A WAKE UP CALL!
It happened in Israel, Germany, Cyprus and many cities and regions around the world... now it is happening in Russia...
- Russian Government Recommends Banning Wi-Fi and Cell Phones in Primary Schools: https://childrenshealthdefense.org/child-health-topics/known-culprit/electromagnetic/russian-government-bans-wi-fi-and-cell-phones-in-primary-schools/?fbclid=IwAR1tZrKL3syaBHtxVUU1wbQ_M9dxMZhBRo6818J3nqmtemYFOnuk4hKlur0
One example of (non Western) independent research, which also contains references to other EMF medical research. It shows pretty clearly that, as rats constitute one of the best experimental substitute for humans, exposed persons (and of course children are much more easily damaged) have good chances to become INFERTILE under the daily influence of Wi-Fi via a severe decrease of sperm count and sperm motility, increase of sperm deformities etc... https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4503846/
More evidence of peer-reviewed science on INFERTILITY caused by EMF radiation for both males and females could be found in Prof. Martin Pall's report
Thus... IT IS ALSO HIGH TIME TO WAKE UP ALL SCOTTISH & BRITISH PARENTS TO THE SEVERE DANGERS OF WIRELESS RADIATION!...
...AS ALSO TO THE CRIMINALLY DENIED DANGERS OF VACCINATION!...
Or can it be possible today for even the most uninformed parents to religiously believe ALL their Bill Gates submissive governments' recommendations?...
Having children going back to school doesn't mean just 'education'... the very disputable authoritarian state education which comprises most damaging lessons in porn even for the 5 year olds called Comprehensive Sexual Education plus other sinister materials mockingly called English manuals... but also lots of Wi-Fi, maybe 6 GHz Wi-Fi in every classroom... and also the next flu shots still containing thimerosal and other very "necessary immunisations" that all the innocent wee souls are meant to endure...
If parents do their work to inform themselves on the reported dangers of these things, they will surely get an idea of the actual unprecedented attack on children's frail souls and bodies which will not be devoid of the intended consequences!
If parents do not come to know them or if they do, but due to the fear of authority do not react as true parents (for at least on FB the great majority of them appears to act as they don't have the least clue about these issues), then there will be no wonder if in the near future MANY sick children, which according to a very disputable test have been in contact with the mighty Virus, will be diagnosed with Covid-19 or at least with a mysterious type of Kawasaki disease caused by it and then taken away from their parents!...
(Children With Kawasaki-Like Disease Positive for COVID-19: https://www.webmd.com/lung/news/20200508/children-with-kawasaki-like-disease-positive-for-covid-19?src=RSS_PUBLIC#1 )
In fact, many parents will surely be at the time so panicked and desperate, that they themselves will gladly deliver their children in the hands of the medical system... yes, the same heroic medical system which, with the exception of Belgium and a couple of very small states, has got THE HIGHEST RATE OF FATALITY AMONG THE COVID-19 INFECTED IN THE WORLD!! One dead in seven infected! But no worries, the second most inefficient medical system in the world (at least at the time of this so-called pandemic) will surely take good care of their children!...
And they will do this, as the simplest, safest and best thing to do... instead of assuming responsibility and isolating them from all harmful EMF radiation, boosting their immune system with vitamins and organic foods and herbs, avoiding the glyphosate and sugar in their foods and diary, aspartame in their drinks, avoiding dangerous immunisation or detoxing them in case they had it and exposing them to sun and fresh air, during walks on the beach, in the forest, on the mountains etc... Yeah, instead of at least offering their children the most naturally necessary things that most of our ancestors have been able to offer to their descendants... For this means however to take some real responsibility as competent adults and eventually keep their religious faith for God Himself and not for weak, impotent humans that imagine themselves to be God!
To all those who read this message...
For the sake of the remains of our shattered human dignity... PLEASE do something to WAKE UP the ignorant parents and put the responsibility of SAVING THEIR CHILDREN in THEIR OWN HANDS where it really belongs! And this should be, in fact, valid also in the case of any of our frail and vulnerable dear ones...
- WIFI in Schools - References Summary: https://www.facebook.com/notes/community-aware-scotland/wifi-in-schools-references-summary/122099255926792/
- WiFi Being Removed from Schools Worldwide: https://stateofthenation2012.com/?p=121005
- EXPERT PANEL DISCUSSION ON CHILDREN AND WIRELESS FOR PARENTS: https://ehtrust.org/science/key-scientific-lectures/expert-panel-discussion-on-children-and-wireless-for-parents/
- Dr Sarah Starkey, MSc (Neuropharmacology), PhD (Neuroscience), previously neuroscience research (pharmaceutical industry), currently Independent Neuroscience and Environmental Health Research. 1. Evidence-base for the link between adverse childhood experiences and long-term negative outcomes of Wireless Radiation
- IMPORTANT REFERENCES (reg. immunisation): https://communityawarescotland.info/vaccination
The Londoner: Let children be exposed to viruses, says Professor Gupta: "(Sunetra) Gupta, who is a professor of theoretical epidemiology at Oxford, told The Londoner that alongside huge social and educational benefits, the “evidence is mounting that early exposure to these various coronaviruses is what enables people to survive them”.Professor Gupta came to prominence earlier this year when she questioned the government’s reliance on the Imperial College London modelling of the coronavirus epidemic. Professor Gupta and her team produced modelling that posited a greater number of Britons could have immunity to the virus than thought. She has been a longstanding critic of the wider impacts of lockdown on the poorest in society and across the world. [...]But Professor Gupta also revealed the toll of her different approach. “We’ve found it difficult to publish our work in mainstream journals,” she said, adding “sadly anything that deviates from the consensus has been met with criticism – not simply of the science, but we’ve been labelled as saying things that are dangerous.”"
THE CDC PREDICTED NEXT OUTBREAK OF POLIO-LIKE ILLNESS (acute flacid myelitis)
according to Dr. Bryan Ardis - is related to the yearly FLU SHOTS or to the introduction of Pfizer COVID VACCINE to children and is, in fact GUILLAUME BARRE
Researchers warn of brain injury risks for millions of children who are now going to routinely undergo nasal swab tests administered by nonexperts — in some cases, by schoolchildren themselves.
See our pages: COVID VAXX CHILDREN
"(Sunetra) Gupta, who is a professor of theoretical epidemiology at Oxford, told The Londoner that alongside huge social and educational benefits, the “evidence is mounting that early exposure to these various coronaviruses is what enables people to survive them”.
Professor Gupta came to prominence earlier this year when she questioned the government’s reliance on the Imperial College London modelling of the coronavirus epidemic. Professor Gupta and her team produced modelling that posited a greater number of Britons could have immunity to the virus than thought. She has been a longstanding critic of the wider impacts of lockdown on the poorest in society and across the world. [...]
But Professor Gupta also revealed the toll of her different approach. “We’ve found it difficult to publish our work in mainstream journals,” she said, adding “sadly anything that deviates from the consensus has been met with criticism – not simply of the science, but we’ve been labelled as saying things that are dangerous.”"
MASKS IN CLASSROOMS
We warned when they introduced masks in schools that this was the beginning of a very slippery slope.
We ALREADY have mandated on our children:
• Unsupervised pupils from age 5 wearing masks on school buses.
• Pupils in secondary schools wearing masks in communal areas in schools in Tier 3 & 4.
• Pupils in S4-S6 wearing masks in classrooms.
• Teachers in PRIMARY and SECONDARY wearing masks in classrooms.
The Childrens Commissioner has thus far been SILENT on the many harms inflicted on our children by these measures.
It is time for him to take action. What is the point of a Childrens Commissioner if he says nothing to protect our kids?
Please comment below when you have done this!
Dear Mr Adamson,
I am a member of Us For Them Scotland. I am contacting you to express my deep dismay at your on-going silence around the many harms which are being inflicted on our children.
Decisions have been made and continue to be made in the name of COVID-19 which on balance of harm are not in the best interest of our children.
In particuIar, I want to focus on the measure of masks on our children. I have attached a cutting from The Guardian where this question is being asked.
We are on a very slippery slope, as detailed below:
• Unsupervised pupils from age 5 wear are forced to masks on school buses.
• Pupils in secondary schools are forced to wear masks in communal areas in schools in Tier 3 & 4.
• Pupils in S4-S6 are forced to wear masks in classrooms.
• Teachers in PRIMARY and SECONDARY wear masks in classrooms.
Your silence on this matter is in effect silent agreement with these harms being inflicted on our children. I will not stay silent, even if you choose to do so.
We would like you to ask the following questions::
1 IMPACT ASSESSMENT
No impact assessment has been done on the impact of face masks on children. While the Scottish Government may have reasonably been able to argue that this was too difficult to do several months ago at the height of the pandemic.
This argument does not hold water any more. There has been plenty of time to carry out an impact assessment yet the Scottish Government has chosen not to prioritise this.
• Please will you state that the Scottish Government must carry out an Impact Assessment on face masks on children?
2. WORLD HEALTH ORGANISATION (WHO)
The Scottish Government justified their enforcement of face masks on our children by citing the WHO recommendations, albeit mistakenly becuse the WHO only advised mask use in areas of high transmission.
However, the Scottish Government has conveniently overlooked the other WHO recommendation that when authorities who enforce masks on children, they must gather and monitor data on the impact of masks on children. We have been calling for this since August. The Scottish Government has FAILED to follow this recommendation.
• Please will you call for the implementation of the WHO recommendation that data is gathered, moitored and reported on with regards to face masks on children?
3. PUPILS WITH HEARING DIFFICULTIES
These measures hit our most vulnerbale including young people with hearing difficulties.
These are the questions you need to be asking:
• How many pupils with hearing difficulties have already fallen out of schooling due to masks making communication in school difficult or indeed impossible?
• How many more pupils with hearing difficulties do you expect to fall out of schooling due to masks?
(The Scottish Government cannot currently answer these questions because they are not ensuring the most basic functions of a humane organisation, the monitoring of decisions and the impacts they have.)
4. PUPILS WITH AUTISM
• How many pupils with autism and anxiety issues have already fallen out of schooling due to masks?
• How many more pupils with autism and anxiety issues do you expect to fall out of schooling due to masks?
(The Scottish Government cannot currently answer these questions because they are not ensuring the most basic functions of a humane organisation, the monitoring of decisions and the impacts they have.)
5. DATA & TRANSMISSION
Please can you ask for the following information:
• How many cases of pupil to teacher transmission?
• How many cases of teacher to pupil transmission?
• How many cases of teacher to teacher transmission?
• How many cases of pupil to pupil transmission?
• How many cases of pupil to parent transmission?
How can you silently agree to any mitigation measures in the absence of this data?
The time for hiding behind excuses is over. These are our children you are harming.
nJanudaryg trSpo4 aarntn 8:husog4e7alrSS PMmsaettdS · This was written by my kids head teacher Children no longer matterIn 31 years of teaching, I don’t think I’ve ever felt so despondent and so concerned at the same time. Our world is in the grip of a pandemic and governments across the globe have poured billions of pounds into fighting it and in trying to support the lockdown strategy. Makes me wonder why we couldn’t tackle other issues globally and so ferociously in terms of spend. What about the Climate Emergency? The obesity pandemic? The fact that in 2021 we still have people living on the street; that it takes an international footballer, Marcus Rashford, to shame the British Government into feeding children during school holidays. And what does that also tell us about the current levels of poverty in the UK? What about the 1500 people that die every day in the UK from the big three: heart disease, strokes and cancer-related illnesses. Why haven’t we taken these issues as seriously as we have a virus which is likely to end up with a mortality rate of well below 1%, and which, according to the Office for National Statistics has an average age of death in the UK of 83. Meanwhile, in Glasgow, Scotland’s largest city, men have a life expectancy of 71. I’m not a conspiracy theorist; I’m not some radical on the fringes of a fringe. I’m just a teacher and this is what I see:In the last three months, in my school and in schools like it, I am witnessing mental health issues unlike anything I’ve seen in my career. This is not me trying to be dramatic or to overplay what lockdown actually does to children. I am seeing children being diagnosed with clinical depression, increasing rates of self-harm (even in Scotland, where we already had the highest rate of self-harm in 15-year-old girls anywhere in the world, bar one), suicidal ideation and, something I haven’t seen for at least 20 years, a resurgence of eating disorders. Add to this, those students who are displaying worrying levels of stress and anxiety; the same students that describe online learning as stress inducing. Anyone that has been involved in a Zoom meeting knows how stressful it can be and yet the great solution to our educational recovery is online learning. Well, I’m an educator and I think, at best, it’s a horribly poor substitute for in-school learning.Right throughout this pandemic, the needs of our children seem to be at the bottom of every Government’s priority list. The cynic in me might suggest that it is because they can’t vote. Fortunately, I’m not cynical. To me, it’s actually just as worrying though to suggest that kids don’t really matter that much if they are not dying.At the moment, there seems to be no alternative voice; no political party willing to stand up for children’s plight, no media criticism; merely, more nodding in agreement that lockdown is the only solution. Well, just remember in our attempts to suppress a virus and ‘to save the NHS’ that the price we pay is the downward spiral in the mental well-being of our children and a legacy of under-achievement as a result. Last summer, individual children were the lowest priority in Government as seen in the examination results fiasco. As of the 2nd January, there is not one single hospital bed available for any young person suffering from mental health issues anywhere in Scotland. The current waiting time for a mental health appointment with CAMHS in the Lothians is six months. Utterly disgraceful.Children need to be with their friends. They need to play. They need to develop their social and academic skills. How dare we have created an environment where a 5-year-old can say, ‘I can’t play with Freddy because he’s not part of my bubble’. It is the stuff of nonsense and it is our children who will end up being this lockdown’s ‘collateral damage’.Schools need to be OPEN and they need to open NOW.Rod GrantHeadmaster
The roots of what we are seeing now everywhere in schools are part of an agenda that started as a visible presence in the academia almost a century ago: The cultural marxism or Frankfurt School:
"To further the advance of their “quiet” cultural revolution, the Frankfurt School made the following twelve recommendations — all of them calculated to undermine the foundations of society and create the dystopia we now see all around us:
1. The creation of racism offences and hate speech laws.
2. Continual change to create confusion (e,g., in school curricula).
3. Masturbation propaganda in schools, combined with the homosexualization of children and their corruption by exposing them to child porn in the classroom.
4. The systematic undermining of parental and teachers’ authority.
5. Huge immigration to destroy national identity and foment future race wars.
6. The systematic promotion of excessive drinking and recreational drugs.
7. The systematic promotion of sexual deviance in society.
8. An unreliable legal system with bias against the victims of crime.
9. Dependency on state benefits.
10. Control and dumbing down of media. (Six Jewish companies now control 96 percent of the world’s media. LD).
11. Encouraging the breakdown of the family.
12. All all-out attack on Christianity and the emptying of churches."
(see more of Allison's work at https://wrenchinthegears.com/ )
COMPREHENSIVE SEXUAL EDUCATION IN SCHOOLS:
Parents and grandparents should be aware of the huge dangers of online ADDICTION, PORN, GROOMING and BULLYING... The documented independent investigations are also a clear demonstration that COMPREHENSIVE SEXUAL EDUCATION in schools HAS TO STOP. This is nothing less but raping children's souls, compromising their mental health and future relationships, leading them to crime or suicide... The consequences are and will be faced by the entire society. - Social Media Dangers Documentary — Childhood 2.0
See more at: Scottish Family Party (channel)
WALES's government in March 2021 made Relationship and Sexuality Education compulsory from Age 3 (as per the recommendations of the SEX and Relationships Expert Panel they had setup in March 2017 which used the WHO 2010 Standards for Sexuality education from Birth), where the core learning is derived from the UNESCO technical guidance for sexuality education, which has directly informed the Curriculum for Wales guidance for curriculum design and implementation, published in January 2020.
In March 2017, according to the report "The Future of the Sex and Relationships Education Curriculum in Wale" , WALES’s government’s Cabinet Secretary for Education, setup the SEX and Relationships Expert Panel (page 3).
This panel recommended name change from Sex and Relationships Education (SRE) to Sexuality and Relationships Education (SRE) (page 11),
where they drew new definition for Sexuality from WHO 2010 Standards for Sexuality education from Birth (page 11, 28).
The panel also recommended compulsory Sexuality education from Age 3 (page 11).
The panel also recommended cumpulsory Sexuality education for Foundation Phase and Primary Schools (page 11).
In July 2020, WALES’s government issued the new Bill, with Explanatory Memorandum (page 1) document which states that
“sex education (to be renamed
Relationships and Sexuality Education)” (page 18) (RSE) and
“following consultation there is no intention to provide a right to withdraw to allow parents or those with parental responsibility to remove learners” (page 18)
Hence the Bill makes SEX education compulsory from Age 3 as there is no parental optout (page 18);
requires the Welsh Ministers to publish a code setting out the core learning to be undertaken in RSE (page 24) and
defines the topics for core learning (page 24), which includes
”i. Rights and Equity” (page 24)
”ii. Relationships” (page 24)
“iii. Sex, gender and sexuality” (page 24)
“iv. Bodies and Body Image” (page 24)
“v. Sexual Health and Well-being” (page 24)
The document also states that “these are derived from the UNESCO technical guidance for sexuality education, which has directly informed the Curriculum for Wales guidance for curriculum design and implementation, published in January 2020” (page 25),
“the Bill requires curriculum designers to encompass the core learning, as set out in the RSE code, in their curricula.” (page 25), and
“provision in the Bill requires the Welsh Ministers to ensure that the core learning set out in the RSE code is to be suitable for pupils at different ages, and stages of their emotional and behavioural development”.
The document also mentioned that schools and nurseries must adopt and implement a curriculum, which includes the mandatory curriculum elements such as RSE (page 25-26).
On 9th March 2021, WALES’’s government held a Stage 4 Vote on the final text of the Curriculum and Assessment Bill, then passed it, hence making Relationships and Sexuality Education (RSE) compulsory from Age 3 (where Sexuality education includes SEX education);
even though a Criminologist corresponded with the WALES’s Petitions Committee stating that the proposed RSE is an inclusive global SEX education, currently in 52 countries, based on unethical studies and Sexual philosophies, and fails to safeguard;
even though 5,307 from the Public petitioned to remove compulsory RSE from Age 3;
even though from the respondents to the government consultations;
89% were against compulsory RSE for Age 3-16, 64.1% were against government dictating the way RSE is provided, 60% expressed negative implications of compulsory RSE and 21% expressed both positive and negative implications. "
Document: Curriculum And Assessment (WALES) Bill. Explanatory Memorandum incorporating the Regulatory Impact Assessment and Explanatory Notes. February 2021.
Found at: https://business.senedd.wales/mgIssueHistoryHome.aspx...
Document: Revised edition. International technical guidance on sexuality education. An evidence-informed approach. 2018.
Found at: https://unesdoc.unesco.org/ark:/48223/pf0000260840
Document: The Future of the Sex and Relationships Education Curriculum in Wales. Recommendations of the Sex and Relationships Education Expert Panel. December 2017.
Found at: https://gov.wales/future-sex-and-relationships-education...
Document: WHO Regional Office for Europe and BZgA. Standards for Sexuality Education in Europe. A framework for policy makers, educational and health authorities and specialists. 2010.
Found at: https://bzga-whocc.de/.../standards-for-sexuality-education/
"Scotland: Statutory Sexuality Education Guidance ☢️ In December 2014, Scotland’s government published statutory guidance, Conduct of relationships, sexual health and parenthood education in schools, for delivering Relationships, Sexual Health and Parenthood education (RSHP) to, including children (page 2), which "is a key part of Health and Wellbeing within Curriculum for Excellence" (page 1). ☢️ The guidance used the WHO 2010 Standards for Sexuality education from Birth and UNESCO technical guidance for sexuality education (page 10) to justify RSHP education. ", https://www.facebook.com/RealNewsInfo/albums/3145276199090336
Shocking sex education training for special needs teachers.