I would love to complete my education with to little or no debt so I can help our animals rehabilitate and returned to the wild.

Rebekah Crawford on 4/23/2020 10:29:07 PM

I am going to apply for this scholarship to help pay for tuition at Texas A&M university Galveston. I plan on using this money ( should I be accepted and actually receive these funds) to pay for classes, and any equipment needed for my marine biology career to take place.

jillian s on 4/21/2020 4:52:07 PM

I am applying for this scholarship because I am a women that wants to pursue a career in wildlife care. with this scholarship I can prove to society that wildlife care is extremely important, and the fact that a woman has a chance to make an impact is equally important

uthala a on 4/21/2020 8:57:09 AM

I'm applying for this scholarship to help my husband who has been adversely affected by Covid-19. When we got married back in 2007, I put my school on hold to raise our family while he worked. As the years drew on, I didn't expect his paycheck to be cut in half 5 years ago due to business being bad. Then this epidemic hit and we don't really know if he will be able to continue working in this climate. This has motivated me to finish my school and get my Nursing degree. Not only do I need to work for my family, but I also know that Iowa needs more nurses. Plus there just aren't very many scholarships specifically allocated to women who are returning to school 10 years later.

Jessica L. on 4/18/2020 7:53:48 PM

First! That is the word to describe why i am applying got this scholarship. I am the first in my family to be interested in a field that does not have to do with personal health. I will be the first to learn about how to save our environment and build our agricultural system.

Kiana D on 4/18/2020 3:49:46 PM

I am applying to further my education into science. I choose this career and focus of study because I grew up in a small town in Alaska, watching the glaciers melt and salmon streams be diminished caused me to thrive to immerse myself into a field of which I can teach other people and make changes that help the environment.

Alliah J on 4/16/2020 11:11:16 AM

I am applying to this scholarship because all i've ever wanted to do was help the world i live in With my environmental studies major i believe that i can help express to people the validity of the situation we are in . We only have on home and that means we must take care of it . More over my studies cost a lot and i nor my family are in the state to pay for all of it , so this will help.

Katie N. on 4/10/2020 12:59:45 PM

I plan on jumping into the field of psychology. Mainly diving into the importance of neurology. What makes each person who they are and finally getting to the proof behind the question of nurture vs nature. Wanting to find what makes a human hurt another, and how to raise our future generation to understand everyone has those feelings but how to learn self respect and control. To better teach and understand what makes each person who they are.

Rylie N on 3/24/2020 3:53:04 PM

I am applying for this scholarship to aid with my loans. I am a freshman at Drexel University. I want to use my forensic science major to become an FBI agent.

Emmaline B on 3/10/2020 12:59:30 PM

I am applying for this scholarship for my future that I plan to make happen! I plan to become a veterinarian and help as many animals as I can, big and small! But to do that I need to be able to afford going to university. I have grown up along side previously abused and neglected animals at my family's farm sanctuary, the Cottontail Cottage Farm Sanctuary, and I have seen with my eyes, in their own, the fear they harbor, and I have heard their silent cries someone to hear; anyone who will listen. I plan to work with these animals, and even do volunteer work in poverty stricken areas, where animals run lose, to help whoever needs it. That, is my goal, that I will make happen!

Emmaline B on 3/9/2020 11:37:17 AM

I am applying for this scholarship for my future that I plan to make happen! I plan to become a veterinarian and help as many animals as I can, big and small! But to do that I need to be able to afford going to university. I have grown up along side previously abused and neglected animals at my family's farm sanctuary, the Cottontail Cottage Farm Sanctuary, and I have seen with my eyes, in their own, the fear they harbor, and I have heard their silent cries someone to hear; anyone who will listen. I plan to work with these animals, and even do volunteer work in poverty stricken areas, where animals run lose, to help whoever needs it. That, is my goal, that I will make happen!

Emily B on 3/9/2020 9:22:44 AM

I am applying for this scholarship to help with my cost of college. I am a freshman at Auburn University pursuing a degree in Wildlife Ecology. This money would be a tremendous help to me as my mom is a single mom trying to put me through college. I am a hard working, full time student with strong academics and string character. I can provide references on request. Thank you for your consideration.

Nagham elbizri on 2/29/2020 10:43:24 PM

I am applying for this scholarship to be able to register for my courses and pay for my tuition and fees. I have three kids and I am trying to study master in the science of public health to raise up my family's conditions and to pursue my dreams through learning the strategies and the skills of protecting our earth and preventing future outbreaks of viruses and diseases.

Kate Ryan on 2/18/2020 3:21:32 PM

I am employed full time, I am a home owner and fully dedicated to furthering my education. I wish to pursue a degree in wildlife and fisheries science to work with wildlife preservation. I will be getting my bachelors degree and pursuing every avenue to make that happen.

axmed saalix on 1/17/2020 7:47:09 PM

Thank you very much.

ROBIN S on 12/27/2019 10:34:36 AM

I am from a single family home. I am the youngest of 7 children. My father was a September 11 survivor. He died couple years later from cancer when I was almost two years old. That why I want to be a Doctor. My mom have done a wonderful job in providing for us with her only a GED. She can not continue to help with paying for my degree. My dad had a good job at Rikers Island. He served his country and as well as his community. My mom want me to go to West Point just because my father graduate from there and it is free. I enjoyed being a cheerleader in high school and writing. if you invest in me- I will be a great Doctor on day.

Shayland C on 11/25/2019 3:14:10 PM

Psychology is a scientific study. Would you accept this as a qualification?

Gilga Mesh on 10/29/2019 9:45:02 AM

That moment you realize women already make up 2/3 of incoming STEM majors.

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abc humane wildlife control & prevention

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ABC Humane Wildlife Control & Prevention, Inc. Academic Scholarship

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ABC Humane Wildlife Control & Prevention, Inc. Academic Scholarship Scholarship - Maximum Amount: $1,000 - Application Deadline: July 1, 2021 - At ABC Wildlife, we believe diversity is critical in every scientific field from biology to chemical engineering.

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Scholarship directory listing for Academic Major Biology

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Beyond The Boroughs :: National Scholarship Fund

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Beyond The Boroughs :: National Scholarship Fund

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Beyond The Boroughs :: National Scholarship Fund

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The Beyond the Boroughs National Scholarship Fund is committed to solving that problem. Since 2007, Beyond the Boroughs has been bringing bright futures to those deserving young men and women that have been accepted into college, but have unmet financial need, by helping pay the exorbitant cost of a higher education.

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1,000 Dreams Scholarship Fund - 1000 Dreams Fund

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1,000 Dreams Scholarship Fund - 1000 Dreams Fund

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The students eligible for assistance shall be women attending high school or a two-year or four-year college/university in the United States. Students must demonstrate financial need. Applications must include two letters of recommendation and an essay explaining how the grant would be used. Selection will be based on application contents, financial need and information gathered from letter(s) of recommendation. Previous recipients are not eligible to reapply.

Amount: Up to $1,000

Application Available: December 14, 2020

Application Deadline: April 2, 2021

Questions?:Visit our FAQs here or Contact: programs@1000dreamsfund.org

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1,000 Dreams Scholarship Fund - 1000 Dreams Fund

# data[].attributes.attachment_link.description
The students eligible for assistance shall be women attending high school or a two-year or four-year college/university in the United States. Students must demonstrate financial need. Applications must include two letters of recommendation and an essay explaining how the grant would be used.

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C.I.P. Scholarship

A scholarship to help you pay for college! The "College Is Power" scholarship is open to students age 17 and older who are currently in college or plan to start college within the next 12 month. Use the scholarship to pay for tuition, books, room and board, computers or anything else related to your education!

# data[].attributes.attachment_link.description
A scholarship to help you pay for college! The "College Is Power" scholarship is open to students age 17 and older who are currently in college or plan to start college within the next 12 month. Use the scholarship to pay for tuition, books, room and board, computers or anything else related to your education!

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Creative Biolabs Scholarship Program - Scholarships.com

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Creative Biolabs Scholarship Program - Scholarships.com

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Creative Biolabs Scholarship Program Scholarship - Maximum Amount: $1,000 - Application Deadline: September 15, 2021 - As a leading custom service provider specialized in the field of antibody production and engineering, Creative Biolabs is always happy to support young and ambitious talents in our field.

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Thermo Fisher Scientific Antibody Scholarship - Scholarships.com

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Thermo Fisher Scientific Antibody Scholarship - Scholarships.com

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thermo fisher scientific antibody scholarship

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Thermo Fisher Scientific Antibody Scholarship

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Thermo Fisher Scientific Antibody Scholarship Scholarship - Maximum Amount: $10,000 - Application Deadline: May 5, 2021 - The Thermo Fisher Scientific Antibody Scholarship Program offers one $10,000 scholarships and five $5,000 scholarships for students enrolled in biology, chemistry, biochemistry or related life science fields.

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This is what Trump told supporters before many stormed Capitol Hill - ABC News

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This is what Trump told supporters before many stormed Capitol Hill - ABC News

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Many who participated in the chaos at the U.S. Capitol on Wednesday came straight from an event held by President Donald Trump.

Trump's "Save America Rally" included the president telling supporters to "stop the steal" of the election, urging them to head to the Capitol to demonstrate against Congress certifying President-elect Joe Biden's victory. Among the crowd's battle cries was, "Fight for Trump! Fight for Trump! Fight for Trump!"

Trump spoke at the event for nearly an hour at the Ellipse, a park near the White House. After he spoke, thousands of attendees, many of them without masks, marched toward Capitol Hill as federal law enforcement vehicles raced to beat them there.
Here's what Trump said at his rally:
Media will not show the magnitude of this crowd even I when I turned on today, I looked, and I saw thousands of people here, but you don't see hundreds of thousands of people behind you because they don't want to show that. We have hundreds of thousands of people here, and I just want them to be recognized by the fake news media. Turn your cameras, please, and show what is really happening out here because these people are not going to take it any longer, they're not going to take it any longer.

Go ahead, turn your cameras, please. Would you show they came from all over the world actually, but they came from all over our country. I just really want to see what they do. I just want to see how they cover it. I've never seen anything like it, but it would be really great if we could be covered fairly by the media. The media is the biggest problem we have as far as I'm concerned single biggest problem.

The fake news and the big tech, big tech, is now coming into their own. We beat them four years ago, we surprised them. We took him by surprise and this year they rigged an election, they rigged it like they have never rigged an election before, and by the way, last night, they didn't do a bad job either, if you notice. I am honest, and I just again, I want to thank you. It's just a great honor to have this kind of crowd and to be before you and hundreds of thousands of American patriots who are committed to the honesty of our elections and the integrity of our glorious Republic.

All of us here today do not want to see our election victory stolen by a bold and radical left Democrats which is what they are doing and stolen by the fake news media. That is what they have done and what they are doing. We will never give up. We will never concede. It doesn't happen. You don't concede when there's theft involved.

Our country has had enough. We will not take it anymore, and that is what this is all about.

And to use a favorite term that all of you people really came up with, we will stop the steal.

Today I will lay out just some of the evidence proving that we won this election and we won it by a landslide. This was not a close election. You know I say sometimes jokingly, but there's no joke about it. I have been into elections. I won them both and the second one I won much bigger than the first, okay?

Almost 75 million people voted for our campaign, the most of any incumbent president by far in the history of our country; 12 million more than four years ago.

And I was told by the real pollsters; we do have real pollsters. They know that we were going to do well and we were going to win. What I was told if I went from 63 million, which we had four years ago to 66 million, there was no chance of losing. Well, we didn't go to 66, we went to 75 million, and they say we lost. We didn't lose. And by the way, does anybody believe that Joe had 80 million votes? Does anybody believe that?

He had 80 million computer votes. It's a disgrace. There's never been anything like that. You can take third world countries just take a look take third world countries their elections are more honest than what we have been going through in this country. It's a disgrace. It's a disgrace. Even when you look at last night, they were all running around like chickens with their heads cut off with boxes, and nobody knows what the hell is going on. There's never been anything like this. We will not let them silence your voices. We're not going to let it happen.

Not going to let it happen.

CROWD:Fight for Trump. Fight for Trump. Fight for Trump. Fight for Trump. Fight for Trump. Fight for Trump.

TRUMP:Thank you.

And I would love to have if those tens of thousands of people would be allowed the military, the Secret Service and we want to thank you and the police and law enforcement great you're doing a great job, but I would love it if they could be allowed to come up with us. Is that possible? Can you just let them, please? And Rudy, you did a great job.

He's got guts. You know what? he's got guts, unlike a lot of people in the Republican Party, he's got guts he fights, he fights. And I will tell you thank you very much, John, fantastic job. I watched--that's a tough act to follow those two. John is one of the most brilliant lawyers in the country and he looked at this, and he said what an absolute disgrace that this could be happening to our Constitution and he looked at Mike Pence, and I hope Mike is going to do the right thing. I hope so. I hope so because if Mike Pence does the right thing, we when the election.

All he has to do--all--this is--this is from the number one or certainly one of the top constitutional lawyers in our country he has the absolute right to do it; we're supposed to protect our country support our country, support our Constitution and protect our Constitution. States want to revote, the states got defrauded. They were given false information, they voted on it. Now they want to recertify; they want it back. All Vice President Pence has to do is send it back to the states to recertify, and we become president, and you are the happiest people.

And I actually I just spoke to Mike. I said, Mike, that doesn't take courage, what takes courage is to do nothing. That takes courage, and then we are stuck with a president who lost the election by a lot, and we have to live with that for four more years. We're just not going to let that happen. Many of you have traveled from all across the nation to be here, and I want to thank you for the extraordinary love. That is what it is; there's never been a movement like this ever, ever for the extraordinary love for this amazing country. And this amazing movement. Thank you.

By the way, this goes all the way back past the Washington Monument. Do you believe this? Look at this. Unfortunately, they gave the press the prime seats. I can't stand that. No, but you look at that behind. I wish they would flip those cameras and look behind you. That is the most amazing site.

When they make a mistake, you get to see it on television, amazing. Amazing. All of the way back and don't worry. We will not take the name off the Washington Monument. We will not. Cancel culture. They wanted to get rid of the Jefferson Memorial, either take it down or just put somebody else in there. I don't think that's going to happen. It damn well better not, even though with this administration if this happens, it could happen. You will see some really bad things happen. They will knock out Lincoln, too, by the way. They have been taking his statute down, but then we signed a little law you hurt our monuments, you hurt our heroes, you go to jail for ten years, and everything stopped. You notice that it stopped?

It all stopped, and they could use Rudy back in New York City, Rudy.

They could use you. Your city is going to hell. They want Rudy Giuliani back in New York. We will get a little younger version of Rudy. Is that okay, Rudy? We're gathered together in the heart of our nation's capital for one very, very basic and simple reason, to save our democracy.

You know most candidates on election evening, and of course, this thing goes on so long they still don't have any idea what the votes are. We still have congressional seats under review. They have no idea. They have totally lost control; they have used the pandemic as a way of defrauding the people in a proper election, but you know, you know when you see this and when you see what is happening number one they all say, sir, we will never let it happen again. I said that's good, but what about eight weeks ago?

You know they try and get you to go they say, sir, in four years you are guaranteed. I said I'm not interested right now. Do me a favor. Go back eight weeks. I want to go back eight weeks. Let's go back eight weeks.

We want to go back and we want to get this right because we're going to have somebody in there that should not be in there and our country will be destroyed and we're not going to stand for that.

For years, Democrats have gotten away with election fraud and weak Republicans. And that's what they are. There's so many weak Republicans. And we have great ones. Jim Jordan and some of these guys, they are out there fighting. The House guys are fighting, but it's--it's incredible. Many of the Republicans, I helped them get in. I helped them get elected. I helped Mitch get elected. I helped--

(BOOING)

I could name 24 of them, let's say. I won't bore you with it. And then all of a sudden, you have something like this. There is like oh, gee, maybe I'll talk to the president sometime later. No, it's amazing. The weak Republicans. They're pathetic Republicans, and that's what happens.

If this happened to the Democrats, there'd be held all over the country going on. There'd be hell all over the country. But just remember this, you're stronger, you're smarter. You've got more going than anybody and they try and demean everybody having to do with us and you're the real people. You're the people that built this nation. You're not the people that tore down our nation.

The weak Republicans--and that's it, I really believe it. I think I'm going to use the term. The weak Republicans. You've got a lot of them and you've got a lot of great ones. But you've got a lot of weak ones. They've turned a blind eye.

Even as Democrats enacted policies that shipped away our jobs, weakend our military, threw open our borders, and put America last. Did you see the other day where Joe Biden said I want to get rid of the America first policy. What's that all about? Get rid of--how do you say I want to get rid of America first? Even if you're going to do it, don't talk about it, right?

Unbelievable, what we have to go through. What we have to go through--and you have to get your people to fight. And if they don't fight, we have to primary the hell out of the ones that don't fight. We primary them.

We're going to--we're going to let you know who they are. I can already tell you, frankly. But this year, using the pretext of the China virus and the scam of mail in ballots, Democrats attempted the most brazen and outrageous election theft. And there's never been anything like this. It's a pure theft in American history. Everybody knows it.

That election, our election was over at 10:00 in the evening. We're leading Pennsylvania, Michigan, Georgia. By hundreds of thousands of votes and then late in the evening or early in the morning, boom. These explosions of bull---- and all of the sudden--

All of a sudden, it started to happen.

Don't forget, when Romney got beat--Romney. Did you see his--

I wonder if he enjoyed his flight in last night.

But when Romney got beat, you know, he stands up like your more typical--well, I'd like to congratulate the victor. The victor. Who was the victor, Mitt? I'd like to congratulate. They don't go in and look at the facts. Oh, I don't know. You've got--he got slaughtered, probably. Maybe it was okay, maybe it was--that's what happened.

But we look at the facts and our election was so corrupt that in the history of this country, we've never seen anything like it. You could go all the way back. You know, America is blessed with elections. All over the world they talk about our elections. You know what the world's says about us now? They said we don't have free and fair elections.

And you know what else? We don't have a free and fair press. Our media is not free, it's not fair. It's suppresses thought. It suppresses speech, and it's become the enemy of the people. It's become the enemy of the people. It's a--it's the biggest problem we have in this country. No third world countries would even attempt to do what we caught them doing. And you'll hear about that in just a few minutes. Republicans are--

Republicans are constantly fighting like a boxer with his hands tied behind his back. It's like a boxer. And we want to be so nice. We want to be so respectful of everybody, including bad people. And we're going to have to fight much harder. And Mike Pence is going to have to come through for us. And if he doesn't, that will be a sad day for our country because you're sworn to uphold our constitution.

Now it is up to Congress to confront this egregious assault on our democracy. And after this, we're going to walk down and I'll be there with you. We're going to walk down--

We're going to walk down. Anyone you want, but I think right here, we're going to walk down to the Capitol--

And we're going to cheer on our brave senators and congressmen and women and we're probably not going to be cheering so much for some of them.

Because you'll never take back our country with weakness. You have to show strength and you have to be strong.

We have come to demand that Congress do the right thing and only count the electors who have been lawfully slated. Lawfully slated.

I know that everyone here will soon be marching over to the Capitol building to peacefully and patriotically make your voices heard. Today, we will see whether Republicans stand strong for integrity of our elections. But whether or not they stand strong for our country, our country. Our country has been under siege for a long time. Far longer than this four year period.

We set it on a much straighter course, a much--and we--I thought, you know, four more years. I thought it would be easy. We created the greatest economy in history. We rebuilt our military. We get you the biggest tax cuts in history, right? We got the biggest regulation cuts. There is no president, whether it's four years, eight years, or in one case more got anywhere near the regulation cuts.

It used to take 20 years to get hey highway approved. Now we're down to two. I want to get it down to one, but we're down to two. And it may get rejected for environmental or safety reasons, but we got it down, the safety. We created Space Force. We--and look what we did. Our military has been totally rebuilt. So we create Space Force, which by and of itself is a major achievement for an administration. And with us, it's one of so many different things.

Right to try. Everybody know about right to try. We did things that nobody ever thought possible. We took care of our vets. Our vets. The VA now has the highest rating. 91 percent. The highest rating that it's had from the beginning. 91 percent approval rate rating. Always, you watch the VA. It was on television. Every night, people living in a horrible, horrible manner. We got that done and we got accountability done.

We got it so that now in the VA, you don't have to wait for four weeks, six weeks, eight weeks, four months to see a doctor. If you can't get a doctor, you go outside, you get the doctor, you have him taken care of, and we pay the doctor. And we've not only made life wonderful for so many people, we've saved tremendous amounts of money far, secondarily. But we've saved a lot of money.

And now we have the right to fire bad people in the VA. We had 9,000 people they treated our veterans horribly. In prime time, they would not have treated our veterans badly. But they treated our veterans horribly and we have what's called the account--VA Accountability Act. And the accountability says if we see somebody in there that doesn't treat our vets well or they steal, they rob, they do things badly, we say Joe, you're fired. Get out of here.

Before, you couldn't do that. You couldn't do that before. So we've taken care of things. We've done things like nobody's ever thought possible, and that's part of the reason that many people don't like us because we've done too much. But we've done it quickly.

And we were going to sit home and watch a big victory and everybody had us down for a victory. It was going to be great. And now we're out here fighting. I said to somebody I was going to take a few days and relax after our big electoral victory. 10:00, it was over and I was going to take a few days.

And I can say this. Since our election, I believe--which was such a catastrophe when I watched, and even these guys knew what happened. They know what happened. They're saying wow. Pennsylvania is insurmountable. Wow. Wisconsin. Look at the big leads we had, right?

Even you know, the press said we're going to lose Wisconsin by 17 points. Even though the press said Ohio's going to be close, we set a record. Florida's going to be close. We set a record. Texas is going to be close.

Texas is going to be close. We set a record. And, we set a record with Hispanic, with the black community. We set a record with everybody.

Today, we see a very important event, though, because right over there, right there, we see the event that's going to take place and I'm going to be watching because history is going to be made. We're going to see whether or not we have great and courageous leaders or whether or not we have leaders that should be ashamed of themselves throughout history, throughout eternity. They'll be ashamed.

And, you know what? If they do the wrong thing, we should never, ever forget that they did. Never forget.

We should never, ever forget. With only three of the seven states in question, we win the presidency of the United States. And, by the way, it's much more important today than it was 24 hours ago because--and don't-- I spoke to David Perdue. What a great person. And, Kelly Loeffler, two great people.

But, it was a setup and you know, I said we have no backline anymore. The only backline, the only line of demarcation, the only line that we have is the veto of the president of the United States. So, this is now, what we're doing, a far more important election than it was two days ago.

I want to thank the more than 140 members of the House. Those are warriors. They're over there working like you've never seen before, studying, talking, actually going all the way back studying the roots of the Constitution because they know we have the right to send a bad vote that was illegally gotten.

They gave these people bad things to vote for and they voted because what did they know. And, then when they found out a few weeks later, again, it took them four years to devise this great--and the only unhappy person in the United States, single most unhappy, is Hillary Clinton because she said, "Why didn't you do this for me four years ago?"

"Why didn't you do this for me four years ago? Change the votes, 10,000 in Michigan. You could have changed the whole thing." But, she's not too happy. You notice, she--you don't see her anymore. What happened? Where's Hillary? Where is she?

But, I want to thank all of those congressmen and women. I also want to thank our 13 most courageous members of the U.S. Senate, Senator Ted Cruz, Senator Ron Johnson--

--Senator Josh Hawley, Kelly Loeffler. And, Kelly Loeffler, I'll tell you, she has been--she has been so great. She works so hard, so let's give her and David a little special hand, because it was rigged against them. Let's give her and David--Kelly Loeffler, David Perdue.

They fought a good race. They never had a shot. That equipment should never have been allowed to be used. And, I was telling these people, "Don't let them use this stuff." Marsha Blackburn, terrific person, Mike Braun, Indiana, Steve Daines, great guy, Bill Hagerty, John Kennedy, James Lankford, Cynthia Lummis, Tommy Tuberville, the coach, and Roger Marshall. We want to thank them. Senators have stepped up. We want to thank them.

I actually think, though, it takes, again, more courage not to step up and I think a lot of those people are going to find that out. And, you better start looking at your leadership because your leadership has led you down the tubes.

You know, "We don't want to give $2,000 to people. We want to give them $600." Oh, great. How does that play politically? Pretty good? And, this has nothing to do with politics, but how does it play politically?

China destroyed these people. We didn't destroy them. China destroyed them, totally destroyed them. "We want to give them $600," and they just wouldn't change. I said, "Give them $2,000, we'll pay it back, we'll pay it back fast. You already owe $26 trillion. Give them a couple of bucks. Let them live. Give them a couple of bucks."

And, some of the people here disagree with me on that, but I--I just say, look, you've got to let people live. And, how does that play, though? Okay, number one, it's the right thing to do. But, how does that play politically?

I think it's the primary reason--one of the primary reasons, the other was just pure cheating. That was the primary--super primary reason. But, you can't do that. You've got to use your head.

As you know, the media has constantly asserted the outrageous lie that there was no evidence of widespread fraud. You ever see these people? "While there's no evidence of fraud." Oh, really? Well, I'm going to read you pages. I hope you don't get bored listening to it. Promise? Don't get bored listening to it, all those hundreds of thousands of people back there.

Move them up, please. Yeah. All they--all these people, don't get bored. Don't get angry at me because you're going to get bored, because it's so much. The American people do not believe the corrupt fake news anymore. They have ruined their reputation.

But, you know, it used to be that they'd argue with me. I'd fight. So, I'd fight, they'd fight, I'd fight, they'd fight, bump, bump, you'd believe me, you'd believe them. Somebody comes out. You know, they had their point of view, I had my point of view. But, you'd have an argument.

Now, what they do is they go silent. It's called suppression and that's what happens in a communist country. That's what they do. They suppress. You don't fight with them anymore unless it's a bad story. If they have a little bad story about me, they make it ten times worse and it's a major headline.

But, Hunter Biden, they don't talk about him. What happened to Hunter? Where's Hunter? Where is Hunter? They don't talk about him.

Now, watch, all the sets will go off. Well, they can't do that because they get good ratings. Their ratings are too good.

Now, where's Hunter, you know? And--and how come Joe was allowed to give $1 billion of money to get rid of the prosecutor in Ukraine? How does that happen? I'd ask you that question. How does that happen?

Can you imagine if I said that? If I said that, it would be a whole different ballgame. And, how come Hunter gets 3 and a half million dollars from the mayor of Moscow's wife and gets hundreds of thousands of dollars to sit on an energy board even though he admits he has no knowledge of energy and millions of dollars upfront? And, how come they go into China and they leave with billions of dollars to manage?

"Have you managed money before?" "No, I haven't." "Oh, that's good, here's about $3 billion."

No, they don't talk about that. No, we have a corrupt media. They've gone silent. They've gone dead. I now realize how good it was, if you go back ten years. I realize how good--even though I didn't necessarily love them, I realize how good--it was like a cleansing motion, right?

But, we don't have that anymore. We don't have a fair media anymore. It's suppression and you have to be very careful with that, and they've lost all credibility in this country.

We will not be intimidated into accepting the hoaxes and the lies that we've been forced to believe. Over the past several weeks, we've amassed overwhelming evidence about a fake election. This is the presidential election. Last night was a little bit better because of the fact that we had a lot of eyes watching one specific state, but they cheated like hell anyway. You have one of the dumbest governors in the United States.

And, you know, when I endorsed him at--I didn't know this guy--at the request of David Perdue. He said, "A friend of mine is running for governor," "What's his name?" and you know the rest. He was in fourth place, fifth place. I don't know, he was way--he was doing poorly. I endorsed him. He went like a rocket ship and he won.

And, then I had to beat Stacey Abrams with this guy, Brian Kemp. I had to beat Stacey Abrams and I had to beat Oprah, used to be a friend of mine. You know, I was on her last show, her last week. She picked the five outstanding people. I don't think she thinks that anymore.

Once I ran for president, I didn't notice too many calls coming in from Oprah. Believe it or not, she used to like me. But, I was one of the five outstanding people and I had to campaign against Michelle Obama and Barack Hussein Obama, against Stacey.

And, I had Brian Kemp who weighs 130 pounds. He said he played offensive line in football. I'm trying to figure that out. I'm still trying to figure that out. He said that the other night. "I was an offensive lineman." I'm saying, "Really? That must have been a very small team."

But, I look at that and I look at what's happened and he turned out to be a disaster. This stuff happens. You know, look, I'm not happy with the Supreme Court. They love to rule against me. I picked three people. I fought like hell for them. One in particular I fought.

They all said, "Sir, cut him loose, he's killing the senators." You know, very loyal senators. They're very loyal people.

Sir, cut him loose. He is killing us, sir. Cut him loose, sir. I will never--I must have gotten half of these senators. I said no, I can't do that. It's unfair to him, and it's unfair to the family. He didn't do anything wrong. They made up stories. They were all made up stories. He didn't do anything wrong. Cut him loose, sir. I said no, I won't do that. We got him through, and you know what, they couldn't give a damn. They couldn't give a damn. Let him rule the right way, but it almost seems that they are all going out of their way to hurt all of us and to hurt our country, to hurt our country.

You know I read a story in one of the newspapers recently how I control the three Supreme Court justices. I control them. They are puppets. I read it about Bill Barr that he is my personal attorney, that he will do anything for me and I said you know it really is genius because what they do is that and it makes it really impossible for them to ever give you a victory because all of the sudden Bill Barr changed if you hadn't noticed. I like Bill Barr, but he changed because he didn't want to be considered my personal attorney.

And the Supreme Court they rule against me so much do you know why because the story is I haven't spoken to any of them, any of them since virtually they got in, but the story is that they are my puppet, right? That they are puppets, and now the only way they can get out of that because they hate that; it's not good on the social circuit, and the only way they get out is to rule against Trump, so let's rule against Trump, and they do that. So I want to congratulate them, but it shows you the media is genius. In fact, probably if I was the media, I would do it the same way I hate to say it, but we have got to get them straightened out. Today for the sake of our democracy, for the sake of our Constitution, and for the sake of our children, we lay out the case for the entire world to hear. You want to hear it?

In every single swing state local officials, state officials almost all Democrats made illegal and unconstitutional changes to election procedures without the mandated approvals by the state legislatures that these changes paved the way for fraud on a scale never seen before, and I think we would go a long way outside of our country when I say that. So just in a nutshell, you can't make a change on voting for a federal election unless the state legislature approves it. No judge can do it; nobody can do it, only a legislature.

So as an example, in Pennsylvania or whatever, you have a Republican legislature, you have a Democrat mayor, and you have a lot of Democrats all over the place; they go to the legislature, the legislature laughs at them says we're not going to do that they say thank you very much and they go and make the changes themselves, they do it anyway, and that is totally illegal, that is totally illegal. You can't do that.

In Pennsylvania, the Democrat secretary of state and the Democrat state Supreme Court justices illegally abolished the signature verification requirements just 11 days prior to the election. So think of what they did. No longer is there signature verification. That's okay. We want voter ID, by the way, but no longer is there signature verification. 11 days before the election, they say we don't want it. Do you know why they don't want them? Because they want to cheat, that's the only reason. Who would even think of that? We don't want to verify a signature.

There were over 205,000 more ballots counted in Pennsylvania. Now think of this, you had 205,000 more ballots than you had voters. That means you had to--where did they come from? Do you know where they came from? Somebody's imagination whatever they need it. So in Pennsylvania, you had 205,000 more votes than you had voters, and it's--the number is actually much greater than that now. That was as of a week ago, and this is a mathematical impossibility unless you want to say it's a total fraud. So if Pennsylvania was defrauded.

Over 8,000 ballots in Pennsylvania were cast by people whose names and dates of birth match individuals who died in 2020 and prior to the election. Think of that. Dead people, lots of dead people, thousands, and some dead people actually requested an application. That bothers me even more. Not only are they voting, they want an application to vote; one of them was 29 years ago died. It's incredible.

Over 14,000 ballots were cast by out-of-state voters, so these are voters that don't live in the state, and by the way, these numbers are what they call outcome-determinative, meaning these numbers far surpass--I lost by a very little bit. These numbers are massive, massive. More than 10,000 votes in Pennsylvania were illegally counted even though they were received after election day. In other words, they were received after election day. Let's count them anyway and what they did in many cases is they did fraud, they took the date, and they moved it back so that it no longer is after election day.

And more than 60,000 ballots in Pennsylvania were reported received back, they got back before they were ever supposedly mailed out. In other words, you got the ballot back before you mailed it, which is also logically and logistically impossible, right? Think of that one. You got that ballot back. Let's send the ballots. Oh, they've already been sent. But we got the ballot back before they were sent. I don't think that's too good, right?

25,000 ballots in Pennsylvania were requested by nursing home residents, all in a single giant batch, not legal, indicating an enormous illegal ballot harvesting operation. You are not allowed to do it. It's against the law. The day before the election, the state of Pennsylvania reported the number of absentee ballots that had been sent out, yet this number was suddenly and drastically increased by 400,000 people. It was increased; nobody knows where it came from by 400,000 ballots one day after the election. It remains totally unexplained. They said, well, we can't figure that. Now that's many, many times what it would take to overthrow the state, just that one element, 400,000 ballots appeared from nowhere right after the election.

By the way, Pennsylvania has now seen all of this. They didn't know because it was so quick they had a vote, they voted, but now they see all of this stuff, it has all come to light. It doesn't happen that fast. And they want to recertify their votes. They want them recertified, but the only way that can happen is if Mike Pence agrees to send it back. Mike Pence has to agree to send it back.

Send it back. Send it back. Send it back. Send it back. Send it back. Send it back.

And many people in Congress want it sent back. Think of what you are doing. Let's say you don't do it somebody says well, we have to obey the Constitution and you are because you are protecting our country, and you are protecting the Constitution, so you are but think of what happens.

Let's say there are stiffs and they are stupid people and they say well, we really have no choice even though Pennsylvania and other states want to redo their votes, they want to see the numbers, they only have the numbers go very quickly and they want to redo their legislature because many of these votes were taken as I said because it wasn't approved by their legislature you know that in itself is legal and then you have the scam and that is all of the things that we are talking about.

But think of this if you don't do that that means you will have a president of the United States for four years with his wonderful son, you will have a president who lost all of these states, or you will have a president to put it another way who was voted on by a bunch of stupid people who lost all of these states. You will have an illegitimate president. That is what you will have, and we can't let that happen. These are the facts that you won't hear from the fake news media. It's all part of the suppression effort. They don't want to talk about it. They don't want to talk about it.

In fact, when I started talking about that, I guarantee you a lot of the television sets and a lot of those cameras went off, and that's a lot of cameras back there. But a lot of them went off, but these are the things you don't hear about, you don't hear what you just heard, and I'm going to go over a few more states, but you don't hear of the people who want to deceive you and demoralize you and control you big tech media just like the suppression polls that said we are going to lose Wisconsin by 17 points. Well, we won Wisconsin. They don't have it that way because they just buy a little sliver, but they had me down the day before. Washington Post ABC poll down 17 points. I called up a real pollster. I said, what is that? Sir, that's called a suppression poll.

I think you are going to win Wisconsin, sir. I said, "But why don't they make it four or five points," because then people vote. But when you're down 17, they say hey, I'm not going to waste my time. I love the president, but there's no way. Despite that--Despite that, we won Wisconsin. It's going to see--I mean, you'll see.

But that's called suppression because a lot of people when they see that--it's very interesting. This pollster said, "Sir, if you're down three, four, five people vote. When you go down 17, they say let's save--let's go and have dinner and let's watch the presidential defeat tonight on television, darling."

And just like the radical left tries to blacklist you on social media--every time I put out a tweet that's--even if it's totally correct, totally correct, I get a flag. I get a flag. And they also don't let you get out. You know, on Twitter, it's very hard to come on to my account. It's very hard to get out a message. They don't let the message get out nearly like they should.

But I've had many people say I can't get on your Twitter. I don't care about Twitter. Twitter is bad news. They are all bad news. But you know what? If you want to--if you want to get out a message and if you want to go through big tech, social media, they are really--if you're a conservative, if you're a Republican, if you have a big voice, I guess they call it shadow ban, right? Shadow ban. They shadow ban you and it should be illegal. I've been telling these Republicans get rid of Section 230.

And for some reason, Mitch and the group, they don't want to put it in there and they don't realize that that's going to be the end of the Republican Party as we know it, but it's never going to be the end of us. Never.

Let them get out. Let--let the weak ones get out. This is a time for strength. They also want to indoctrinate your children in school by teaching them things that aren't so. They want to indoctrinate your children. It's all part of a comprehensive assault on our democracy and the American people are finally standing up and saying no. This crowd is, again, a testament to it.

I did no advertising. I did nothing. You do have some groups that are big supporters. I want to thank that. Amy and everybody. We have some incredible supporters. Incredible. But we didn't do anything. This just happened. Two months ago, we had a massive crowd come down to Washington. I said what are they there for? Sir, they're there for you. We had nothing to do with it.

These groups are formed--they're forming all over the United States. And we've got to remember, in a year from now, you're going to start working on Congress and we've got to get rid of the week congresspeople, the ones that aren't any good, the Liz Cheney's of the world. We've got to get rid of them. We've got to get rid.

You know, she never wants a soldier brought home. 20--I brought a lot of our soldiers home. I don't know. Some might like it. They're in countries that nobody even knows the name. Nobody knows where they are. They're dying. They're great, but they're dying. They are losing their arms, their legs, their face. I brought them back home. Largely back home.

Afghanistan, Iraq. Remember I used to say in the old days, don't go in Iraq. But if you go in, keep the oil. We didn't keep the oil. So stupid. So stupid, these people. And Iraq has billions and billions of dollars now in the bank. And what did we do? We did get nothing. We never get--but we do, actually. We kept the oil here. We kept--we did good.

We got rid of the ISIS caliphate. We got rid of plenty of different things. Everybody knows and the rebuilding of our military in three years, people said it couldn't be done and it was all made in the USA. All made in the USA. Best equipment in the world.

In Wisconsin, corrupt, Democrat run cities deployed more than 500 illegal unmanned, unsecured drop boxes, which collected a minimum of 91,000 unlawful votes. It was razor thin, the loss. This one thing alone is much more than we would need, but there are many things.

They have these lock boxes. And you know, they pick them up and they disappear for two days. People would say where's that box? They'd disappeared. Nobody even knew where the hell it was. In addition, over 170,000 absentee votes were counted in Wisconsin without a valid absentee ballot application. So they had a vote, but they had no application and that's illegal in Wisconsin. Meaning, those votes were blatantly done in opposition to state law and they came 100 percent from Democrat areas such as Milwaukee and Madison. 100 percent.

In Madison, at 17,000 votes were deposited in so called human drop boxes. You know what that is, right? Where operatives stuff thousands of unsecured ballots into duffel bags on park benches across the city in complete defiance of cease and desist letters from state legislature. The state legislatures said don't do it. They're the only ones that could approve it.

They gave tens of thousands of votes. They came in duffel bags. Where the hell did they come from? According to eyewitness testimony, Postal Service workers in Wisconsin were also instructed to illegally backdate approximately 100,000 ballots. The margin of difference in Wisconsin was less than 20,000 votes. Each one of these things alone wins us the state. Great state. We love the state. We won the state.

In Georgia, your secretary of state who I can't believe this guy is a Republican. He loves recording telephone conversations. You know, that was a--I thought it was a great conversation, personally. So did a lot of other--people love that conversation because it says what's going on. These people are crooked. They are 100 percent--in my opinion, one of the most corrupt.

Between your governor and your secretary of state and now you have it again last night. Just take a look at what happened. What a mess. And the Democrat party operators operatives entered into an illegal and unconstitution--unconstitutional settlement agreement that drastically weakens signature verification and other election security procedures.

Stacey Abrams. She took them to lunch. And I beat her two years ago with a bad candidate, Brian Kemp. But they took--the Democrats took the Republicans to lunch because the secretary of state had no clue what the hell was happening unless he did have a clue. That's interesting. Maybe he was with the other side.

But we've been trying to get verifications of signatures in Fulton County. They won't let us do it. The only reason they won't is because we'll find things in the hundreds of thousands. Why wouldn't they let us verify signatures at Fulton County, which is known for being very corrupt? They won't do it. They go to some other County where you would live.

I said that's not the problem. The problem is Fulton County, home of Stacey Abrams. She did a good job. I congratulate her, but it was done in such a way that we can't let this stuff happen. We won't have a country if it happens. As a result, Georgia's absentee ballot rejection rate was more than 10 times lower than previous levels because the criteria was so off.

48 counties in Georgia with thousands and thousands of votes rejected zero ballots. There wasn't one ballot. In other words, in a year in which more mail in ballots were sent than ever before and more people were voting by mail for the first time, their rejection rate was drastically lower than it had ever been before.

The only way this can be explained as if tens of thousands of illegitimate votes were added to the tally. That's the only way you could explain it. By the way, you're talking about tens of thousands. If Georgia had merely rejected the same number of unlawful ballots as in other years, there should have been approximately 45,000 ballots projected. Far more than what we needed to win, just over 11,000. They should find those votes. They should absolutely find that. Just over 11,000 votes. That's all we need.

They defrauded us out of a win in Georgia. And we are not going to forget it. There's only one reason the Democrats could possibly want to eliminate signature matching, oppose voter ID, and stop citizenship confirmation. Are you a citizen? You're not allowed to ask that question. Because they want to steal the election.

The radical left knows exactly what they were doing. They are ruthless and it's time that somebody did something about it. And Mike Pence, I hope you're going to stand up for the good of our constitution and for the good of our country.

And if you're not, I'm going to be very disappointed in you. I will tell you right now. I'm not hearing good stories.

In Fulton County, Republican poll watchers rejected in some cases physically, the individuals whose names and dates of birth match incarcerated felons in Georgia prison, people who are not allowed to vote. More than 4,500 illegal ballots were cast by individuals who do not appear on the state's own voter rolls. Over 18,000 illegal ballots were cast by individuals who registered to vote using an address listed as vacant according to the postal service.

At least 88,000 ballots in Georgia were cast by people whose registrations were illegally backdated. Sixty-six thousand votes--each one of these is far more than we need. Sixty-six thousand votes in Georgia were cast by individuals under the legal voting age and at least 15,000 ballots were cast by individuals who moved out of the state prior to November 3rd election. They say they moved right back.

They move right back. Oh, they moved out, they moved right back, okay. They missed Georgia that much? I do, I love Georgia, but it's a corrupt system.

Despite all of this, the margin in Georgia is only 11,779 votes. Each and every one of these issues is enough to give us a victory in Georgia, a big beautiful victory. Make no mistake, this election was stolen from you, from me, and from the country, and not a single swing state has conducted a comprehensive audit to remove the illegal ballots. This should absolutely occur in every single contested state before the election is certified.

In the state of Arizona, over 36,000 ballots were illegally cast by non-citizens. Two thousand ballots were returned with no address. More than 22,000 ballots were returned before they were ever supposedly mailed out. They returned, but we haven't mailed them yet. 11,600 more ballots and votes were counted more than there were actual voters. You see that?

So, you have more votes, again, than you have voters. 150,000 people registered in Maricopa County after the registration deadline. 103,000 ballots in the county were sent for electronic adjudication with no Republican observers.

In Clark County Nevada, the accuracy settings on signature verification machines were purposefully lowered before they were used to count over 130,000 ballots. If you signed your name as Santa Claus, it would go through.

There were also more than 42,000 double votes in Nevada. Over 150,000 people were hurt so badly by what took place and 1,500 ballots were cast by individuals whose names and dates of birth match Nevada residents who died in 2020 prior to November 3rd election. More than 8,000 votes were cast by individuals who had no address and probably didn't live there.

The margin in Nevada is down at a very low number. Any of these things would have taken care of the situation. We would have won Nevada also. Every one of these we're going over, we win.

In Michigan, quickly, the secretary of state, a real great one, flooded the state with unsolicited mail-in ballot applications sent to every person on the rolls in direct violation of state law. More than 17,000 Michigan ballots were cast by individuals whose names and dates of birth match people who were deceased.

In Wayne County, that's a great one. That'd Detroit--174,000 ballots were counted without being tied to an actual registered voter. Nobody knows where they came from. Also in Wayne County, poll watches observed canvassers rescanning batches of ballots over and over again up to three or four or five times.

In Detroit turnout was 139 percent of registered voters. Think of that. So, you had 139 percent of the people in Detroit voting. This is in Michigan, Detroit Michigan. A career employee of the Detroit--City of Detroit testified under penalty of perjury that she witnessed city workers coaching voters to vote straight democrat while accompanying them to watch who they voted for. When a Republican came in, they wouldn't talk to them.

The same worker was instructed not to ask for any voter ID and not to attempt to validate any signatures if they were Democrats. She also told to illegally and was told backdate ballots, received after the deadline and reports of thousands and thousands of ballots were improperly backdated.

That's Michigan. Four witnesses have testified under penalty of perjury that after officials in Detroit announced the last votes had been counted, tens of thousands of additional ballots arrived without required envelopes. Every single one was for a Democrat. I got no votes.

At 6:31 AM in the early morning hours after voting had ended, Michigan suddenly reported 147,000 votes. An astounding 94 percent went to Joe Biden who campaigned brilliantly from his basement. Only a couple of percentage points went to Trump.

Such gigantic and one sided vote dumps were only observed in a few swing states and they were observed in the states where it was necessary--you know what's interesting? President Obama beat Biden in every state other than the swing states where Biden killed them, but the swing states were the ones that mattered.

They're always just enough to push Joe Biden barely into the lead. We were ahead by a lot and within a number of hours, we were losing by a little.

In addition, there is the highly troubling matter of Dominion voting systems. In one Michigan County alone, 6,000 votes were switched from Trump to Biden and the same systems are used in the majority of states in our country.

Senator William Ligon, a great gentleman, Chairman of Georgia Senate Judiciary Subcommittee, Senator Ligon, highly respected, on elections has written a letter describing his concerns with Dominion in Georgia.

He wrote, and I quote, "The Dominion voting machines employed in Fulton County had an astronomical and astounding 93.67 percent error rate." It's only wrong 93 percent of the time in the scanning of ballots requiring a review panel to adjudicate or determine the voters' interest in over 106,000 ballots out of a total of 113,000.

Think of it, you go in and you vote and then they tell people who you're supposed to be voting for. They make up whatever they want. Nobody's ever even heard. They adjudicate your vote. They say, "Well, we don't think Trump wants to vote for Trump. We think he wants to vote for Biden. Put it down for Biden."

The national average for such an error rate is far less than 1 percent and yet you're at 93 percent. The source of this astronomical error rate must be identified to determine if these machines were set up or destroyed to allow for a third party to disregard the actual ballot cast by the registered voter.

The letter continues, "There is clear evidence that tens of thousands of votes were switched from President Trump to former Vice President Biden in several counties in Georgia." For example, in Bibb County, President Trump was reported to have 29,391 votes at 9:11 PM eastern time while simultaneously, Vice President Joe Biden was reported to have 17,213.

Minutes later, just minutes, at the next update, these vote numbers switched with President Trump going way down to 17,000 and Biden going way up to 29,391. And, that was very quick, a 12,000 vote switch all in Mr. Biden's favor.

So, I mean, I could go on and on about this fraud that took place in every state and all of these legislators want this back. I don't want to do it to you because I love you and it's freezing out here.--

--But, I could just go on forever. I can tell you this--

So, when you hear--when you hear, "While there is no evidence to prove any wrongdoing," this is the most fraudulent thing anybody's--this is a criminal enterprise. This is a criminal enterprise and--and the press will say, and I'm sure they won't put any of that on there because that's no good and did you ever see while there is no evidence to back President Trump's assertion--I could go on for another hour reading this stuff to you and telling you about it.

There's never been anything like it. Think about it. Detroit had more votes than it had voters. Pennsylvania had 205,000 more votes than it had more--but you don't have to go--between that, I think that's almost better than dead people if you think, right? More votes than they had voters and many other states also. It's a disgrace that the United States of America, tens of millions of people are allowed to go vote without so much as even showing identification. In no state is there any question or effort made to verify the identity, citizenship, residency, or eligibility of the votes cast.

The Republicans have to get tougher. You're not going to have a Republican party if you don't get tougher. They want to play so straight; they want to play so serious the United States, the Constitution doesn't allow me to send them back to the states. Well, I would say yes, it does because the Constitution says you have to protect our country, and you have to protect our Constitution, and you can't vote on fraud, and fraud breaks up everything, doesn't it? When you catch somebody in a fraud, you are allowed to go by very different rules. So I hope Mike has the courage to do what he has to do, and I hope he doesn't listen to the RINOs and the stupid people that he's listening to.

It is also widely understood that the voter rolls are crammed full of noncitizens, felons, and people who have moved out of state, and individuals who are otherwise ineligible to vote, yet Democrats oppose every effort to clean up their voter rolls. They don't want to clean them up. They are loaded, and how many people here are--know other people that when hundreds of thousands and then millions of ballots got sent out got three, four, five, six and I heard one who got seven ballots, and then they say you didn't quite make it, sir. We won in a landslide. This was a landslide.

They said it's not American to challenge the election. This is the most corrupt election in the history, maybe in the world. You know you could go to third world countries, but I don't think they had hundreds of thousands of votes, and they don't have voters for them. I mean, no matter where you go, nobody would think this. In fact, it's so egregious, it's so bad that a lot of people don't even believe it. It is so crazy that people don't even believe it. It can't be true. So they don't believe it.

This is not just a matter of domestic politics; this is a matter of national security. So today, in addition to challenging the certification of the election, I'm calling on Congress and the state legislatures to quickly pass sweeping election reforms, and you had better do it before we have no country left. Today is not the end; it's just the beginning.

With your help over the last four years, we built the greatest political movement in the history of our country, and nobody even challenges that. I say that over and over, and I never get challenged by the fake news, and they challenge almost everything we say. But our fight against the big donors, big media, big tech, and others is just getting started.

This is the greatest in history; there's never been a movement like that. You look back, there are all of the way to the Washington Monument. It's hard to believe. We must stop the steal, and then we must ensure that such outrageous election fraud never happens again, can never be allowed to happen again, but we are going forward; we will take care of it going forward. We have got to take care of going back.

Don't let them talk, okay, well, we promise. I have had a lot of people, sir, you are at 96 percent for four years. I said I'm not interested right now. I'm interested in right there. With your help, we will finally pass powerful requirements for voter ID. You need an ID to cash a check, you need an ID to go to a bank, to buy alcohol, to drive a car; every person should need to show an ID in order to cast your most important thing, a vote.

We will also require proof of American citizenship in order to vote in American elections. We just have a good victory in court on that one, actually. We will ban ballot harvesting and prohibit the use of unsecured drop boxes to commit rampant fraud. These drop boxes are fraudulent. They get--they disappear, and then all of the sudden, they show up. It is fraudulent. We will stop the practice of universal unsolicited mail-in balloting. We will clean up the voter rolls and ensure that every single person who cast a vote is a citizen of our country, a resident of the state in which they vote, and their vote is cast in a lawful and honest manner.

We will restore the vital civic tradition of in-person voting on election day so that voters can be fully informed when they make their choice. We will finally hold big tech accountable, and if these people had courage and guts, they would get rid of Section 230, something that no other company, no other person in America, in the world has.

All of these tech monopolies are going to abuse their power and interfere in our elections, and it has to be stopped; and the Republicans have to get a lot tougher, and so should the Democrats. They should be regulated, investigated, and brought to justice under the fullest extent of the law. They are totally breaking the law.

Together we will drain the Washington swamp, and we will clean up the corruption in our nation's Capitol. We have done a big job on it, but you think it's easy; it's a dirty business. It's a dirty business. We have a lot of bad people out there. Despite everything we have been through looking out all over this country and seeing fantastic crowds, although this I think is our all-time record.

I think you have 250,000 people, 250,000. Looking out at all of the amazing patriots here today I have never been more confident in our nation's future. Well, I have to say we have to be a little bit careful. That's a nice statement, but we have to be a little careful with that statement. If we allow this group of people to illegally take over our country because it's illegal when the votes are illegal when the way that they got there is illegal, when the states that vote are given false and fraudulent information.

We are the greatest country on earth, and we are headed and were headed in the right direction. You know the wall is built; we are doing record numbers at the wall. Now they want to take down the wall. Let's let everyone flow in. Let's let everybody flow in. We did a great job on the wall. Remember the wall; they said it could never be done, one of the largest infrastructure projects we have ever had in this country, and it has had a tremendous impact and we got rid of catch and release, we got rid of all of the stuff that we had to live with. But now the caravans they think Biden is getting in the caravans are forming again. They want to come in again and rip off our country, can't let it happen.

As this enormous crowd shows, we have truth and justice on our side. We have a deep and enduring love for America in our hearts. We love our country. We have overwhelming pride in this great country. We have it deep in our souls. Together we are determined to defend and preserve government of the people, by the people, and for the people.

Our brightest days are before us. Our greatest achievements still wait. I think one of our great achievements will be election security because nobody until I came along had any idea how corrupt our elections were, and again most people would stand there at 9 o'clock in the evening and say I want to thank you very much, and they go off to some other life, but I said something is wrong here, something is really wrong, can't have happened and we fight, we fight like hell, and if you don't fight like hell you're not going to have a country anymore.

Our exciting adventures and boldest endeavors have not yet begun. My fellow Americans, for our movement, for our children, and for our beloved country, and I say this despite all that has happened, the best is yet to come.

So we are going to--we are going to walk down Pennsylvania Avenue, I love Pennsylvania Avenue, and we are going to the Capitol, and we are going to try and give--the Democrats are hopeless, they are never voting for anything, not even one vote but we are going to try--give our Republicans, the weak ones because the strong ones don't need any of our help, we're try--going to try and give them the kind of pride and boldness that they need to take back our country. So let's walk down Pennsylvania Avenue.

I want to thank you all. God bless you and God bless America. Thank you all for being here. This is incredible.

Thank you very much.

Thank you.

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This is what Trump told supporters before many stormed Capitol Hill

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Many who participated in the chaos at the U.S. Capitol on Wednesday came straight from an event held by President Donald Trump. Trump's "Save America Rally" included the president telling supporters to "stop the steal" of the election, urging them to head to the Capitol to demonstrate against Congress certifying President-elect Joe Biden's victory.

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Capitol riots: Congress certifies Joe Biden's victory after deadly attack - BBC News

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Capitol riots: Congress certifies Joe Biden's victory after deadly attack - BBC News

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The US Congress has certified Joe Biden's victory in the presidential election, hours after supporters of Donald Trump stormed the building in an attack that saw four people die.

Lawmakers resumed the session after police removed a mob that had been encouraged by President Trump as part of his attempt to overturn his defeat.

The certification clears the way for Mr Biden to be sworn in on 20 January.

In response, Mr Trump finally pledged an "orderly transition" of power.

Wednesday's chaotic scenes followed months of escalating rhetoric from Mr Trump and some Republican allies that sought to undermine the result of the 3 November election. The invasion of the Capitol by the president's supporters - some armed - was an event without precedent in modern American history.

Washington DC Mayor Muriel Bowser said one of the four who died - a woman named as Ashli Babbitt - was part of a group that forced entry into the chamber of the House of Representatives while it was still in session. They were confronted by plainclothes officers, and an officer pulled out a weapon and fired it.

The US Capitol Police said the employee involved had been put on administrative leave pending an investigation.

Local media said Ashli Babbitt was a San Diego-area US Air Force veteran and Trump supporter. She was proclaimed dead at hospital.

One woman and two men died as a result of "medical emergencies", officials said, without giving details. At least 14 members of the police were injured.

What happened in Congress?

Democrat Joe Biden's victory was confirmed at about 03:30 local time (08:30 GMT) on Thursday in a joint session presided over by Republican Vice-President Mike Pence, who called the violence a "dark day in the history of the United States Capitol".

Objections by some Republican lawmakers to overturn the result in Arizona and Pennsylvania were rejected. Congress formally certified the final electoral college vote, with Mr Biden receiving 306 votes to Mr Trump's 232.

For days Mr Trump had been piling pressure on his vice-president to block certification. But in a letter to Congress on Wednesday, Mr Pence said he had no "unilateral authority to decide which electoral votes should be counted".

In declaring the final vote totals, Mr Pence said this "shall be deemed a sufficient declaration of the persons elected president and vice-president of the United States".

Shortly afterwards Mr Trump said in a statement: "Even though I totally disagree with the outcome of the election, and the facts bear me out, nevertheless there will be an orderly transition on January 20th."

On Thursday the White House press office issued a statement saying it "grieves the loss of life" and will continue "to pray for a speedy recovery for those who suffered injury".

This is how the Trump presidency ends. Not with a whimper, but with a bang.

For weeks, Donald Trump had been pointing to 6 January as a day of reckoning. It was when he told his supporters to come to Washington DC, and challenge Congress - and Vice-President Mike Pence - to discard the results of November's election and keep the presidency in his hands.

Crisis can bring political opportunity, and there are many politicians who will not hesitate to use it to gain advantage.

Donald Trump - for now - is still in power. And while he may be chastened, he may be sitting in the White House residence watching television temporarily without his social media outlet, he will not be silent for long.

In addition to Mr Pence, some Republicans who previously stood by the president have now spoken out.

Senate Republican leader Mitch McConnell definitively broke with Mr Trump in an emotional speech from the chamber floor on Wednesday, saying: "If this election were overturned by mere allegations from the losing side, our democracy would enter a death spiral."

After the session resumed, Senate Democratic leader Chuck Schumer blasted the mob at the Capitol as "rioters and insurrectionists, goons and thugs, domestic terrorists", saying the president "bears a great deal of the blame".

Senator Kelly Loeffler, who lost her bid for election in Georgia's vote on Tuesday, said she could no longer in good conscience vote against certification as she had originally planned, citing the "abhorrent" invasion of the Capitol.

Democrats on the House Judiciary Committee have said that Mr Trump's actions meet the amendment's requirements.

How did the attack unfold?

On Wednesday afternoon protesters surged up the Capitol steps shoving past barricades and officers in riot gear to penetrate the building. The mob - some of whom wore body armour - used chemical irritants to attack police, according to Washington police.

They shouted and waved pro-Trump, US and Confederate flags as they roamed the halls, demanding the results of the presidential election be overturned.

Members of Congress scrambled for cover under their seats as tear gas was fired. Several thousand National Guard troops, FBI agents and US Secret Service personnel were deployed to help overwhelmed Capitol police.

The apparent ease with which Trump supporters were able to act has raised serious questions about security. Two pipe bombs were recovered, one from the Democratic National Committee offices, not far from the Capitol, and one from the nearby Republican National Committee headquarters.

The occupation of the Capitol lasted more than three hours before the building was secured by law enforcement. At least 52 people have been arrested, the vast majority of them for violating the 18:00 to 06:00 curfew.

Washington is under an extended state of emergency until after Mr Biden's inauguration.

Responding to the violence, Mr Biden said the mob's activity "border[ed] on sedition" and that democracy was "under unprecedented assault".

"To storm the Capitol, to smash windows, to occupy offices on the floor of the United States Senate, rummaging through desks, on the House of Representatives, threatening the safety of duly elected officials. It's not protest; it's insurrection."

Mr Trump posted a recorded video on Twitter saying: "I know your pain. I know you're hurt... We had an election that was stolen from us. It was a landslide election, and everyone knows it, especially the other side. But you have to go home now. We have to have peace."

For the first time, Twitter froze Mr Trump's account, saying it would be locked for 12 hours. The social media giant demanded he delete three tweets that it said could stoke violence and threatening "permanent suspension". Facebook and Instagram followed suit.

Hours earlier, Mr Trump had addressed a "Save America Rally" outside the White House, where he encouraged supporters to keep contesting the election result: "Our country has had enough and we will not take it anymore."

Former President George W Bush said: "It is a sickening & heartbreaking sight. This is how election results are disputed in a banana republic - not our democratic republic."

More on this story

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Capitol riots: Congress certifies Joe Biden's victory after chaotic scenes

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The US Congress has certified Joe Biden's victory in the presidential election, hours after supporters of Donald Trump stormed the building in an attack that saw four people die. Lawmakers resumed the session after police removed a mob that had been encouraged by President Trump as part of his attempt to overturn his defeat.

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10 Truths for Christian Teachers to Cling to in 2020

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10 Truths for Christian Teachers to Cling to in 2020

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With everything happening, it's so easy to feel overwhelmed, frustrated or discouraged. That's why we MUST keep our eyes on Jesus and on what He says is true.

These 10 affirmations are truths we must cling to this year, so make sure you download the printable version or the audio file at the bottom to review daily!

listen here:

10 TRUTHS FOR CHRISTIAN TEACHERS:

It's not enough to read these truths once. Instead, we need to revisit them and meditate them on a regular basis so that they sink down into our hearts and change the way we think.

Don't stop with these ten truths.

As you run across new struggles, search Gods word for the corresponding truths and add them to your list.

Here's one I've already added to mine:
When I am afraid, I must put my trust in You. I know that you are in control and that your ways are higher and wiser than mine. I will surrender to whatever You choose to bring or allow into my life. I will choose not to fear it, knowing that even if the worst were to happen, you would carry me through it. ​​Whenever I am afraid, I will trust in You. In God (I will praise His word), In God I have put my trust; I will not fear. What can flesh do to me? (Psalm 56:3-4 NKJV)
If you need help figuring out what it looks like to actually trust God please check out Teach Uplifted - your 6-week path to banish stress and teach with joy. You'll emerge from this crisis with your faith strengthened, your hope renewed, and your joy unassailable.

spread the word!

Did you find this post helpful? Clue in your fellow teachers by sharing the post directly (just copy the URL) or by clicking one of the buttons to automatically share on social media.

This article may contain affiliate links. This means that if you purchase a resource after clicking the link, Teach 4 the Heart may receive a small commission at no extra cost to you. Thanks for helping support Teach 4 the Heart in this way.

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10 Truths for Christian Teachers to Cling to in 2020-21

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With everything happening, it's so easy to feel overwhelmed, frustrated or discouraged. That's why we MUST keep our eyes on Jesus and on what He says is true. These 10 affirmations are truths we must cling to this year, so make sure you download the printable version or the audio file at the bottom to review daily!

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A Science-Based Journal That Helps Tweens & Teens Grow Into Happy, Confident Adults
Help Your Child Grow Today
My 12 year-old son has been tearing through this journal! He loves it! It sparks up great conversations, and it's so good to see him put things down in drawings and writing that he might not otherwise share with us.

Get The Journal Your Tween or Teen
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This is more than just a journal.

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How to be conscious of the time they spend doing something (and avoid time vacuums like social media) - pages 118-119.

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Big Life Journal incorporates the latest research in positive psychology, brain science, and youth development.

You can download the complete list of all the books, studies, and research materials that have gone into the journal

Once your child begins using the Big Life Journal, you won't believe the changes you see happening right in front of your eyes

They will begin accepting and loving themselves

They will realize how THEY think about themselves is the
most important thing to pay attention to. They will begin
paying attention to their self-talk and choosing empowering over self-deprecating thoughts.

They will take ownership of their lives

They will understand they are in charge of their lives and happiness and can dream up anything they want to do and go get it.

They will gain confidence to
withstand peer pressure

They will stop comparing themselves to others and seeking validation from their peers. Instead, they will begin trying new things even if they seem to be uncool to their friends.

Big Life Journal is a beautiful keepsake

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What ages is this journal appropriate for?

We recommend Big Life Journal - Teen Edition for ages 11 and above. For younger children, we have another journal .

Do you ship internationally?

We ship from the US, UK, Canada, and Australia. We ship to the US, Canada, Australia, New Zealand, UK, Ireland, and the EU.

Do you have free shipping options?

Are the journal prompts geared towards spirituality or religion?

There's no religious or spiritual content in this journal. It is based on the science of growth mindset and positive psychology.

© Copyright 2020 * Big Life Journal * All Rights Reserved

Get The Journal Your Tween or Teen
Will Actually Want To Use

This is more than just a journal.

My grandson uses the Journal , which is a huge step! It seems to really help him.

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A Science-Based Journal That Helps Tweens & Teens Grow Into Happy, Confident Adults Help Your Child Grow Today My 12 year-old son has been tearing through this journal! He loves it! It sparks up great conversations, and it's so good to see him put things down in drawings and writing that he might not otherwise share with us.

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Maine Businesses Must Now Deny Entry To Patrons Who Don’t Wear Masks – CBS Boston

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Maine Businesses Must Now Deny Entry To Patrons Who Don’t Wear Masks – CBS Boston

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PORTLAND, Maine (AP) - Owners and operators of businesses and indoor spaces in Maine must now deny entry to people who refuse to wear a mask, the state's governor announced on Friday.

Maine Gov. Janet Mills, a Democrat, issued an executive order to enforce the new rules. She said the order simplifies the mask rules in the state.

READ MORE: Coronavirus In Massachusetts: Today's Developments

Previous rules required people to wear masks indoors, and allowed owners and operators to deny entry to patrons who refused. The stricter standard is needed because of the growth of the virus in Maine, Mills said.

"Anyone who still insists on entering a store or other facility without a mask, or insists on taking it off when they come inside, can and should be removed and charged with criminal trespassing," she said.

READ MORE: 'We Love AJ': Bishop Feehan & North Attleboro Dedicate Rivalry Hockey Game To Injured AJ Quetta

Mills said the executive order also makes clear that a medical exemption is not an excuse to enter a business without a mask. Accommodations such as curb-side pickup can be made for individuals with disabilities, she said.

Law enforcement officers are prepared to enforce the new rules, Mills said.

MORE NEWS: Phi Delta Theta Students Spend Weekend Clearing Snow For Sterling Man Battling ALS
(© Copyright 2020 The Associated Press. All Rights Reserved. This material may not be published, broadcast, rewritten or redistributed.)

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Maine Businesses Must Now Deny Entry To Patrons Who Don't Wear Masks

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PORTLAND, Maine (AP) - Owners and operators of businesses and indoor spaces in Maine must now deny entry to people who refuse to wear a mask, the state's governor announced on Friday. Maine Gov. Janet Mills, a Democrat, issued an executive order to enforce the new rules.

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Shop the Best Bedding for Allergies and Asthma Sufferers

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Shop the Best Bedding for Allergies and Asthma Sufferers

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Home

For many of us, hitting the hay for a good night's sleep is one of the best parts of the day. That's not exactly the case for anyone who suffers from allergies during the night, however. Sneezing, wheezing, coughing, snoring, itching, tossing, turning, and insomnia are just a few of the pesky nuisances that plague allergy sufferers when they should be getting their much-needed rest. What's worse, these common irritants can quickly lead to sleep deprivation and other sleep-related issues, such as daytime sleepiness and fatigue, irritability, and forgetfulness. Chronic sufferers should liaise with their doctors about the best course of action for their allergies, but in the meantime, we've found the best bedding for allergies to help you get some much-needed shut-eye.

What causes sleep allergies?

One of the most common reasons for sleep allergies is allergic rhinitis (AR), also known as hay fever, and it affects a staggering 20 to 50 percent of the general population. Pollen in the spring time isn't the only thing that causes AR; dust mites, mold, and pet dander are other culprits that irritate and inflame the nasal passages, causing sneezing, watery eyes, and a runny or blocked nose.

Dust mites are microscopic (1/64 of an inch long) insect-like pests that are (thankfully!) invisible to the human eye and, quite horrifically, there could be millions of them in your bed: Up to 10 percent of the weight of a two-year-old pillow can be comprised of dead dust mites and their droppings! And while the mites themselves don't pose a threat, their droppings can easily set off allergies.

These nasty little creatures feed off dead skin cells (eek!) so to keep them at bay, showering before you sleep, regularly changing and washing your sheets in hot water, and using hypoallergenic, dust-mite proof bedding and bedding encasings - including pillowcases and mattress protectors - are all great ideas for keeping them at bay.

What is the best bedding for allergies?

One clinical study found that the best anti-dust mite bedding is made from material that is tightly-woven with a pore size of less than 10 microns, which is small enough to prevent these little nuisances from penetrating your bed, pillows, or covers. Fabrics like linen were found to be the worst for dust mites, whereas tightly woven materials, such as silk, which is naturally formed by the silkworm to provide a protective barrier for itself, are the best for allergy sufferers. Bedding should also be breathable and vapor permeable.
See more of our best product recommendations
We've done our research and found the best bedding for dust mite and other common irritants. Keep scrolling for Woman's World's picks for the best bedding for allergies .

We write about products we think our readers will like. If you buy them, we get a small share of the revenue from the supplier.

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Say Buh-Bye to Nighttime Sneezing With the Best Bedding for Allergies

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Home For many of us, hitting the hay for a good night's sleep is one of the best parts of the day. That's not exactly the case for anyone who suffers from allergies during the night, however.

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The Morning: A possible vaccine timeline

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The Morning: A possible vaccine timeline

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The Morning: A possible vaccine timeline

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But those risks will be small compared with today's risks. Treatments continue to improve, reducing the death rate for people who get the virus. And widespread vaccination will sharply reduce the spread, helping protect even people for whom a vaccine is ineffective. Rivers predicted that social gatherings will again be common and largely safe by the summer.

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The Morning: A possible vaccine timeline - beth.hatfield@msad59.org - School Administrative District 59 Mail

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The Morning: A possible vaccine timeline - beth.hatfield@msad59.org - School Administrative District 59 Mail

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Gmail is email that's intuitive, efficient, and useful. 15 GB of storage, less spam, and mobile access.

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New research suggests immunity to COVID is better than we first thought | News Break

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New research suggests immunity to COVID is better than we first thought | News Break

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Early in the pandemic, many researchers feared people who contracted COVID could be reinfected very quickly . This was because several early studies showed antibodies seemed to wane after the first few months post-infection.

It was also partly because normal human coronaviruses, which are one cause of common colds and are cousins of SARS-CoV-2, do not generate long-lasting immunity , so we can get reinfected with them after 12 months.

But new preliminary research suggests key parts of the immune system can remember SARS-CoV-2 for at least eight or nine months, and possibly for years.

Immune memory

When a country is invaded by an enemy, it rallies its forces, fights the war and hopefully repels the invaders. While the enemy has disappeared back to their own territory, a smart country sets up watchers to look for any signs of a new invasion. These lookouts know what the enemy looks like and are familiar with their uniform and how they travel.

Our immune system is exactly the same. Whenever we fight a bacterial or viral infection we leave behind certain cells that remember exactly what this invader looks like. These are called memory cells and their job, in the event of another "invasion", is to warn our immune system early and ensure the right sort of response is mounted. It means we don't have to start all over again to make a new response, and so reinfection is either eliminated or the time to recovery is much reduced.

This long-lived memory response can last a lifetime for some viruses such as measles .
Read more: Explainer: how does the immune system learn?
But how long for COVID?

We have two main parts of our adaptive immune response: B cells and T cells. Both of these cells can generate "memory".

We'll talk about B cells first. They make antibodies, which latch onto and destroy disease-causing agents such as viruses and bacteria.

A team of researchers from Australia, led by Menno van Zelm at Monash University, published a preliminary study last week showing the body can generate memory B cells specific to SARS-CoV-2. The research showed these cells last at least eight months, and likely even longer. This means these memory B cells could still rapidly produce antibodies against SARS-CoV-2 eight months post-infection, if the person were to be exposed to the virus again (although this work has not yet been peer-reviewed so should be treated with caution).

Other researchers from the United States showed memory B cells lasted at least six months , in a preliminary study also released last week.
Read more: What you need to know about how coronavirus is changing science
While the researchers from Australia saw a drop in circulating antibodies against the virus after two months in the blood of the 25 patients they looked at, they found memory B cells against two important parts of the virus: the spike protein (what most vaccines are designed to target) and the "nucleocapsid", another structural protein of the virus.

They say this should give long-lasting immunity.

But we can't directly prove this, because that would involve reinfecting patients, which would be unethical. So to study this further, we have to rely on natural reinfections.

There have been just 26 confirmed cases of reinfection reported worldwide so far, according to a COVID reinfection tracker by Dutch news agency BNO News (although the true tally is likely higher). With 60 million people infected globally so far, reinfection therefore seems to be a very rare event.

Illustration of an antibody-producing B cell. New research suggests our immune system can remember how to produce antibodies against SARS-CoV-2 at least eight months after infection, and probably even longer. Shutterstock

What about T cells? These are cells that bind directly to infected human cells within the body and destroy them. All infected cells smuggle out bits of the invading pathogen onto their surface, as a kind of "SOS" signal that allows T cells to find the hidden enemy.

Researchers from the University of Oxford published a study in September showing memory T cell responses to SARS-CoV-2. This means certain T cells could remember how to respond to virus-infected cells, long after the initial infection was cleared -although there was no data on how long this may last.

A more recent study , published as a preliminary report last week from researchers in China and Germany, answers this question.

They studied patients from Wuhan, where the first reported COVID cases occurred, and who therefore have the oldest immune responses. They showed T cell memory responses were still present nine months after infection.

So what does this all mean going forward?

It would seem SARS-CoV-2 is not like its normal common cold coronavirus cousins. People's immune responses to common cold coronaviruses typically don't last very long , meaning we typically get reinfected by 12 months.

But it's clear people's immune systems can "remember" and respond to SARS-CoV-2. Interestingly, more severe coronavirus infections SARS and MERS appear to elicit longer-lasting responses up to three years.

So, people who've been naturally infected with SARS-CoV-2 can expect reinfection to be rare. If it does occur it will probably result in very mild disease, but otherwise they should be fully protected for at least eight or nine months after their first infection.

But we still don't know what would happen if someone was re-exposed after this timeline - only time will tell.
Nigel McMillan receives funding from the Medical Research Future Fund of the Australian Government to develop COVID treatments. He works has a current research contract with STEMXo Inc forking on exosome treatments for COVID19.

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New research suggests immunity to COVID is better than we first thought | News Break

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Early in the pandemic, many researchers feared people who contracted COVID could be reinfected very quickly . This was because several early studies showed antibodies seemed to wane after the first few months post-infection.

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Virtual school is changing how we think about screen time - The Washington Post

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Virtual school is changing how we think about screen time - The Washington Post

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Fourth-grader Reaghan Keeler, 9, attends an online reading class last month on her first day of distance learning. (Ethan Miller/Getty Images)

SAN FRANCISCO - At 8:30 a.m. every weekday, Sadie Barnett's 9-year-old daughter opens her laptop and logs on to Zoom to start the school day. For the next 6½ hours, she's not allowed to turn off the computer's camera except for a midday lunch break. Along with the 94 other children on the call, she isn't allowed to eat or drink on camera, wear pajamas or lounge or lie down.

In her first full week of fourth grade, she has already cried twice because her head hurt from squinting at the screen.

"It's painful to watch," said Barnett, who lives in Pennsylvania.

Headaches, anxiety and exhaustion caused by never-ending video meetings are no longer exclusively for adults trying to work from home during the pandemic. Some schools have started the fall semester with remote-learning setups that mimic what a full day of school was like before the coronavirus crisis.

In the spring, when much of the world still naively believed things could return to normal in a couple of months, experts and parents waved away guilt about screen time.

'Screen time' has gone from sin to survival tool

But things are different this fall. As more schools have organized full-time classes online in real time, we're seeing kids hit their limits with certain kinds of screen time. Many schools stopped grading students or even taking attendance in the chaos of last spring, but those formalities are back. Kids have to log on and often be seen on a camera to be counted as present. There are new rules about what to wear, where they're sitting and how they can move their body. And cameras and microphones are, for many students, not optional.

Experts say not all screen time is the same, and blanket rules over how many hours to allow aren't effective when you add in remote school. Families can feel powerless to control how much screen time schools are tacking on to their children's days, especially when they need some of it to get their own work done.

It's still early in the school year, and everyone involved in distance learning is figuring out what works and what doesn't. Reaching out to administrators and teachers early on could shape what the future of online learning during a pandemic looks like. And talking to children to see how they're feeling is important, too.

Live or not, screens are at the center of almost all remote learning setups. As with everything during the pandemic, the approaches could change.

"I think where we screwed up maybe the most in all of this is we didn't make clear early on that parents get two things from school. They get education and they also get child care. Those are both valid, critical needs," said Alix Gallagher, the director of strategic partnerships for Policy Analysis for California Education, which has been advising districts across the state.

Figuring out new boundaries also depends on what the school is asking. While parents and kids settled into their new - sometimes screen-heavy - routines over the summer, schools pulled together distance-learning plans. Many schools faced pressure from parents desperate for help with child care or worried about their children falling behind in school. Ed-tech companies hawked their apps and platforms to superintendents, while education professionals pushed for more research-based solutions.

The result is a jumble of methods that vary wildly between states and individual school districts.

Some kids don't have live classes at all and only watch videos or use apps to turn in schoolwork, which can help students unable to get online during normal hours. Others tune in for short spurts to take part in live classes, lectures or small group time. Many schools are using videoconferencing software such as Zoom, Microsoft Teams and Google Meet not just to teach, but for the entire day to keep students on task and make sure they are going through the same motions of in-person school.

Six tech tips for remote learning: Protect your kids' data and make sure they look good on Zoom

Gallagher said schools need to focus on designing days around what gives kids meaningful interaction and what fulfills their social needs. She recommends a mixture of lessons that deliver information, like a video or lecture, plus activities for actively engaging with the lessons, like practicing writing or doing math problems. After that, use a tool like Zoom to discuss what they have learned and actually interact with the teacher and other students.

Her son recently started school remotely and has had to sit through 70-minute geometry lectures. That length of time can be too much for children in person and is probably harder over video, where there isn't the same social pressure and teachers miss out on key cues from seeing students, Gallagher said.

High school science teacher Margaret Lorentzen has noticed all the small differences with communication over video that make it harder for teaching, like the lag that can happen when a teacher is talking, the missed visual cues and the feeling of talking over people in a group discussion.

She taught remotely in the spring and just had her first day of classes again this week in Seattle. It's 20 to 30 minutes of Zoom time per each 80-minute class, with up to 33 students who don't have to turn on their cameras unless they choose. Used to walking around a classroom and assigning lab experiments, Lorentzen is adjusting to the physical constraints of online learning but is happy to have a way to see her students again.

"The best thing about today was actually seeing students, and I think for many of them, they're just so starved for any type of interaction outside their families, they turn on their cameras," said Lorentzen.

She said teachers should try to understand what their students are dealing with, including why they may want to keep cameras off or why they can't make live classes, and work with them.

Learning online also brings some unique challenges as students learn to navigate new school rules - and even shared WiFi issues.

When Sarah Perez's freshman son turned off his camera to run to the bathroom during a Zoom lesson recently, his teacher kicked him out of the class. Perez was on a meeting in another room, but her oldest daughter was nearby and could hear the teacher warning him to turn it back on. Her three kids have also been locked out of classes after their home WiFi, which the family is all sharing, has gone out. None of her children enjoy being on camera, especially her youngest daughter, who is in middle school.

"I feel like there's no acknowledgment of these children as people, we've just moved the over-policing of schools to our homes," Perez said.

A teacher in Dallas, Perez tries to be more flexible with her own students, who are kindergartners and possibly logging on for the first time. She sees a contrast between the school where she teaches primarily low-income students and the better-funded district where her children go. Her students' caregivers say they're concerned about their health, safety and access to food, while the parents at her children's school have been pushing harder for face-to-face learning.

All screen time is not created equal, experts say, and some kinds are better than others. Anything that promotes children's socialization, like FaceTime with friends or a video conference with the teacher, can be beneficial. Activities in which children feel engaged are better than something completely passive, like watching YouTube, or even something somewhat interactive, like playing video games.

But adding hours of video conferences filling up to six hours a day can change the calculus, education experts say.

"Real classrooms involve all kinds of interaction, with the teacher and among the students, so that's what teachers are finding so difficult to replicate online," said Sonia Livingstone, a political science professor at the London School of Economics and the author of "Parenting for a Digital Future."

She recommends teachers break up the format of their instruction during the day. For their part, parents should be tolerant if their child gets restless and needs to move, and try to balance their school and recreational screen time with in-person interactions and physical activities.

Experts say to talk to your children to make sure they are okay and to make any screen-time decisions with them. If video games help them unwind after a day of video chatting, it might be good to keep for their mental health.

Whatever their schedule, screens are an unavoidable part of learning remotely for millions of students this semester. Video conferences, when used to interact with students, can be a healthy social activity for kids who are isolated at home, experts say. But tasks that are just listening and watching might be less valuable if done too much for the sake of filling up a school day.

"It's not solely about the issue of screens, but what's happening on those screens," said Josh Golin, executive director of the Campaign for a Commercial-Free Childhood, an advocacy group.

His organization has been calling on schools to limit the amount of screen time they're asking of students, and to do more of the kind of remote education that experts agree is better for students. That means small groups, shorter interactive classes with teachers over video and project-based learning that children can pursue without a computer.

The group especially wants schools to be careful about using ed-tech applications, which he said can outsource some things typically handled by teachers to algorithms. His biggest worry is that changes that are happening, like moving from in-person interaction to learning on screens and through apps, could be permanent.

Back-to-school laptop guide: Pandemic survival edition

"There are no great solutions right now, and that's really unfortunate. The people who are doing the most arguing, parents and teachers, it's none of their faults. This is a virus that was mismanaged by our country," Golin said.

For parents like Barnett and Perez, seeing their children unhappy is the hardest part. Barnett said she wishes her school would offer prerecorded options so her daughter could learn on her own time. Perez has already talked to the school administrators about loosening up the rules.

"There's a lot going on and we need to calm down and just let things shake out instead of over-policing this whole situation and stressing out these young little lives," said Perez. "There's a way we can just be calm and offer grace, teachers to students and parents to teachers - all around. Let's just take a deep breath."

Updated February 1, 2021

The pandemic school year

Students, guardians and teachers experience a very different school year as the coronavirus disrupts the country's education system

The latest: The racial disparities over who is returning to D.C. classrooms

The 2020-2021 school year: CDC finds scant spread of coronavirus in schools with precautions in place| Teachers are moving to the front of the vaccine line | Many schoolchildren are struggling with mental health

Higher Ed: College Board is scrapping SAT's optional essay and subject tests | Living on-campus during the pandemic | Education Department extends pause on federal student loan payments through September

The DMV: Northern Virginia schools begin vaccinating staff | Montgomery County schools may reopen for small groups of students by March 1

We want to hear from you: Parents, guardians and teachers, how is school reopening going for you? | Students! Tell us the story of how schools are reopening | How has the pandemic affected how you'll pay for college?
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Kids used to love screen time. Then schools made Zoom mandatory all day long.

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SAN FRANCISCO - At 8:30 a.m. every weekday, Sadie Barnett's 9-year-old daughter opens her laptop and logs on to Zoom to start the school day. For the next 6½ hours, she's not allowed to turn off the computer's camera except for a midday lunch break.

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We provide personal protective equipment to ensure safety of our communities. Through diligent research & direct dialogue with our customers, we have been able to create quality products that meet this goal and fit your needs. We consider our customers part of our family. Thank you for allowing us to join your story.

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What’s the Best Face Mask? | Cook's Illustrated

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What’s the Best Face Mask? | Cook's Illustrated

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We tested 13 face masks to find the options that are the easiest to use, the most comfortable to wear, and the most protective. We also learned how to remove and wash masks safely.

Test 14 masks, priced from about $9 to about $70, made from a variety of materials, shapes, and styles

Try on the masks, adjusting them to ensure as secure a fit as possible

With masks on, attempt to blow out a lit birthday candle

Wash masks repeatedly, then, with masks on, attempt to blow out lit birthday candle

Use a thermal camera to take pictures of testers exhaling in each of the masks

Walk in each mask for 5 minutes

Run in each mask for 5 minutes

Test the masks on a variety of face shapes, face sizes, and features (such as a beard or glasses) and assess fit

After every use, wash the masks according to the manufacturers' instructions

Back in March, when COVID-19 restrictions were being put in place in Massachusetts, I tried to buy some face masks, but they were sold out everywhere . After a month or so of rationing the few surgical masks I had managed to scrounge up, the first reusable cloth mask I preordered came in the mail. But it didn't fit well, leaving gaps around my nose and by my ears. I've been on the hunt for the perfect face mask ever since.

You're probably wondering, is there a perfect face mask? We had the same question, so we put more than a dozen masks to the test. But first, let's say this: There are many cloth face masks available. We knew we couldn't test them all, so we asked our America's Test Kitchen colleagues what masks they have and what they like and don't like about them. We then narrowed our scope to 14 masks, priced from about $9 to $70, and made from a variety of materials, shapes, and styles.

To see which masks were protective, simple to put on, comfortable to wear, and easy to clean, we put them through a host of tests: taking them on and off repeatedly; seeing if we could blow out a candle while wearing them (a basic barrier efficacy test); walking and running while wearing them; having users of different face shapes, sizes, and features try each mask on; and washing the masks after each use. We also used a thermal imaging camera to see where heat (aka our breath) was escaping through each mask.

Does Mask Material Matter?

Yes! A mask's material definitely contributes to its effectiveness. To find out why, we spoke with Kim Trautman, executive vice president of medical device international services for the NSF International. Our masks were made from natural fibers (such as cotton and linen), synthetic fibers (such as polyester, silicone, and spandex), or both. Trautman said that masks made from natural fibers filter particles better than those made with synthetic fibers because natural fibers are more irregular in shape. Synthetic fibers, she explained, are smoother and organized more uniformly at a microscopic level, resulting in entrances that are easier for particles, especially small ones, to pass through.

Another important point to consider when choosing a mask is how well it balances breathability with filtration. According to Trautman, "Making sure the wearer is comfortable enough to wear [the mask] for long durations without fiddling with it" is very crucial. Tightly woven masks made from natural fibers may not be as breathable as those made from synthetic fibers, so some masks on the market are a mix of natural and synthetic fibers and have multiple layers of fabric. "In general, natural fibers are better, but if you have multiple-layer masks (which I recommend highly, at least a 2- or 3-layer mask), there you can actually blend a natural fiber layer and a synthetic fiber layer, " Trautman explains, getting the best possible experience of both filtration and breathability.

Most experts say that face shields are really only appropriate in very specific circumstances. "Face shields are not meant to be used for protecting against respiratory viruses that are hanging in the air that you breathe in," Dr. Fortune says. A face shield, in addition to a mask, should be worn really only in circumstances where people are superclose to one another, such as in a hospital. "If you're in Whole Foods, unless you get right up in your cashier's face, the only droplets that are going to come near you are small and in the air," she explains.

How to Tell if a Mask Is Effective

To see how well the masks theoretically filtered particles (also called barrier efficacy), we put the masks on, adjusted them as necessary so that they fit securely, and then tried to blow out a lit birthday candle. Why the candle test? "It is a very simple way to assess how much barrier efficacy there is," says Dr. Sarah Fortune, professor of immunology and infectious diseases and chair of the department of immunology and infectious diseases at the Harvard T.H. Chan School of Public Health. We repeated this test after the masks had been washed several times to make sure that long-term use wouldn't affect the masks' effectiveness.

The good news: Most of the masks didn't allow us to blow out the candle, which is a sign that they had sufficient barrier efficacy. The masks that failed this test were noticeably thinner than the others, and the worst performer was made from 100 percent synthetic fabrics. These masks were also often situated closer to our mouths when on, allowing our breath to pass right through. The pleated masks we tried failed the candle test; they also felt thinner and flimsier than the other masks in our lineup. The best performers had multiple layers of fabric made of cotton and synthetic materials, either blended together or layered on top of one another, and allowed for more space between our mouths and the masks where our exhaled breath pooled inside the mask instead of shooting straight out.

We took pictures of ourselves in each mask using a thermal imaging camera to shed some more light on the masks' effectiveness. The worst performers clearly had "hot spots" showing where breath (and any accompanying germs) were escaping the masks. The best masks more evenly distributed the heat around the inside of the mask when the wearer exhaled, diffusing the oxygen more gently into the surrounding air and thus containing more germs.

To see if your mask is protective: Put it on, determine whether the fit is tight and if it feels like there is air escaping, and then grab a birthday candle. Light the candle, hold it in front of your mask, and try to blow it out. If the candle isn't extinguished, your mask passes the barrier efficacy test, meaning it has sufficient filtration capabilities.

We ran in each mask for a 1/2-mile, determining how breathable and comfortable each was to wear during an activity that resulted in more labored breathing.

We then moved on to testing breathability by walking for 5 minutes and then running for 5 minutes in each mask. All but one of the masks were comfortable to walk in. The one that failed this test had a tight seal and high filtration capabilities, which made it hard to breathe-so much so that one tester remarked while wearing it, "It feels like I'm having an asthma attack ." However, all but four of the masks were uncomfortable to run in, with testers noting that they felt like they were inhaling fabric. Unfortunately, two of the four masks that were comfortable to run in had previously failed the candle test, meaning they didn't have great filtration. This is all to say: Every mask is likely to have its pros and cons, and we didn't find a mask that was perfect to run in, had excellent filtration, and fit every face. This is not meant to sound pessimistic but rather to acknowledge that even the best reusable masks will feel uncomfortable under different circumstances for different people.

How to Find the Best Fit

Another deciding factor when it comes to finding a good mask? Fit. "I think people are super obsessed with the material question," Dr. Fortune says , "The most important thing you can do rather than obsessing about whether the barrier function of this mask is ever-so-slightly different than the barrier function of that mask is find a mask that fits you and fits your face as best you possibly can." If you can feel gaps around your nose, ears, cheeks, or chin, the mask is not as effective as it could be. We evaluated the fit of the masks in our lineup by having testers with various face shapes, face sizes, and features (such as a beard or glasses) wear the masks and determining how securely each mask fit each person.

Headbands, Loops, and Ties: What's the Best?

First up in fit: putting the masks on. The masks attached to our heads in a variety of ways, and we liked some more than others. Fastening styles included loops that hooked behind our ears, sets of two or four strings that we tied behind our heads, bands, or some combination thereof. The masks with ear loops were the easiest to put on. However, testers with smaller faces often preferred the masks that tied behind their heads, because they allowed for a more tailored, tighter fit. And while the tie-on masks did take longer to put on than the ear-loop masks, testers with smaller faces valued a secure fit over saving the few seconds it took to adjust the ties. Of the masks with ties, we preferred those with ribbon or fabric ties to the one model with nylon cords, which were slippery and thus harder to tie.

Comparing Mask Shape and Adjustable Features

Once attached, the shape of each mask also affected how well it fit. We preferred masks with a hump-shaped nose piece that raised them up off our mouths. They were easier to breathe in, fit more securely under our chins, and allowed for minimal gaps. Rectangular masks left too many gaps around the sides of our noses especially, while pleated masks, which are designed to fit different nose shapes and chin lengths, didn't allow for a tight enough fit, especially around our noses. We also tested one face gaiter (see "Neck Gaiters: Is It Safe to Wear One as a Mask?"), but it did not fit small faces well and tended to fall down too easily.

Lastly, the masks that fit best were adjustable. Many of the masks in our lineup were available only in one size, and unless the masks had features such as adjustable loops or metal nose pieces that molded to the face, they did not fit everyone and often skewed bigger, working best for larger faces. We preferred masks with adjustable nose wires and adjustable ear loops, as they allowed wearers to tailor the fit of the masks to their faces. If the ear loops didn't have an adjustable component or were made from elastic, we had success knotting them to get the mask to fit more snugly.

In the end, each of our testers preferred different masks-and each mask fit everyone a bit differently, no matter how adjustable they were. However, we can name an all-around best mask, one that ticked the boxes for safety, fit, breathability, and ease of use for the highest percentage of testers.

During testing, we followed each manufacturer's instructions for washing face masks, and all the models were fairly easy to clean. However, some manufacturers called for washing the masks in cold water, while others suggested hot water, and some advised air drying, while others called for tumble drying. Which method is best? "It's very important that they're washed in warm or hot water and that they're dried with heat," Trautman says. Heat kills germs, she explains. Putting them in the dryer is ideal (and we favored masks that could be dried this way). As far as how often you should be washing your mask, Trautman says you can take a couple of routes: If you're wearing your mask all day, you should absolutely wash it after use, but if you're running out to do an errand, you can "quarantine" your mask, meaning let it sit unused for for 5 to 7 days. The latter method works if you have several masks you can rotate through (Trautman is a fan of having multiple masks-one for each day of the week) and helps to extend the life of each mask.

Does your mask fit your face well?

Can you see any gaps along the sides?

Can you sense that air is easily escaping from the sides of the mask?

Is the mask breathable?

Does the mask pass (or fail) the candle test?

The Best All-Around Cloth Face Mask

The Mandala Antimicrobial + Fluid Resistant Face Mask fit all our testers nicely, and its double-layered construction passed our filtration tests. Its hump-shaped nose piece and adjustable nose wire and ear loops allowed us to create a more customized, well-tailored fit, and it had an added filter pocket (see "Should You Wear a Filter with a Mask?"). Although it was too thick to comfortably run in, it was perfectly fine for walking around. While this mask's "antimicrobial" properties have not been evaluated by the U.S. Food and Drug Administration, we did like that this mask's outer layer was waterproof. A study by researchers at Northeastern University reported that using a waterproof cloth material to make a face mask could increase its effectiveness, acting as a barrier to repel respiratory droplets from entering through the mask. For a mask that is protective, comfortable, easy to put on, and fits most face shapes, we think this is an excellent option. And while this is our favorite all-around mask, we've also identified options for running, larger faces, and smaller faces. Since new masks are being introduced each day, we will continue to test new entries and update this story accordingly.

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We tested 13 face masks to find the options that are the easiest to use, the most comfortable to wear, and the most protective. We also learned how to remove and wash masks safely.

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COVID-19 Antibodies May Linger Longer Than Researchers Thought | Time

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COVID-19 Antibodies May Linger Longer Than Researchers Thought | Time

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COVID-19 Antibodies May Linger Longer Than Researchers Thought

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A study found antibodies against COVID-19 in recovered patients up to five months after their infection

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How Long Should a Remote School Day Be? There’s No Consensus | EdSurge News

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How Long Should a Remote School Day Be? There’s No Consensus | EdSurge News

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Each week, Ann Vinson ticks off the items one-by-one on the voluminous remote learning checklist her school requires.

First, she schedules two class meetings for social interaction, where her 22 second graders read aloud and play games. Next, she plans small-group reading and math sessions. Then she sits on standby for regular office hours before teaching a full two hours synchronously-that is, streaming live to her students-over several sessions on Zoom.

In traditional classrooms, time is constant while learning is variable. In online classrooms time is variable, while the learning is constant.

Kerry Rice

It's an exhausting schedule that she says is designed to hew closely to a normal school day, keeping students punishingly busy and parents content.

"Because of the increased Zoom requirements I don't even have time to give feedback," says Vinson, a teacher at a large private international school who asked to be identified by a variation of her name to protect her job security. "This is completely burning teachers out." It's tough for students too. Every day, she says, they can spend up to four hours doing homework and attending online classes if they sign up for optional Zoom sessions.

Like many teachers around the world, Vinson wonders whether all this time her kids spend glued to a screen is developmentally appropriate. And if not, how much time should students be spending on schoolwork, when the structures of a traditional six- or seven-hour school day have been so thoroughly obliterated?

In an effort to provide more definitive answers, districts, schools and a handful of states have begun issuing guidelines on shaping the school day into something both manageable and productive for students. But the time recommendations vary, and their origins are often hazy.

Adding to the cacophony are experts who say that focusing too much on time runs contrary to the fundamental nature of remote learning.

"In short, online learning is a delivery modality that supports mastery of content, regardless of how short or long a student has been in a seat," explains Kerry Rice, a professor at Boise State University in Idaho who has studied effective distance learning at the K-12 level. "So you can think of it in this simplified way: In traditional classrooms, time is constant while learning is variable. In online classrooms time is variable, while the learning is constant."

Variable Guidelines

Still, some things are a given, Rice says. One is that instructional time should be developmentally appropriate. Attention spans are shorter for younger students than their older peers, who also need less parental involvement to complete assignments.

To that end, a handful of state boards of education have issued a patchwork of guidance in their digital learning plans, specifying the number of hours of schoolwork appropriate for each grade level.

Illinois, whose plan is widely cited by teachers on social media, advises schools to assign no more than 90 minutes of work per day to younger students, while high school students can spend up to 45 minutes per subject for a total of 4.5 hours. Kansas says it expects K-1 students to work only 45 minutes per day, though high schoolers can shoulder about three hours' worth of work-a popular time cap in state plans.

For other states, the guidance doesn't end there. Oklahoma and Oregon have released more granular plans that offer recommendations for each grade level and subject, including time for reading, math and supplemental learning, such as journaling or crafting.

Others are vague. Massachusetts simply calls for "meaningful and productive learning" that lasts roughly half the length of a regular school day. And many states have issued no guidance on the subject at all.

Source: State education department websites of Illinois, Indiana, Kansas, New Mexico, Oklahoma, Oregon, West Virginia and New Hampshire Public Radio

Suffice to say, there is no firm consensus about how much work is appropriate-and likely won't be any time soon. "No two states are the same," says Robert Hull, CEO of the National Association of State Boards of Education. "Their governance structure is different, their policies are different, their laws are different and their levels of authority are different."

Any kid, any grade level should not be spending more than 90 minutes on schoolwork for the whole day. That's my number. I made that up and any other number you get, someone made it up.

Alice Keeler

That means some recommendations are not enforceable, either. In states like Illinois and Oklahoma, distance learning guidelines are a mere suggestion, not a mandate, and ultimate control rests at the school or district level.

Not so in Oregon, where a spokesperson for the state's department of education describes its digital learning plan, complete with detailed daily schedules, as an "expectation" for districts. According to the plan, school days can last up to seven hours for high schoolers if they max out their time for digital learning (three hours), supplemental activities like reading and crafting (two hours), and nutrition and wellness breaks (two hours) that include meals, handwashing and physical activity.

According to Hull, a major complicating factor may be what's known as the "digital divide," or the reality that some students have access to more devices and faster internet connectivity than others, which can accelerate or hamper online learning. At some large districts, such as Los Angeles Unified, up to 25 percent of the student body does not log in to remote learning in a given week.

Thus, the guidance issued directly from districts has varied considerably. "I don't think we've seen any consistent trend," says Sean Gill, a research analyst at the Center on Reinventing Public Education, working on a database of publicly available district learning plans. For older students, "I've seen on the low end some districts have said two hours, and then I've seen others that have said four hours. That seems to be referring to actual screen time or formal assessment or assignment work."

The variability doesn't sit well with everyone-especially not with overwhelmed teachers like Ann Vinson and others who flood Facebook groups like Global Educator Collective with stories of working 10-hour days to satisfy time requirements they may find arbitrary. Some of them have shared their frustration with Alice Keeler, a well-known teacher consultant and co-author of " Ditch That Homework," who has a simple message for them: It's OK to do less.

"Any kid, any grade level should not be spending more than 90 minutes on schoolwork for the whole day," says Keeler. "That's my number. I made that up and any other number you get, someone made it up."

For the most part, Keeler is correct: Even the creators of these distance learning plans admit that the time recommendations are little more than educated guesses. Most experts agree that the remote learning being done by schools today bears little similarity to traditional online learning, meaning existing research into that field isn't quite relevant.

And then there's the fact that usable research-backed guidance may not even exist, period.

"I've looked and looked expecting to find something on the developmentally appropriate amount of time students should spend on focused learning," says Rice, the Boise State professor. "All I can say is it's very complicated."

So, if not from research, where did these plans come from? Most states convened working groups of teachers, students, curriculum experts and administrators, who created the time recommendations as part of the much-larger distance learning plans. They leaned on age-level experts and, interestingly enough, on what other states had already put out. That means states that issued guidance back in March-like Kansas with its three-hour cap for grades 6-12-have had outsized influence.

"When we were developing example schedules ... we knew there really wasn't a precedent related to distance learning in the time of a global pandemic," says Tiffany Neill, executive director of curriculum and instruction for the Oklahoma State Department of Education. "So we provided those as examples, and we've heard from districts that are using that time guidance and others who are using different time guidance."

A Better Approach

Varied as they are, the benchmarks aim to discourage schools from trying to recreate long, traditional school days that would be unmanageable at home. But if "time is variable" in online environments, as Rice contends, these benchmarks may not be too useful, since online learning works best when students and teachers focus on content mastery over the number of hours spent on learning.

"We know from research that student time is going to vary and homework time is going to vary because, for instance, of student ability," says Richard Ferdig, a professor of educational technology at Kent State University, who has studied K-12 online learning for more than 15 years. "It may vary based on how long it takes them if they understand something versus if they need extra support. If they're studying for a test, a lot of kids might want to study more."

It doesn't make much sense to try and even out the amount of time students spend with each subject, says Ferdig. A better approach might be to divide the content and standards that must be covered into manageable chunks, understanding that the same content will take each student a different amount of time to work through.

Danielle Springston, a high school science teacher for a charter school network in Colorado, has shortened her typical 60-minute lessons to half that time, in keeping with various state and district guidelines that recommend no more than 30 minutes per day for each subject. Some of her students are taking college courses concurrently and adjusting to their new workloads; others have responsibilities outside of school, like one student who works an essential job to help his family.

"The shorter, more targeted lessons are crucial," she says. "Otherwise that student is going to drop off with remote learning."

Across the country in Bethesda, Md., Kerry Parker's third graders aren't spending more than an hour and change each day on their assignments. They see their teacher for a brief meeting each morning and then do some math and writing. Right now they're in the middle of "Charlotte's Web," which Parker is reading to them, and writing comments to the class on their observations.

They could be doing more, Parker admits, but it's a stressful time and she'd rather not inundate them with busy work. "I don't want to give them a whole menu of stuff and then have them do a little bit here, a little bit there," she says. "I really want the depth. I really want them to get it."
Rachel Burstein contributed research.

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How Long Should a Remote School Day Be? There's No Consensus - EdSurge News

# data[].attributes.attachment_link.description
Each week, Ann Vinson ticks off the items one-by-one on the voluminous remote learning checklist her school requires. First, she schedules two class meetings for social interaction, where her 22 second graders read aloud and play games. Next, she plans small-group reading and math sessions.

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Cases of COVID-19 at Skowhegan, Cornville charter school up to 19 - Portland Press Herald

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Cases of COVID-19 at Skowhegan, Cornville charter school up to 19 - Portland Press Herald

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The number of COVID-19 cases in the outbreak at the Community Regional Charter School, formerly the Cornville Charter School, in Skowhegan and Cornville, has reached 19.

On Friday morning, Executive Director Travis Works confirmed that there are now 19 cases of COVID-19 within the charter school, 11 of them adults and eight of them students. Out of the eight students, two are children of the staff who tested positive, which Works said is "to be expected in a household."

The breakdown of cases includes:

* Creative Children's Academy in Skowhegan: four confirmed cases, four staff members.

* Dimensions Academy in Cornville: two confirmed cases, one a staff member and one a learner.

* Overman Academy and Eaton Mountain: 13 confirmed cases, six staff and seven learners.

"Looking at the breakdown, we were able to isolate the bulk of learners testing positive to a single cohort and minimizing the spread up to this point," Works said in a letter home to families on Oct. 14.

Works said that the Creative Children's Academy will reopen on Monday. Dimensions Academy and Overman Academy will reopen on Wednesday. Until then, remote learning will continue. An in-person staff workshop day is planned for Tuesday.

"While this is an unfortunate time, I am thankful to such a great community that has been understanding, supportive and really pulled together during a crisis," Works said in the letter. "It truly does take a village and during this entire process, everyone has come together to be supportive and it really shows."

On Thursday, Works sent an email to staff explaining why the workshop is being held in-person.

"I have built this entire school system on the premise of putting people where they need to be socially and emotionally, whether they are children or adults," Works said on Friday morning. "I also think that it is important that decisions also have transparency so everyone understands the rationale behind it because it makes it clear and eliminates speculation."

In his message to the staff, Works said that the meeting will be held in-person on Tuesday and it will serve as a day to debrief, process and transition back into in-person learning.

"After 14 days on quarantine and not being around people, there is a chance that several of our staff will have a difficult time with the transition back," the email said. "From their perspective, for the first day off quarantine to walk into a building with 100+ learners and 20 staff, it may prove to be a hard and difficult time emotionally and psychologically."

The mental well-being of staff is something that Works says he is very sensitive about, which is why this meeting is to be considered a "soft reopening" for the benefit of the staff.

To break down how reopening would happen while there are still several cases of COVID-19, Works provided several different scenarios, saying that each is accurate and something that he has had to face.

"I wanted to highlight the complexity and some of the factors that have to be considered," he said in a Friday morning email. "The virus itself presents many challenges for schools but also employers who will have to wrestle with the impact on the workforce. For individuals who live alone, it appears to be much more simplistic compared to households that don't exhibit symptoms and/or test positive at the same time."

He broke each scenario down by each group, staff and students. Symptoms can take up to 13 days to appear since the last exposure, which is why a 14-day quarantine period is important and why Works said Community Regional Charter School chose to close. Each circumstance can yield a different return date depending on a variety of factors.

Staff and families have been surveyed and analyzed and the individual data received has been used to determine reopening dates.

Among those within the charter school system who have tested positive is Works himself, who said earlier this week that though his symptoms have been mild, the virus should be taken seriously.

"In all honesty, if I hadn't taken the test, I would never have known I was positive. The symptoms were so mild and not out of the ordinary, which to me makes this virus very dangerous and concerning," Works said in a message Monday. "The other factor that is a concern is that people test too early and they may not wait the 5-7 days after exposure or 48 hours after symptoms start."

Through contact tracing, he said that he knows his contact has been contained and the people who were at risk to his exposure have all been tested. His wife and two children have tested negative and have not exhibited symptoms, and he is isolated at a different residence.

"I have been fortunate that my symptoms have been mild, and I have been able to work remotely. Having first-hand experience as someone infected, I want to share some insight that is helping us move forward," Works said. "My first symptoms were nothing more than a headache and tight neck, which wasn't out of the ordinary after being dehydrated the day prior. Within 48 hours I tested positive with no other symptoms, and since then the only other symptoms I have exhibited have been periods of exhaustion and fogginess."

Works hopes that by talking about his experience with the virus, he is able to highlight that it can present itself with very subtle symptoms that may appear as allergies, a runny nose, a headache and/or tight muscles.

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Cases of COVID-19 at Skowhegan, Cornville charter school up to 19

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The number of COVID-19 cases in the outbreak at the Community Regional Charter School, formerly the Cornville Charter School, in Skowhegan and Cornville, has reached 19. On Friday morning, Executive Director Travis Works confirmed that there are now 19 cases of COVID-19 within the charter school, 11 of them adults and eight of them students.

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COVID-19 will probably become endemic – here's what that means

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COVID-19 will probably become endemic – here's what that means

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We can't say with any certainty what the future of COVID-19 is. But based on our experience with other infections, there is little reason to believe that the coronavirus SARS-CoV-2 will go away any time soon, even when vaccines become available. A more realistic scenario is that it will be added to the (large and growing) family of infectious diseases that are what is known as "endemic" in the human population.

With the worldwide spread of the disease increasing again, it seems unlikely that the currently available measures can do more than bring that spread under control - except in countries that can effectively isolate themselves from the outside world. The fact that the vast majority of people are still susceptible to some degree means that there is sufficient fuel for the fire to keep burning for quite some time.

This will be the case even if specific locations reach what is known as population (or herd) immunity (and it's not clear how likely this is to happen). When a sufficient number of people become immune to a disease, either through vaccination or natural infection, its spread starts to slow down and the number of cases gradually decreases. But that doesn't mean it will disappear instantly or completely.

Outside any areas with population immunity, there are likely to be plenty of locations that still have enough susceptible individuals to keep transmission going. No measure of isolation is so strong that it will completely stop human interaction between regions, within and between countries, or globally.

It's also possible that the spread of an infection will eventually stabilise at a constant level so that it becomes present in communities at all times, possibly at a relatively low, sometimes predictable rate. This is what we mean when we say a disease is endemic.

Some infections are present and actively spreading almost everywhere (such as many sexually transmitted infections and childhood infections). But most infections are endemic in specific parts of the world.

This can occur when effective control has eliminated the infection elsewhere, or because the conditions needed for effective transmission can only be found in specific locations. This is the case for malaria and many other infections transmitted by mosquitoes.

Mycteria/Shutterstock

Theoretically speaking, an infection becomes endemic if on average each infected individual transmits it to one other person. In other words, when the reproduction number (R) = 1. In comparison, during an epidemic when the spread of the disease is increasing, R is more than 1, and when the spread is decreasing through control measures or population immunity, R is less than 1.

In practice, there are a number of patterns that can be observed in endemic diseases. Some can exist at low levels throughout the year, while others might show periods of higher transmission interspersed with periods of low transmission. This might happen if seasonal factors influence how much contact people have with one another, how susceptible they are to the disease, or other organisms that spread it such as insects.

As long as there is a sufficient supply of people still susceptible to the disease for each infected person to pass it on to, it will continue to spread. This supply can be replenished in various ways, depending on the characteristics of the disease.

Waning immunity

In diseases that give permanent immunity after infection, each new child born is susceptible after the immunity obtained from the mother wears off. This is why childhood infections such as measles are endemic in many parts of the world where the birth rate is high enough.

In diseases that only give temporary immunity through natural infection, people lose that immune protection to become susceptible again. A virus or bacteria can also evade the immune memory by mutation so that people with immunity to an older strain will become susceptible to the new version of the disease. Influenza is a prime example.

We don't yet know how long immunity from infection from COVID-19 will last, or how good vaccines will be at protecting people. But other coronaviruses that are endemic in the human population, such as those that cause colds, only confer temporary immunity of about one year.

Another important point is that people with immunity, whether from infection or vaccination, are rarely evenly distributed throughout a community or country, let alone the world. Certainly in the case of COVID-19, there are areas where the infection has spread more intensively and areas that have been relatively spared. Without even distribution, there is no population immunity even if enough people have been vaccinated to meet the predicted necessary threshold.

In these cases, the average R can be low enough that the infection is under control, but in the unprotected pockets it will be well above 1. This leads to localised outbreaks and allows the disease to remain endemic. It continues to spread from place to place, seeded by a few locations where population density and interaction are high enough, and protection low enough, to sustain transmission.

How we respond

How we deal with COVID-19 once it becomes endemic will depend on how good our vaccines and treatments are. If they can protect people from the most severe outcomes, the infection will become manageable. COVID-19 will then be like several other diseases that we have learned to live with and many people will experience during their lives.

Depending on whether immunity - either from natural infection or from vaccination - is permanent or temporary, we may need yearly vaccine updates to protect us (like influenza). Or it could be controlled by vaccination at some optimal age (like many childhood infections).

If vaccines not only prevent clinical disease but also strongly reduce transmission and confer long-lasting immunity, we can envisage other scenarios, such as the potential eradication of the disease. But realistically this is unlikely. Eradication is notoriously difficult, even for diseases for which we have almost perfect vaccines and permanent immunity. Endemic disease is therefore the most likely outcome.

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COVID-19 will probably become endemic - here's what that means

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We can't say with any certainty what the future of COVID-19 is. But based on our experience with other infections, there is little reason to believe that the coronavirus SARS-CoV-2 will go away any time soon, even when vaccines become available.

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Madison community comes together for rehab facility | WGME

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Madison community comes together for rehab facility | WGME

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How to Organize Assignments in Google Classroom | Shake Up Learning

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How to Organize Assignments in Google Classroom | Shake Up Learning

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Wondering how to organize Google Classroom? This post will give you the six most common organizational strategies for the Classwork page and topics.

Many teachers are struggling with finding the best way to organize Google Classroom assignments on the Classwork page.

Deciding what topics to create and how to organize your assignments on this page has been trial and error. What works for one teacher, doesn't work for others.

I decided to put this question to the Shake Up Learning Facebook group and find out what teachers are doing with this new setup.

I did notice some trends, so I thought it would be useful to share these in a blog post.

This post is about the different topics teachers are creating to organize their Classwork page in the way that works for them.

Below are 6 Ways to Organize Assignments in Google Classroom.

Create and Organize Topics in Classwork Page

The heart of the new Classwork page is TOPICS. Topics allow you to group assignments into categories.

By default, new topics are added to the bottom of the classwork page, so this requires moving topics up and down to suit your needs. This seems to be one of the biggest troubles for teachers using the new Classwork page. Rearranging topics and assignments is going to be part of all of these options unless you want students scrolling to the bottom of the page.

We also have the ability to add materials to the Classwork page. This is typically those resources you share with students that are not necessarily associated with one assignment. These are things that students need to reference frequently like the Class Syllabus, Class Rules, Teacher website link, etc.

After working with and talking to hundreds of teachers, I've discovered the five most common ways to organize assignments in Google Classroom.

6 Ways to Organize Assignments in Google Classroom

1. Organize By Units or Modules

To organize by unit of study, teachers create topics for each unit and put all of the assignments for that particular unit under that topic (like the screenshot below). I believe this method was Google's original intention with the redesign.

2. Organize By Week

Many teachers are creating a new topic for each week, either naming them "Week #1," or naming something like, "Week of Sept 10th-14th." I don't even want to think about what this looks like after several weeks of school, but if this works for you-go for it!

3. Organize By Type of Assignment

In this method, teachers organize assignments by the type of work, like "Daily Work," "Projects," "Tests," etc. Keep in mind the organization is for both you and your students. Will students understand the work types? Remember to keep it student-friendly for the age group you teach.

4. Organize By Subject Areas (best for elementary)

Organizing by subject area seems to be the most logical for elementary teachers who teach multiple subjects.

5. Organize By Adding "Today" Topic

This one is usually combined with one of the above methods. I've seen this suggestion from many teachers, including fellow blogger, Alice Keeler. The idea is to create a special topic named, "Today," where you manually move each item that you want students to focus on that day. Then, move the "Today" topic to the top of the page so it is front and center for your students.

6. Organize by Learning Target

Thank you to Layla Gregory for sharing this in the Shake Up Learning Community. As a fan of standards-based grading, this organization makes perfect sense!

Layla assigns numbers and letters to each learning target and includes that in the topic and assignment.

Even if you are not using standards-based grading, this is a great way to help students make the connection between the assignment and the goal of the assignment.

In my post, How to Package Your Digital Assignments, I give you ten things to include in your assignment package, including the learning goal! (See infographic below.)

Tip: Disable Assignment Alerts in Stream

(Thanks to Shannon Oliver for sharing this!)

One feature that seems to drive some teachers crazy is that the assignments are also announced in the "Stream." If this is a thorn in your side, you can disable this feature to avoid confusion.

To disable this feature, go to your class and click on the settings icon near the top-right.

Scroll down to "General."

Next to "Classwork on the stream," click the drop down and select, "Hide notifications."

Tip: Create a Topic for Past Assignments

One trend I'm noticing is that some teachers like to move old assignments out. Unfortunately, you cannot have assignments disappear after they have been completed.

Create a topic called "Past Assignments," or something that makes sense for you and your students to understand. Drag this topic to the bottom of your Classwork page. Once an assignment is complete, or you are no longer accepting work, move it to this topic.

Of course, this means that you may be giving up some of the organization above, so do what works for you.

What Works for You

The bottom-line here is to find what works for you and your students. Every teacher is different. I'm sure that many teachers have already made decisions about how they will organize differently next semester or next year. We will learn together.

I know this is just scratching the surface, but I hope it helps give you new ideas on how to organize your assignments in Google Classroom.

Want even more ideas about how to create and "package" your online assignments? Be sure you check out this infographic and blog post with 10 awesome ideas!

Learn all about the new updates to Google Classroom and take your skills to the next level. This course will give you everything you need to get started using Google Classroom and best practices to help you make the most of this tool.

Perfect for beginner to intermediate skill levels! Consider this your video guide to Google Classroom!

Learn All About the Course

Who Should Join the Google Classroom Master Class?

Beginners can learn everything they need to get started.

Intermediate level users can focus on learning more advanced features, tips and tricks, and best practices.
Have another awesome way to organize? Please share in the comments below.
Go at your own pace.

Let's dig in! This class is for all skill levels!

What's Included in the Google Classroom Master Class?
Click here to learn more and to ENROLL TODAY!

Self-paced

Video-based lessons

5 BONUS Lessons

PDF Downloads

Supporting Resources

Best Practices and Tips

6 hours of professional learning credit

Purchase orders are accepted (Just email Kasey[at]ShakeUpLearning.com (replace [at] with @.)

Bulk license discounts

Get your whole team, campus, or district on board

© Shake Up Learning 2023. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.
Click here to learn more and to ENROLL TODAY!

# data[].attributes.attachment_link.title
How to Organize Assignments in Google Classroom

# data[].attributes.attachment_link.description
Wondering how to organize Google Classroom? This post will give you the most common organizational strategies for the Classwork page and topics.

# data[].attributes.headline
How to Organize Assignments in Google Classroom | Shake Up Learning

# data[].attributes.subject
How to Organize Assignments in Google Classroom | Shake Up Learning

# data[].attributes.attachment_link.readable_text
Wondering how to organize Google Classroom? This post will give you the six most common organizational strategies for the Classwork page and topics.

Many teachers are struggling with finding the best way to organize Google Classroom assignments on the Classwork page.

Deciding what topics to create and how to organize your assignments on this page has been trial and error. What works for one teacher, doesn't work for others.

I decided to put this question to the Shake Up Learning Facebook group and find out what teachers are doing with this new setup.

I did notice some trends, so I thought it would be useful to share these in a blog post.

This post is about the different topics teachers are creating to organize their Classwork page in the way that works for them.

Below are 6 Ways to Organize Assignments in Google Classroom.

Create and Organize Topics in Classwork Page

The heart of the new Classwork page is TOPICS. Topics allow you to group assignments into categories.

By default, new topics are added to the bottom of the classwork page, so this requires moving topics up and down to suit your needs. This seems to be one of the biggest troubles for teachers using the new Classwork page. Rearranging topics and assignments is going to be part of all of these options unless you want students scrolling to the bottom of the page.

We also have the ability to add materials to the Classwork page. This is typically those resources you share with students that are not necessarily associated with one assignment. These are things that students need to reference frequently like the Class Syllabus, Class Rules, Teacher website link, etc.

After working with and talking to hundreds of teachers, I've discovered the five most common ways to organize assignments in Google Classroom.

6 Ways to Organize Assignments in Google Classroom

1. Organize By Units or Modules

To organize by unit of study, teachers create topics for each unit and put all of the assignments for that particular unit under that topic (like the screenshot below). I believe this method was Google's original intention with the redesign.

2. Organize By Week

Many teachers are creating a new topic for each week, either naming them "Week #1," or naming something like, "Week of Sept 10th-14th." I don't even want to think about what this looks like after several weeks of school, but if this works for you-go for it!

3. Organize By Type of Assignment

In this method, teachers organize assignments by the type of work, like "Daily Work," "Projects," "Tests," etc. Keep in mind the organization is for both you and your students. Will students understand the work types? Remember to keep it student-friendly for the age group you teach.

4. Organize By Subject Areas (best for elementary)

Organizing by subject area seems to be the most logical for elementary teachers who teach multiple subjects.

5. Organize By Adding "Today" Topic

This one is usually combined with one of the above methods. I've seen this suggestion from many teachers, including fellow blogger, Alice Keeler. The idea is to create a special topic named, "Today," where you manually move each item that you want students to focus on that day. Then, move the "Today" topic to the top of the page so it is front and center for your students.

6. Organize by Learning Target

Thank you to Layla Gregory for sharing this in the Shake Up Learning Community. As a fan of standards-based grading, this organization makes perfect sense!

Layla assigns numbers and letters to each learning target and includes that in the topic and assignment.

Even if you are not using standards-based grading, this is a great way to help students make the connection between the assignment and the goal of the assignment.

In my post, How to Package Your Digital Assignments, I give you ten things to include in your assignment package, including the learning goal! (See infographic below.)

Tip: Disable Assignment Alerts in Stream

(Thanks to Shannon Oliver for sharing this!)

One feature that seems to drive some teachers crazy is that the assignments are also announced in the "Stream." If this is a thorn in your side, you can disable this feature to avoid confusion.

To disable this feature, go to your class and click on the settings icon near the top-right.

Scroll down to "General."

Next to "Classwork on the stream," click the drop down and select, "Hide notifications."

Tip: Create a Topic for Past Assignments

One trend I'm noticing is that some teachers like to move old assignments out. Unfortunately, you cannot have assignments disappear after they have been completed.

Create a topic called "Past Assignments," or something that makes sense for you and your students to understand. Drag this topic to the bottom of your Classwork page. Once an assignment is complete, or you are no longer accepting work, move it to this topic.

Of course, this means that you may be giving up some of the organization above, so do what works for you.

What Works for You

The bottom-line here is to find what works for you and your students. Every teacher is different. I'm sure that many teachers have already made decisions about how they will organize differently next semester or next year. We will learn together.

I know this is just scratching the surface, but I hope it helps give you new ideas on how to organize your assignments in Google Classroom.

Want even more ideas about how to create and "package" your online assignments? Be sure you check out this infographic and blog post with 10 awesome ideas!

Learn all about the new updates to Google Classroom and take your skills to the next level. This course will give you everything you need to get started using Google Classroom and best practices to help you make the most of this tool.

Perfect for beginner to intermediate skill levels! Consider this your video guide to Google Classroom!

Learn All About the Course

Who Should Join the Google Classroom Master Class?

Beginners can learn everything they need to get started.

Intermediate level users can focus on learning more advanced features, tips and tricks, and best practices.
Have another awesome way to organize? Please share in the comments below.
Go at your own pace.

Let's dig in! This class is for all skill levels!

What's Included in the Google Classroom Master Class?
Click here to learn more and to ENROLL TODAY!

Self-paced

Video-based lessons

5 BONUS Lessons

PDF Downloads

Supporting Resources

Best Practices and Tips

6 hours of professional learning credit

Purchase orders are accepted (Just email Kasey[at]ShakeUpLearning.com (replace [at] with @.)

Bulk license discounts

Get your whole team, campus, or district on board

© Shake Up Learning 2023. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.
Click here to learn more and to ENROLL TODAY!

# data[].attributes.attachment_link.title
How to Organize Assignments in Google Classroom

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Wondering how to organize Google Classroom? This post will give you the most common organizational strategies for the Classwork page and topics.

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How I Organize My Google Classroom for Online Instruction

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How I Organize My Google Classroom for Online Instruction

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is a learning management system (LMS), and while there are plenty of others out there (Blackboard, Canvas, Schoology) I prefer Google Classroom for four reasons:

If you've never used it before, . Learn the basics of setting up a class, students, and assignments, then come back when you are ready to start posting assignments.

That way, on a Monday, students can quickly look at all their assignments and know the ones labeled with an "M" are what they should be working on that day.

I think part of the reason this strategy is effective at our middle school is that we developed the system as a team. We all organize our Google Classrooms and label our assignments in the same way.

I also use the stream to post short messages to students for online days, summarizing their work for the day and encouraging them to reach out with questions. I recently started to post selfies too, to remind them that there is a caring adult on the other end of their screen.

If you are interested in learning more about teaching remotely, my article Online Teaching in the Time of Coronavirus gives an overview of how to transition to online teaching and When Schools Close Down, Parents Become Learning Coaches.

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How I Organize My Google Classroom for Online Instruction

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is a learning management system (LMS), and while there are plenty of others out there (Blackboard, Canvas, Schoology) I prefer Google Classroom for four reasons: If you've never used it before, . Learn the basics of setting up a class, students, and assignments, then come back when you are ready to start posting assignments.

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Sparks High math teacher worries about students falling behind during pandemic

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Sparks High math teacher worries about students falling behind during pandemic

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High schools in the county are operating with a hybrid model this fall, meaning some coursework is in-person and some is online.

KUNR reporter Natalie Van Hoozer talked to Piceno about his experience returning to the classroom.
Natalie Van Hoozer: José, what were the first few days of in-person instruction like?
José Piceno: Our first day was just so different this time. I had to go over regulations and help students understand how school is going to change. The first day, to me, is really creating those relationships, really connect with [the students] because that's really what I like to do. But I thought it was very difficult for me to build that relationship from the beginning. I couldn't even see their faces, so I don't know if they're laughing, I don't know if they're smiling, if they're happy or mad. They were quiet too. It was just different.
Van Hoozer: In my previous reporting on distance learning, I've heard from other teachers that math is a particularly challenging topic to teach remotely. What are some strategies you are planning to use for teaching math in this hybrid model?
Piceno: I had to completely change how I teach, which I think is something cool because I'm learning a lot of new skills, but it's so different from how we used to [teach]. We've been given some trainings, and that's where I got the idea of the hybrid model I'm currently using. You basically have to create everything from scratch, but you're recording your lessons. If [the students] master the material, they're able to move on. I still haven't been able to try it, but I think as a math teacher, that whole strategy is going to allow me to really get to the students who are struggling with the material and give them one-on-one instruction while others are getting the material faster.
Van Hoozer: What are your concerns about education gaps related to math? If students fall behind, how hard will it be for them to catch up later?
Piceno: As a teacher, we know those gaps are going to happen. I'm definitely concerned. We are talking about those things, in terms of the gap. Realistically, unless [the school district] completely changes the whole standards and pacing, there is no way that we, in a future year, can fix those gaps.
Van Hoozer: What types of cleaning supplies are you using in the classroom to protect against COVID-19? What types of procedures are you following?
Piceno: In terms of the cleaning supplies, the ones provided by the [Washoe County School] district were really not that great, so we had to buy our own. I have Clorox wipes, I bought my own supplies to disinfect the computers that the kids are using.

We're not supposed to be sharing really anything with students. [Not even] something as simple as a pencil. Or [in terms of] passing out papers, I'm completely digital just because I don't want to be touching papers, giving them to [the students] or collecting papers. The whole school calculated the amount of tables that could fit with six feet of distance. For my classroom, I could fit 16 [desks] but they told me to just fit 14 kids.
Van Hoozer: You're a young teacher, but are you concerned about your own health teaching in this hybrid model? What about your fellow teachers, what are you hearing from them as far as questions or concerns?
Piceno: Personally, I only live with my wife, but I am afraid to bring [COVID-19] home or to get sick myself. Especially [thinking about] me taking it to my parents, and them getting sick is just concerning. I can only imagine, with my other coworkers who are older than me, they might not be high risk, but they live with someone that is high risk.

At least, for my department, for my coworkers, the biggest concern is: What if one of us gets sick, and then we all get sick? We can only imagine a whole math department going out sick, what do we do? That's a lot of teachers to cover. Who's going to want to cover a classroom where there is a possible case? Those are questions that we're asking ourselves - what do we do?
Van Hoozer: Is there anything you'd like the community to understand about what it's like to be a teacher right now, during the pandemic?
Piceno: We want to go back to work, but we want to be safe, not just for us, but for our kids. We value the safety of our students, and we know that, for a lot of our students, school is a safe zone. School is the one place they get fed. We want to be there for our students. We want the state and the people to know there are a lot of safety concerns that we need to be able to solve, but overall, there's no budget for it, there's no funding for it. Right now, we're just getting more cuts and [the situation] is becoming more difficult.
This week the Washoe County School District confirmed positive COVID-19 cases at multiple schools, including Diedrichsen Elementary School, Vaughn Middle School, Lemelson STEM Academy, and McQueen High School. In a press conference on Wednesday, August 26, Washoe County District Health Officer Kevin Dick restated his recommendation that schools should be closed until there is a decrease in local disease transmission of COVID-19. This interview was produced in partnership with Noticiero Móvil.

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Sparks High math teacher worries about students falling behind during pandemic

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High schools in the county are operating with a hybrid model this fall, meaning some coursework is in-person and some is online. KUNR reporter Natalie Van Hoozer talked to Piceno about his experience returning to the classroom. Natalie Van Hoozer: José, what were the first few days of in-person instruction like?

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Coronavirus outbreak at York County Jail linked to Millinocket wedding outbreak

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Coronavirus outbreak at York County Jail linked to Millinocket wedding outbreak

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A coronavirus outbreak that started at a wedding in Millinocket has led to two more outbreaks across the state, including one at the York County Jail. The jail is more than 200 miles away from the Big Moose Inn in Millinocket, where the wedding reception was held.Dr. Nirav Shah, director of the Maine Center for Disease Control and Prevention, said a staff member at the jail attended the wedding on Aug. 7. That person was one of the first cases of COVID-19 at the jail. Since then, there have been 18 cases of coronavirus at the facility: seven are inmates, nine are jail staff, and two are employees within York County government, Shah said.The outbreak associated with the Millinocket wedding has led to 85 cases of COVID-19. The Maine CDC announced Wednesday the cases from the York County Jail outbreak can officially be tied to the wedding after an epidemiological investigation. Thirty-two of those cases are primary or people who attended the wedding, 32 are secondary or people who had close contact with those who attended, and 20 are classified as tertiary cases or people who had close contact with a secondary case.According to CDC investigators, it was "not commonplace" for people to be wearing masks at the wedding, Shah said.Shah also said the Millinocket wedding outbreak has led to another outbreak at the Maplecrest Rehabilitation Center in Madison. Four residents and two staff at that facility have tested positive for COVID-19, Shah said. Those six cases are factored in to the 60 cases from Millinocket, Shah said. Shah noted that the outbreaks in York County and Madison show just how quickly and far the virus can spread in a short amount of time.

A coronavirus outbreak that started at a wedding in Millinocket has led to two more outbreaks across the state, including one at the York County Jail.

The jail is more than 200 miles away from the Big Moose Inn in Millinocket, where the wedding reception was held.

Dr. Nirav Shah, director of the Maine Center for Disease Control and Prevention, said a staff member at the jail attended the wedding on Aug. 7. That person was one of the first cases of COVID-19 at the jail. Since then, there have been 18 cases of coronavirus at the facility: seven are inmates, nine are jail staff, and two are employees within York County government, Shah said.

The outbreak associated with the Millinocket wedding has led to 85 cases of COVID-19. The Maine CDC announced Wednesday the cases from the York County Jail outbreak can officially be tied to the wedding after an epidemiological investigation. Thirty-two of those cases are primary or people who attended the wedding, 32 are secondary or people who had close contact with those who attended, and 20 are classified as tertiary cases or people who had close contact with a secondary case.

According to CDC investigators, it was "not commonplace" for people to be wearing masks at the wedding, Shah said.

Shah also said the Millinocket wedding outbreak has led to another outbreak at the Maplecrest Rehabilitation Center in Madison. Four residents and two staff at that facility have tested positive for COVID-19, Shah said. Those six cases are factored in to the 60 cases from Millinocket, Shah said.

Shah noted that the outbreaks in York County and Madison show just how quickly and far the virus can spread in a short amount of time.

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85 cases of COVID-19 now linked to Millinocket wedding, Maine CDC says

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A coronavirus outbreak that started at a wedding in Millinocket has led to two more outbreaks across the state, including one at the York County Jail. The jail is more than 200 miles away from the Big Moose Inn in Millinocket, where the wedding reception was held.Dr. Nirav Shah, director of the Maine Center for Disease Control and Prevention, said a staff member at the jail attended the wedding on Aug.

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As school districts and college campuses get ready for the school year, and as COVID-19 cases rise across the U.S., anxious educators have a message for administrators and lawmakers: We want to teach our students, but we don't want to die doing it.

"I want to be in my class, teaching them and getting to know them. But, for me, it's far more important for everybody to be safe, and I don't think they can guarantee that," says Shaela Rieker, a fourth-grade Washington teacher. In anticipation of returning to school this fall, Rieker, the sole income-provider in her family, recently updated her will and increased her life-insurance coverage, saying, "it would be irresponsible of me not to."

Many states and school districts are listening. From Maryland to California, lawmakers or school officials have said they will begin the school year with distance learning, or delay the start of school until infection rates decrease. Other governors, such as in Florida, continue to bow and scrape for President Trump and Secretary of Education Betsy DeVos, who threatened to withhold federal funds from districts that don't physically open their doors every day for every student.

In Florida on Monday, the day after a 51-year-old Pasco County sixth-grade teacher died from COVID-19, the Florida Education Association (FEA) filed a lawsuit on behalf of educators and parents, seeking to block Gov. Ron DeSantis' emergency order to open schools for in-person education. The order is unconstitutional, FEA says, because the state Constitution mandates "safe" schools.

In this context, a Florida law firm has offered to provide free living wills to teachers forced to return.

"The command from Gov. DeSantis is reckless, unreasonable, and unnecessary. It's a false choice to keep schools closed and stop learning, or to open unsafely. There are places all over the country, in fact all over Florida, that are planning very creative ways to deliver education safely," said NEA President Lily Eskelsen García during an online FEA press conference Monday.

An increasing number of parents also support distance learning. In a recent national poll, more than seven out of 10 parents said sending their children to school would be a "large or moderate risk." More than half are either "very" or "extremely" concerned about students attending brick-and-mortar schools in the fall.

'Let's Keep These Children Alive'

Amy Hawkins, an elementary teacher in Deltona, Florida, is one of those educators who wants to see her students and colleagues-she considers them her school family-but is reluctant to risk her life and theirs for face-to-face education.

Hawkins, who has two school-aged sons, is immunocompromised. Because COVID-19 would likely lead to her death, she has very rarely left her house in the past few months. She gets her groceries delivered. Now, with school officials expecting her back in her Volusia County classroom on August 11, she is updating her will.

In Florida, on Monday, the state announced another 10,500 COVID-19 cases. If it were a nation, it would rank fourth in the world for number of cases, so far. Meanwhile, its COVID deaths have topped 5,000. "Young people die of this virus," said FEA President Fed Ingram bluntly. "I don't want this state government to play Russian roulette with anybody's child... Let's keep these children alive. Let's keep their grandparents alive."

Orlando middle-school teacher Ladara Royal, a 35-year-old who is immunocompromised and joined the FEA suit as a plaintiff, has had two doctors tell him that he'd be risking his life if he returns to a physical classroom. "I never imagined that answering the divine call to be an educator would put my life at risk," he said.

Meanwhile, Broward County teacher Stefanie Beth Miller, who survived COVID-19 after two months in the hospital and 21 days on a ventilator, also joined the lawsuit because she says she doesn't want any of her colleagues or students to have an experience like hers. "I've been home now for six weeks, getting physical therapy, occupational therapy, and speech therapy daily. It's a long journey. I don't wish this upon anyone," she said.

Listen to the Experts

To safely return, educators want personal protective equipment (PPE) for every staff member and student. They want hand-washing supplies. They want safely ventilated classrooms, fully staffed custodial and deep-cleaning crews, and school transportation plans that don't include crowded buses. "One thing that could help is if we had a plan to resume safely," said Miami high school teacher Nyree Washington. "We do not have this plan."

The command from Gov. DeSantis is reckless, unreasonable, and unnecessary. It's a false choice to keep schools closed and stop learning, or to open unsafely. There are places all over the country, in fact all over Florida, that are planning very creative ways to deliver education safely." - NEA President Lily Eskelsen García

Educators like Washington's Rieker know what it's like to be in a classroom with 27 or 28 fourth graders. "A kid needs to blow their nose, sharpen their pencil. How do you do these things and stay socially distanced?" she asks. "I have individual desks in my classroom, but some of my coworkers have tables. We don't even have desks for everyone."

Educators need to be involved in safety planning, say union leaders. Nobody knows better what it's actually like in classrooms, cafeterias, and school offices. But too often, they're ignored. Illinois high school teacher Lindsey Jensen recently served on statewide and district transition teams for reopening schools, where educators discussed everything from how to safely provide lunch to small groups, to how to take temperatures, "to how to get kindergartners to wear a mask for more than five minutes," she said.

Ultimately, they came up with a plan to maintain physical distancing through alternating groups for in-person learning in the mornings, and to also provide virtual teacher hours in the afternoons. It was thoughtful, safety-oriented, and rejected summarily by school board members who insisted on all-day, in-person education for all students.

"What has disgusted me the most throughout this process is the fact that educators were hailed as martyrs just five short months ago, and now our expertise is being completely disregarded. We know the specific challenges of our buildings, of our unique districts, and when we are realistic and say, 'Here's what we can safely do with all things considered' we're consistently told it's not good enough," said Jensen, a former state teacher of the year.

In her district, one school board member said maybe they should replace the educator-based transition team with a team of parents. "The lack of respect for educators at this time is astounding," said Jensen. "We're consistently being told that our concerns are null and void. They aren't considered valid by non-educators. And that's terrifying."

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Educators Prepare for Reopening with Living Wills and Life Insurance

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As school districts and college campuses get ready for the school year, and as COVID-19 cases rise across the U.S., anxious educators have a message for administrators and lawmakers: We want to teach our students, but we don't want to die doing it. "I want to be in my class, teaching them and getting to know them.

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Homeschool Surge: Are Tiny Tutoring “Pods” the Next Big Thing?

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Homeschool Surge: Are Tiny Tutoring “Pods” the Next Big Thing?

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As the nation's schools grapple with how to reopen this fall amid an ongoing pandemic, an overarching theme regarding the future of education is emerging: more and more parents intend to invoke their prerogative to choose for themselves what's best for their children.

In polls and in media interviews, these parents are affirming plans to work outside of institutional venues to craft innovative, custom programs to keep their kids safe and learning. In other words, they mean to homeschool.

Children First

As Sara Elahi, a consultant in the Baltimore area, told NBC News: "Education is the most important thing to our family. My kids need to have in-person instruction to really learn and absorb material, and, by no fault of their own, I can't rely on the school to provide that."

Elahi was alluding to the fact that several of the nation's largest public school districts have announced that, for the foreseeable future, they will not be opening their classrooms. Instead they will rely primarily on online learning.

For some parents, this is simply not acceptable.

After their school district in Silver Spring, Maryland, switched to distance learning in the spring, Rosemary Murrian told CNN how her family eventually abandoned the method. Not only did her children struggle with the technology, but she and her husband also felt the public school's schedule did not mesh well with their family's needs.

"At the end of the second week we just said, 'forget it, it's not worth it,' and stopped," Rosemary said. "It wasn't really a tough decision because we just couldn't do it."

Then there is the question of safety.

In districts that will be accepting students back on campus, many parents are asking whether the proposed social distancing and health measures will be more disruptive than effective.

Aqueya Langston of Flint, Michigan, expressed these very concerns in an interview with her local television news about her 11-year-old son with asthma.

"I don't want to send him to school and risk his life or him bringing anything back to us," she said. "It's just too much. He's not going to wear the mask, he's not going to wash his hands, he's going to want to interact with his friends, he's going to want to be around his friends and touch things and touch his face."

Getting Creative

One thing that's certain about the coming homeschool surge is that it will reflect the diversity of the families involved.

As New Yorker Jared Rich told CNN: "We need creative solutions for what we're going to be doing with our kids because it seems inevitable that the institutional learning and the big school buildings are not going to be able to function in the next couple of months."

Jared added that he hopes to team up with other families to rent classroom space and hire a tutor.

This idea of sharing costs for an instructor, or having parents take turns teaching, arises often among prospective homeschoolers.

Working parents seek flexibility to be able to do school and maintain their job schedules. Also, in this time of economic uncertainty, few families can afford on their own to pay private instructors the going rate of $25 to $80 an hour.

Which helps explain why, when Georgia mom Jenn Schestopol started a Facebook group for families exploring homeschooling options, it grew to more than 3,000 members in three weeks.

Or why Brian Richardson of Chicago is looking for two or three families to enroll their kids with his 1st-grader in what he's calling a tutoring "pod."

"It's not in any budget, and it's not something that we prepared for," Brian told NBC News, "so we're looking into sharing with other families to try and make it work."

New Generation

This do-it-yourself mentality mixed with a hint a pioneer moxie is quite familiar to Vicki Bentley, who has long been involved in connecting Home School Legal Defense Association members with homeschool groups.

"The small, family-based co-ops hail back to my early days of homeschooling," she recalled. "Several families would pool their efforts one or more days a week to meet in a home or other available space to take turns teaching. These could be a handful of classes of interest to various ages or one seminar on a topic that appealed to all."

Vicki added that she applauds the efforts of today's parents to form innovative microschools, or "pods," which she hopes benefit everyone involved.

She did caution parents to remain flexible-and to please not dismiss homeschooling based on difficulties inherent to the COVID-19 era.

"All of us will have to work with restricted schedules, curtailed extracurricular activities, and many options that will no longer be available," she said. "Homeschool co-ops of 2020 will likely look very different than those in the past. Many groups may become virtual, and others will adapt by moving outdoors or limiting enrollment."

As a final caveat, Vicki reminded parents that homeschool groups may have to deal with various legalities-not to mention the land mine of possibly being out of compliance with their state's compulsory education laws. HSLDA Staff Attorney Darren Jones addressed many of issues these in a recent article.

And for all new homeschoolers seeking support, the words of HSLDA Vice President Jim Mason certainly apply.

"As we have been since 1983, we at HSLDA are here to help," he wrote in a recent note of encouragement. "We want to help you help your friends begin their homeschooling journey. And as always, we are eager to help you too."

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Homeschool Surge: Are Tiny Tutoring "Pods" the Next Big Thing?

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As the nation's schools grapple with how to reopen this fall amid an ongoing pandemic, an overarching theme regarding the future of education is emerging: more and more parents intend to invoke their prerogative to choose for themselves what's best for their children.

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s COVID-19 reporting is supported by the Pulitzer Center and the Heising-Simons Foundation.
In a sad knock-on effect of the COVID-19 pandemic, the Global Polio Eradication Initiative (GPEI) abruptly halted all mass vaccination campaigns in March, worried they could inadvertently spread the novel coronavirus. The move further imperiled the troubled 3-decade drive to wipe out polio.

But now, armed with new data and perspective, GPEI and the countries it supports are resuming vaccination campaigns. Burkina Faso was first out of the gate in early July; Pakistan followed yesterday. Polio cases are surging in many countries, and models paint a "pretty bleak picture" if campaigns don't restart soon, says Michel Zaffran, who heads the effort at the World Health Organization (WHO). For now, countries will only be responding to outbreaks; preventive campaigns remain on hold.

Back in March, when COVID-19 began to spread around the world, no one knew whether door-to-door polio campaigns would make things worse, says Hil Lyons, a statistician at the Institute for Disease Modeling (IDM) in Bellevue, Washington. Without answers, "The default was to shut things down," he says.

The cost was enormous. "There's a growing sense that the collateral damage [of pausing campaigns] is really substantial," says Nick Grassley of Imperial College London (ICL), who heads one of the groups modeling the impact of the pause and how best to respond. In "urgent" recommendations in late May, GPEI said it expected circulation of polioviruses "to increase exponentially during the upcoming high season," raising the possibility of "uncontrolled multi-country outbreaks."

IDM models also suggest the effect of polio campaigns on the pandemic is likely small in places where the virus is already raging. "The outbreak has its own momentum and acceleration," Lyons explains. In areas where COVID-19 has yet to hit, however, the risks are substantial. To lower them, vaccinators will be screened for COVID-19, wear masks, use hand sanitizer, and practice physical distancing as much as possible. Most important, says Hamid Jafari, WHO's head for polio eradication in Pakistan and Afghanistan, teams will work in their own communities. "We don't want to bring workers from infected areas to uninfected areas," he says.

The polio campaign was in a rut even before COVID-19. In Pakistan and Afghanistan, the last bastions of the wild virus, cases of wild-type polio shot up last year to 176, from 33 in 2018, driven by rumors, vaccine refusal, and, in Afghanistan, the Taliban's outright ban on vaccination. So far this year, the two countries have confirmed 87 wild polio cases, compared with 64 at this time last year. The real number is likely higher because the pandemic has hampered surveillance, Zaffran says.

More alarming still, Pakistan and Afghanistan are battling outbreaks of vaccine-derived polio virus as well-the only two countries facing that double challenge. Such outbreaks occur when the weakened virus used in the oral polio vaccine (OPV)-usually the type 2 component of the three polio virus serotypes-mutates and regains its ability to paralyze and spread. Type 2 vaccine-derived cases in Pakistan and Afghanistan soared from 16 at this time in 2019 to 79 so far. "The numbers look awful for eradication," Jafari says.

Mathematical models from Grassley's team suggest the two countries will see "truly explosive" outbreaks of the vaccine-derived virus, Jafari says, "going up to the thousands of cases, if we don't intervene." (Wild cases will rise as well, but into the hundreds, he says.) The reason is that most children under age 5 have little or no immunity to vaccine-derived virus type 2 because the world stopped using OPV2 in 2016-a first step toward pulling OPV from use altogether in hopes of preventing vaccine-derived outbreaks. That hasn't worked, and now the number of vulnerable kids is growing every year.

To fight vaccine-derived outbreaks, GPEI relies on a version of the same vaccine that gave rise to them in the first place, known as monovalent OPV2 (mOPV2), which can create a never-ending cycle. A new vaccine, designed to have a much lower chance of reverting, could help turn the situation around, but the pandemic has delayed its rollout until September and at first, its use will be limited.

The revived Pakistan and Afghanistan programs will have to overcome the suspicions and refusals that derailed them last year. Addressing the many other health issues poor communities face-for example by distributing soap and teaching people how to stem the spread of COVID-19-could help build trust, Jafari says. Pakistan will likely start with pilot projects in known pockets of vaccine resistance such as Karachi and Khyber Pakhtunkhwa.

Africa is free of the wild virus, but it too is mired in a battle against vaccine-derived virus, and there's a strong risk of "explosive growth" on the continent, says ICL's Isobel Blake. So far this year, Africa has reported 133 type 2 cases in 14 countries, up from 47 at this time last year. Chad alone recorded 23 cases in 1 week in June and now has 42 cases.

The highest risk areas are those that have recorded just a few cases of type 2 polio this year but were unable to respond because of the pause, modeling by Blake shows. Hot spots include the Ivory Coast and parts of Chad, Mali, Ghana, Togo, Burkina Faso, and Niger. Surprisingly, the places that had the worst vaccine-derived outbreaks in the past are at lower risk, Blake says. Nigeria, for example, conducted multiple rounds of vaccination with mOPV2 before the pandemic pause- the last case of type 2 virus occurred in January-and now has "quite good immunity in a sea of quite poor immunity," Grassley says. The country won't resume polio campaigns yet, says Fiona Braka, WHO's head of immunization in Nigeria.

Zaffran says there's no question that the pandemic has compounded the eradication effort's long-standing problems. Getting back on track "will take more time than it did in the past, and it will be more complicated."

doi:10.1126/science.abd9433

Leslie Roberts is a former news editor at Science.

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Polio vaccination campaigns restart after modelers warn about risk of 'explosive' outbreaks

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s COVID-19 reporting is supported by the Pulitzer Center and the Heising-Simons Foundation. In a sad knock-on effect of the COVID-19 pandemic, the Global Polio Eradication Initiative (GPEI) abruptly halted all mass vaccination campaigns in March, worried they could inadvertently spread the novel coronavirus. The move further imperiled the troubled 3-decade drive to wipe out polio.

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Early this spring, school gates around the world slammed shut. By early April, an astonishing 1.5 billion young people were staying home as part of broader shutdowns to protect people from the novel coronavirus. The drastic measures worked in many places, dramatically slowing the spread of SARS-CoV-2, the virus that causes COVID-19.

However, as weeks turned into months, pediatricians and educators began to voice concern that school closures were doing more harm than good, especially as evidence mounted that children rarely develop severe symptoms from COVID-19. ( An inflammatory condition first recognized in April, which seems to follow infection in some children, appears uncommon and generally treatable, although scientists continue to study the virus' effect on youngsters.)

Continued closures risk "scarring the life chances of a generation of young people," according to an open letter published last month and signed by more than 1500 members of the United Kingdom's Royal College of Paediatrics and Child Health (RCPCH). Virtual education is often a pale shadow of the real thing and left many parents juggling jobs and childcare. Lower-income children who depend on school meals were going hungry. And there were hints that children were suffering increased abuse, now that school staff could no longer spot and report early signs of it. It was time, a growing chorus said, to bring children back to school.

By early June, more than 20 countries had done just that. (Some others, including Taiwan, Nicaragua, and Sweden, never closed their schools.) It was a vast, uncontrolled experiment.

Some schools imposed strict limits on contact between children, while others let them play freely. Some required masks, while others made them optional. Some closed temporarily if just one student was diagnosed with COVID-19; others stayed open even when multiple children or staff were affected, sending only ill people and direct contacts into quarantine.

Data about the outcomes are scarce. "I just find it so frustrating," says Kathryn Edwards, a pediatric infectious disease specialist at the Vanderbilt University School of Medicine who is advising the Nashville school system, which serves more than 86,000 students, on how to reopen. Her research assistant spent 30 hours hunting for data-for example on whether younger students are less adept at spreading the virus than older ones, and whether outbreaks followed reopenings-and found little that addressed the risk of contagion in schools.

When Science looked at reopening strategies from South Africa to Finland to Israel, some encouraging patterns emerged. Together, they suggest a combination of keeping student groups small and requiring masks and some social distancing helps keep schools and communities safe, and that younger children rarely spread the virus to one another or bring it home. But opening safely, experts agree, isn't just about the adjustments a school makes. It's also about how much virus is circulating in the community, which affects the likelihood that students and staff will bring COVID-19 into their classrooms.

"Outbreaks in schools are inevitable," says Otto Helve, a pediatric infectious disease specialist at the Finnish Institute for Health and Welfare. "But there is good news." So far, with some changes to schools' daily routines, he says, the benefits of attending school seem to outweigh the risks-at least where community infection rates are low and officials are standing by to identify and isolate cases and close contacts.

How likely are children to catch and transmit the virus?

Several studies have found that overall, people under age 18 are between one-third and one-half as likely as adults to contract the virus, and the risk appears lowest for the youngest children. The reason remains the subject of intense study. But the town of Crépy-en-Valois, home to 15,000 people on the northern outskirts of Paris, provides some confirmation that younger age reduces risk of infection-and transmission.

When two high school teachers developed minor respiratory symptoms in early February, no one suspected COVID-19. It was cold and flu season, and health officials still assumed the novel coronavirus was mostly confined to China. It wasn't until 25 February, after one of their contacts was hospitalized in Paris, that the teachers realized they had been infected with SARS-CoV-2. For at least 12 days before the start of winter break on 14 February, and before France instituted precautionary measures, the virus had been spreading freely at the school.

Arnaud Fontanet, an epidemiologist at the Pasteur Institute, and his colleagues started an investigation in Crépy-en-Valois in late March to see whether they could piece together the virus' reach in the town and its schools. In the high school, antibody testing showed that 38% of pupils, 43% of teachers, and 59% of nonteaching staff had been infected. (By then, several people associated with the school had been hospitalized with COVID-19 complications.) In six elementary schools, they found a total of three children who had caught the virus, likely from family members, and then attended school while infected. But, as far as the researchers could tell, those younger children didn't pass the virus on to any close contacts.

"It's still a bit speculative," says Fontanet, who shared results from the high school on 23 April and from the elementary schools on 29 June, both on the preprint server medRxiv. But high school students "have to be very careful. They have mild disease, but they are contagious." Children younger than 11 or 12, on the other hand, "probably don't transmit very well. They are close to each other in schools, but that is not enough" to fuel spread. At the same time, scientists note that children have more contacts than adults, especially at school, which could offset the lower odds they will spread the pathogen.

Other outbreaks also suggest that elementary school pupils pose a smaller threat than older students. Among the worst schoolwide outbreaks was at Gymnasium Rehavia, a middle and high school in Jerusalem, where 153 students and 25 staff were infected in late May and early June. An outbreak at a New Zealand high school before that country's shutdown infected 96 people, including students, teachers, staff, and parents. In contrast, a neighboring elementary school saw few cases.

But the picture is still blurry. Another Israeli outbreak was in an elementary school in Jaffa, with 33 students and five staff members affected. Across the globe, an elementary school classroom in Trois-Rivières, Canada, had nine of 11 students infected after one contracted the virus in the community.

Other data come from day care centers: In many countries, they stayed open for children of essential workers, and outbreaks appeared rare. Two flares in Canadian day cares-one in Toronto, and one outside of Montreal-led to temporary closures. In Texas, where overall cases have skyrocketed, at least 894 preschool staff and 441 children across 883 facilities have tested positive, according to news reports. That's up from 210 total cases just a few weeks ago.

Tracing transmission through schools, one student at a time-as Fontanet and his colleagues did-should help elucidate whether the virus tracks differently in children of different ages. Another clue about age-based spread came from Crépy-en-Valois's timeline of new infections. Among high school students and staff, new infections dropped off sharply once winter break started. But in the elementary schools, the (already low) rate of new cases held steady. Fontanet says that pattern suggests that while high schoolers were catching the virus at school, the younger pupils caught it from family members and not their classmates.

Should children play together?

The scenes hardly resemble typical school: Preschool children instructed to spend recess playing alone inside a chalk square. Eight-year-olds told not to speak to their friends. Middle schoolers reminded to steer clear of classmates when entering or leaving the building.

As schools reopened, many embraced physical distancing for students to prevent viral spread. But although the strategy is effective, it is leaving more and more scientists, pediatricians, and parents deeply uncomfortable. They hunger for a compromise that protects communities from COVID-19 while supporting the mental health of young people. "There has to be a level of risk that we're willing to take if a child's in school," says Kate Zinszer, an epidemiologist at the University of Montreal.

Schools are "where our children run around, play and laugh and argue with each other. They need to return to that sort of a healthy normality as soon as possible," Russell Viner, RCPCH's president said in a statement last month.

From the start, some countries bet on strands of research suggesting young children are unlikely to spread the virus: schools in the Netherlands cut class sizes in half but didn't enforce distancing among students under age 12 when they reopened in April. Other schools adopted a "pod" model as a compromise. Denmark, the first country in Europe to reopen schools, assigned children to small groups that could congregate at recess. It also found creative ways to give those groups as much space and fresh air as possible, even teaching classes in a graveyard. Some classes in Belgium met in churches to keep students spread out. Finland has kept normal class sizes, but prevents classes from mixing with one another.

As spring wore on, many other countries began rethinking distancing in schools. The Canadian province of Quebec, which reopened many elementary schools in May with strict distancing, has announced fall plans that allow children to socialize freely in groups of six; each group must stay 1 meter away from other groups of students and 2 meters away from teachers. Although French preschoolers were photographed sitting inside their own recess squares in May, day cares there have now abandoned all distancing rules for children ages 5 and under. Older students are advised to stay at least 1 meter away from others while inside. But outside they can play freely with others in their class. The Netherlands recently announced that anyone under age 17 does not need to distance.

The change is driven not just by pediatricians' advice but also by practicalities: A full school building leaves little room for distancing. In Israel, pressure to return everyone to school after a partial reopening on 3 May was intense. Two weeks later, classrooms welcomed back all students, housing their usual 30 to 40 pupils. Distancing in class was impossible, says Efrat Aflalo of Israel's Ministry of Health. So the country embraced another protective strategy: masks.

Should kids wear masks?

Masks likely blunt spread at school, but children-even more than adults-find them uncomfortable to wear for hours and may lack the self-discipline to wear them without touching their faces or freeing their noses. Does discomfort override a potential public health benefit?

"For me, masks are part of the equation" for slowing the spread of COVID-19 in schools, especially when distancing is difficult, says Susan Coffin, an infectious disease physician at the Children's Hospital of Philadelphia. "Respiratory droplets are a major mode of [virus] transmission," she says, and wearing a mask places an obstacle in those droplets' path.

In China, South Korea, Japan, and Vietnam-where masks are already widely accepted and worn by many during flu season-schools require them for almost all students and their teachers. China allows students to remove masks only for lunch, when children are separated by glass or plastic partitions. Israel requires masks for children older than age 7 outside the classroom, and for children in fourth grade and above all day-and they comply, says Aflalo, who has 8- and 11-year-old boys. On the bus ride to school, "all the kids are sitting with masks on," she says. "They don't take them off. They listen to the orders."

Elsewhere, masks are less central. In some schools in Germany, students wear them in hallways or bathrooms, but can remove them when seated at their (distantly spaced) desks. Austria reopened with this approach, but abandoned masks for students a few weeks later, when officials observed little spread within schools. In Canada, Denmark, Norway, the United Kingdom, and Sweden, mask wearing was optional for both students and staff.

Not all countries have the luxury of instituting a mask policy driven by science and comfort. Benin requires masks in public spaces, but because the cost can be prohibitive for families, schools do not turn maskless students away. Students in Ghana returned to school in May wearing masks-if they had them. South Africa, which faces a rising COVID-19 caseload, is racing to provide free masks to all students who need them.

For Aflalo, the potential value of masks was underscored after a record-setting heat wave struck Israel in mid-May. As temperatures rose to 40°C, masks became intolerable, and with the health ministry's blessing, students and teachers largely put them aside for almost a week.

For 2 weeks-the typical COVID-19 incubation period-things seemed fine. Aflalo left to go camping in the desert with her family. But then, a crisis: While on vacation, "I started getting calls about the Gymnasium," says Aflalo, referring to Gymnasium Rehavia, the school in Jerusalem with the large outbreak. Aflalo can't say for sure that the outbreak was fueled by a lack of masks, but she believes the timing is suggestive.

What should schools do when someone tests positive?

The short answer: No one knows. That's largely because of a lack of data about how many silent cases might be brewing when an illness or two comes to light. "How do we best deal with infection?" Edwards wonders. "Do we just close the classroom" or shutter the whole school?

Some schools have favored isolating only close contacts. In Germany, for example, classmates and teachers of an infected student are sent home for 2 weeks, but other classes continue. Until summer break, Quebec generally did the same; at least 53 students and teachers tested positive after many schools reopened in May, according to news reports, but officials believed many of those infections were contracted in the community.

Elsewhere, officials are more cautious. Taiwan, which has largely suppressed the virus, kept schools open after one case but said it would close them for two or more, a situation it hasn't yet faced. In Israel, schools closed for a single case, and close contacts of every infected individual were tested and quarantined, Aflalo says. By mid-June, 503 students and 167 staff had been infected, and 355 schools had closed temporarily. (That number is a small fraction of the 5000 schools across Israel.)

Widespread testing in schools, including of children without symptoms, could help officials choose the most effective policy. The U.K. government recently began a study of as many schools as it can recruit across England. The project will test students and staff at preschools, primary schools, and secondary schools several times over at least 6 months for both the virus and antibodies to it, in an effort to map transmission patterns and viral prevalence. In Berlin, researchers from Charité University Hospital launched a study in 24 schools on 15 June -2 weeks before summer break-that will test a cohort of 20 to 40 pupils and five to 10 staff members from each school every 3 months for at least 1 year. The researchers will look for both active infections and antibodies, to map the extent of silent infections and the threat they pose to students and staff. A similar study started this week in 138 preschools and elementary schools across the state of Bavaria.

Do schools spread the virus to the wider community?

Because children so rarely develop severe symptoms, experts have cautioned that open schools might pose a much greater risk to teachers, family members, and the wider community than to students themselves. Many teachers and other school staff are understandably nervous about returning to the classroom. In surveys of U.S. school districts, as many as one-third of staff say they prefer to stay away. Science could find few reports of deaths or serious illnesses from COVID-19 among school staff, but information is sparse. Several teachers have died of COVID-19 complications in Sweden, where schools did not modify class sizes or make other substantive adjustments.

Early data from European countries suggest the risk to the wider community is small. At least when local infection rates are low, opening schools with some precautions does not seem to cause a significant jump in infections elsewhere.

It's hard to be sure, because in most places, schools reopened in concert with other aspects of public life. But in Denmark, nationwide case numbers continued to decline after day care centers and elementary schools opened on 15 April, and middle and high schools followed in May. In the Netherlands, new cases stayed flat and then dropped after elementary schools opened part-time on 11 May and high schools opened on 2 June. In Finland, Belgium, and Austria, too, officials say they found no evidence of increased spread of the novel coronavirus after schools reopened.

In a broader study of COVID-19 clusters worldwide, epidemiologist Gwen Knight at the London School of Hygiene & Tropical Medicine and her colleagues collected data before most school closings took effect. If schools were a major driver of viral spread, she says, "We would have expected to find more clusters linked to schools. That's not what we found." Still, she adds, without widespread testing of young people, who often don't have symptoms, it's hard to know for sure what role schools might play.

At the same time, open schools can change the overall balance of who becomes infected by adding cases among children. In Germany, the proportion of all new infections that were in children under age 19 ticked upward from about 10% in early May, when schools reopened, to nearly 20% in late June. But wider testing and a decline in cases among the elderly could also explain the increase. In Israel, infections among children increased steadily after schools opened. That paralleled a rise in cases nationwide, but it's not clear whether the country's rising caseload contributed to the increase within schools or vice versa.

"We try to focus the epidemiologic research and find the source but it's hard," Aflalo says. "We cannot say right now this is because of this or that."

What lies ahead?

In much of the world, schools that closed in March remained closed through the summer break, and autumn will see a wave of reopenings. For millions of especially vulnerable children, however, the break may continue indefinitely. Many low-income countries lack the resources to shrink class sizes or provide everyone with masks and so are hesitant to reopen in the midst of a pandemic. In June, Bangladeshi Prime Minister Sheikh Hasina said schools will likely stay shut until the danger of COVID-19 has passed. Similarly, officials in the Philippines said in-person schooling will not resume until there is a vaccine to protect against COVID-19.

In other places, ranging from Mexico to Afghanistan to the United States, planning for fall 2020 is underway. In the United States, school districts are releasing a patchwork of plans, which often include hybrid models that alternate distance learning with small in-person classes. Whether those plans sufficiently protect children, staff, and communities from COVID-19 will depend on how case numbers look as opening day approaches. This reality was thrown into stark relief late last month, when Arizona's governor announced he would delay the state's school reopening by at least 2 weeks, to 17 August, because of a surge in cases.

The experiment will continue. Yet scientists lament that as before, it may not generate the details they crave about infection patterns and paths of transmission. "There just isn't really a culture of research" in schools, Edwards says. Gathering data from schoolchildren comes with layers of complexity beyond those of traditional pediatric research. In addition to seeking consent from parents and children, it often requires buy-in from teachers and school administrators who are already overwhelmed by their new reality. Integrating research-the only sure way to gauge the success of their varied strategies-may be too much to ask.
*Update, 8 July, 12:45 p.m.: This story was updated to further emphasize that the degree of viral spread in the community may impact school reopenings.

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School openings across globe suggest ways to keep coronavirus at bay, despite outbreaks

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Early this spring, school gates around the world slammed shut. By early April, an astonishing 1.5 billion young people were staying home as part of broader shutdowns to protect people from the novel coronavirus. The drastic measures worked in many places, dramatically slowing the spread of SARS-CoV-2, the virus that causes COVID-19.

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T he counter-narrative began almost instantly. After the U.S. count of Covid-19 cases began an inexorable rise in June, the White House sought to assure Americans that the increase was, basically, an illusion, created by an increase in testing for the novel coronavirus.

In a June 15 tweet, President Trump said testing "makes us look bad." At his campaign rally in Tulsa five days later, he said he had asked his "people" to "slow the testing down, please." At a White House press conference last week, he told reporters, "When you test, you create cases."

And in an interview with Fox News that aired Sunday, Trump could not have been clearer: "Cases are up because we have the best testing in the world and we have the most testing." Basically, the president was arguing that the U.S. had just as many new cases in June and July as it did in May but, with fewer tests being done in May, they weren't being detected; with more testing now, they are.

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A new STAT analysis of testing data for all 50 states and the District of Columbia, however, shows with simple-to-understand numbers why Trump's claim is wrong. In only seven states was the rise in reported cases from mid-May to mid-July driven primarily by increased testing. In the other 26 states - among the 33 that saw cases increase during that period - the case count rose because there was actually more disease.

May had brought signs of hope that the U.S. had gotten its Covid-19 outbreak under control, with about 20,000 new cases reported per day after April highs closer to 30,000. But by late June, the daily count climbed to about 40,000, and now it's at about 70,000. The STAT analysis shows that spread of the virus, far more than testing, explains that increase.

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Epidemiologists and infectious disease experts have disputed the White House claims for weeks, citing rising hospitalization numbers and deaths. It's hard to argue that extremely sick people, let alone dead people, had been obscured by low levels of testing but suddenly revealed by higher levels.

Without a doubt, many cases of Covid-19 in March, April, and May weren't picked up. In late June, Centers for Disease Control and Prevention Director Robert Redfield told reporters that as many as 90% of cases had been missed; that is, although there were 2.3 million confirmed cases in the U.S. then, some 20 million people had probably been infected. But that reasoning applies today, too: Despite months of government claims to the contrary, not everyone who wants, or should have, a test is getting one.

Cases are going up in the U.S. because we are testing far more than any other country, and ever expanding. With smaller testing we would show fewer cases!

- Donald J. Trump (@realDonaldTrump) June 23, 2020

Simple math belies the "it's just because of more testing" claim - with some fascinating exceptions.

Using data from Covid Tracking, STAT looked at the number of people tested and the number who tested positive for the disease (cases) in every state and Washington, D.C. We did that for three dates: in mid-May, mid-June, and mid-July. (Due to reporting anomalies, the dates selected sometimes differed by a day or two between states.)

For each date, we calculated the number of cases found per 1,000 tests - a measure of the disease's prevalence. For example, in Florida on May 13, that rate was 32. On June 13 it was 75. On July 13 it was 193. On May 13, Florida tested 15,159 people; on July 13, it tested 65,567. So indeed, the number of tests has increased.

But the number of cases per thousand, which is independent of the number of tests, has skyrocketed. On May 13, Florida recorded 479 cases; on July 13, it found 12,624. If the prevalence of Covid-19 were the same in July as in May, Florida would have found only 2,098 cases. In other words, 10,526 of the July 13 cases are not due to increased testing, but, instead, to the increased prevalence of disease.

Florida Gov. Ron DeSantis, however, echoes Trump's explanation, telling a Saturday press briefing that his state's soaring caseload is largely the result of more testing of people with no or minimal symptoms. "We're now capturing a lot of those folks," he said.

In fact, Florida has seen a sevenfold increase in cases in the past month, said Youyang Gu, who developed a well-respected, machine-learning-based model of Covid-19 whose projections have been quite accurate. "In the same time span, the number of tests only increased by a factor of two," he said. "Obviously, if you double the testing but the number of cases increased sevenfold, then the virus is clearly spreading."

The complete data for all 50 states can be found here.

Other states with soaring cases tell the same story as Florida.

In Arizona, the case-finding rate rose from 90 in May to 140 in June to 208 in July. Of its 2,537 cases on July 12, 1,441 were due to increased prevalence.

South Carolina has also experienced a steep rise in prevalence as its case count quintupled: Of the 2,280 cases on July 9, 1,869 were due to rising prevalence, not more testing. Texas and Georgia are similar: rising case counts well beyond increases in testing. In all, 25 states that did more testing in July than in May found more cases because Covid-19 was more prevalent. In 15 of them, the number of cases per 1,000 people tested had more than doubled.

Seven states (Colorado, Indiana, Michigan, Missouri, North Carolina, Ohio, and Wisconsin) meet the three criteria needed to support Trump's claim that we're seeing more cases only, or mostly, because we're doing more testing. The criteria are doing more tests in July than in May, finding more cases on a typical day in July than May, but seeing the number of cases per 1,000 tests decline or remain unchanged from May to July.

Take Missouri. It's reporting more cases, but not because the virus is exploding there (despite those crowded holiday scenes at Lake of the Ozarks). Its case finding rate has been pretty stable or even declining, from 48 in mid-May to 44 in mid-July. By tripling its number of daily tests, Missouri is finding roughly triple the number of cases.

California comes close to meeting the three criteria, but doesn't quite. Its number of daily tests more than quadrupled from May to July, from roughly 32,000 to 137,000. But the rate of cases being found has risen, though only about 10%, from 55 to 61 per 1,000 tests. So a big reason - but not the main reason, as in Missouri - more cases are being found is that more testing is being done. Washington is similar: more testing, more cases, but also slightly greater prevalence of disease in mid-July compared to mid-May; its worsening situation is real.

New York tells the opposite story: more testing found fewer cases. The state nearly doubled its daily tests from May 13 (33,794) to July 12 (62,418). But its cases fell from 2,176 to 557. If the case rate had not dropped (by 86 %), New York's expanded testing would have found 3,995 cases on July 12.

In fact, 16 states plus the District of Columbia are like New York. They tested much more, but found fewer cases in July than May - in most, not only "fewer" in the sense of fewer cases per 1,000 but fewer in absolute terms. New Jersey reported 10,246 tests and 1,144 cases on May 14, and 20,846 tests with a mere 393 new cases on July 14. Again, the virus hasn't disappeared, but the expansion of testing, far from "creating" cases, has brought good news: In these states, it's much less prevalent than it was two months ago.

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Trump said Covid-19 testing 'creates more cases.' We did the math - STAT

# data[].attributes.attachment_link.description
T he counter-narrative began almost instantly. After the U.S. count of Covid-19 cases began an inexorable rise in June, the White House sought to assure Americans that the increase was, basically, an illusion, created by an increase in testing for the novel coronavirus. In a June 15 tweet, President Trump said testing "makes us look bad."

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How can I help my students be kinder and nicer to those around them?