Government Officials’ Collusion to Demonize HCQ Created a False COVID-19 Pandemic That is Terrorizing the Country

Comments by Brian Shilhavy
Editor, Health Impact News

ter·​ror·​ism | \ ˈter-ər-ˌi-zəm \ – the systematic use of terror especially as a means of coercion

ter·​ror·​ist | \ ˈter-ər-ist \ – an advocate or practitioner of terrorism as a means of coercion (source)

Is the U.S. Government and their Medical Tyrants dictating COVID orders on the American public guilty of terrorism and murder?

And if so, how long will the public be compliant to their own destruction?

How a False COVID-19 Narrative Was Created & Sustained for Six Months

by Vera Sharav
Alliance for Human Research Protection

Dr. Meryl Nass has compiled a damning checklist that keeps increasing; it currently lists 47 fully documented facts that constitute a case against government officials’ collusion to demonize an effective existing medicine.

They even designed clinical trials that required high doses of hydroxychloroquine and chloroquine that were known – to the medical profession – to be toxic and potentially lethal. These officials bear responsibility for causing preventable deaths of possibly hundreds of thousands of patients.

Following publication by The Lancet of a demonstrably FRAUDULENT study, the World Health Organization suspended its hydroxychloroquine studies and urged countries around the world to suspend both their clinical trials, and prevent doctors from using the drug for Covid.

Several governments did ban the use of the drug. Some, like Switzerland, lifted the ban after the Lancet study was retracted two weeks after publication.

Switzerland, which had been using the drug for months, banned Hydroxychloroquine from May 27th until June 11th. Here is the Johns Hopkins graph documenting the precipitous increase in the case fatality rate (CFR) – i.e., preventable deaths that occurred in Switzerland during the 13-day period during which patients were denied this life-saving treatment.

The graph charting high Covid-19 deaths in Switzerland during the 13 day ban, following the fraudulent Lancet report proves that the drug had reduced the rate of deaths; that rate increased precipitously when the drug was withheld. The Swiss death rate from Covid-19 dropped as soon as patients were again treated with Hydroxychloroquine.

  • This constitutes scientific proof of the curative effect of Hydroxychloroquine for patients with Covid-19, by means of challenge-dechallenge-rechallenge. In this case, it was not an experiment by design, but rather the result of government edicts.

The graph further demonstrates that France whose government issued a series of regulations to restrict the use of this effective treatment, such as changing the drugs’ status from over-the-counter to prescription only on January 13th, followed by a ban on the use of the drug two months later.

In contrast to Switzerland, France has a high 19.12% Covid-19 mortality rate.

  • Further evidence demonstrating the life-saving benefit of Hydroxychloroquine for Covid-19 infected patients comes from clinical trials conducted by the world renowned virologist, Didier Raoult, MD, PhD: patients treated with Hydroxychloroquine were at minimal risk of death:  0.52%.

The US government, like France, issued draconian restrictions on the use of Hydroxychloroquine – nationally and through numerous state edicts that resulted in exceedingly high death rates.

  • The US tops the world with the most reported COVID-19 deaths. (as of August 9th) This evidence of a smoking gun; providing grounds for legal action.
  • On August 18th US Senators Ron Johnson, Mike Lee and Ted Cruz wrote a letter to FDA Commissioner, Stephen Hahn, requesting substantiating scientific evidence in support of FDA’s withdrawal of the Emergency Use Authorization for Hydroxychloroquine in the treatment of the coronavirus. And they requested outcome studies, reports, and data from the US and internationally, about the treatment of patients with HCQ or Chloroquine under a doctor’s supervision outside of hospitals. They request a response by Aug.25th

As more and more Frontline Doctors and honest scientists have become convinced by the evidence that Hydroxychloroquine is a life-saving, safe treatment against Covid-19, calling it a cure for COVID-19– the drug became a political battlefield.

Honest doctors who dispute the official Covid-19 narrative are under siege; they are subjected to a coordinated government-media censorship campaign. Medical doctors are being threatened for using their professional judgment which is supported by both scientific and clinical evidence.

  • Doctors are being vilified for putting the lives of their patients first – which is their sworn duty under the Hippocratic Oath, “First, do no harm.”

Frontline Doctors who speak publicly about the evidence from their own clinical experience of having saved hundreds of lives by use of hydroxychloroquine in combination with Zinc, and Azithromycin, are being threatened by state Medical Licensing Boards and by Congressional representatives.

Fronline Doctors in DC

On July 27, America’s Frontline Doctors held a “White Coat Summit” in Washington D.C., during which they exposed a “massive disinformation campaign” against the life-saving ability of Hydroxychloroquine.

The Big Tech cartel totally blacked out the event from the Internet and shut down America’s Frontline Doctors’ website in a grotesque effort to prevent the truth from reaching the public. This is the equivalent of Nazi book burning. Indeed the tactics of Big Tech follow closely the Goebel’s Propaganda playbook

These tech giants are financially intertwined with Big Pharma; they have captured the media narrative, deliberately preventing the public from gaining access to the truth.

  • The truth about Covid-19, and the truth about an existing effective treatment, poses a serious financial threat to the projected market of 7 billion people – for a yet undeveloped vaccine.

Dr. Anthony Fauci’s narrative about Covid-19 is identical to that of Bill Gates, who has billions of dollars invested in a yet to be developed vaccine – and investment in technology aimed at tracking compliance with vaccination mandates that he promotes. The Gates – Fauci false market-driven narrative is parroted by the World Health Organization, the National Institute of Health, and the Center for Disease Control – all of who have private-public partnerships with the Gates Foundation.

This marketing propaganda juggernaut has paralyzed much of the Western world for over six months; it has devastated economies, and has resulted in hundreds of thousands of preventable deaths!

Dr. Nass’ itemized checklist of false claims that have been refuted by a growing body of evidence – both published scientific evidence, and empirical evidence from emergency care physicians and medical doctors in clinical practice.

The evidence led an initial 600 doctors to sign a letter of protest against unfounded restrictions on the use of a life-saving therapy. The overwhelming evidence refutes the carefully scripted false narrative about the danger posed by Hydroxychloroquine.

Thousands of patients in the real world were cured when treated early with hydroxychloroquine in combination with other, FDA-approved, available cheap drugs. People who were prescribed hydroxychloroquine prophylactically, avoided serious symptoms from the infection.

  • Read the White Paper on Hydroxychloroquine by Simone Gold, MD, JD in which she documents the indisputable safety of the drug that has been FDA-approved for 65 years.
  • Examine also, a compilation of medical studies in support of prescribing Hydroxychloroquine for Early Stage Covid-19 by Vladimir Zelenco, MD, Harvey A Risch, MD, PhD and George C Fareed, MD; and a list of 78 global studies (47  peer reviewed and 31 preprints). These studies demonstrate that early treatment with Hydroxychloroquine is effectove, whereas late treatment shows mixed results.
  • You can sign a petition in support of medical freedom. Tell the FDA to release hydroxychloroquine as a possible cure for COVID-19.

Physicians – not government bureaucrats – must be free to use their professional judgement to prescribe what’s best for their patients. So far, there are 41,462 co-signatories to the petition.

Meryl Nass, MD

Dr. Nass’ checklist begins with government edicts that were issued to prevent medical doctors from using the drug in ways it is most likely to be effective (in outpatients at onset of illness).

Government prohibitions against the use of the drug outside of controlled clinical trials – that were designed to show no benefit – included 3 large, randomized, multi-center clinical trials — Recovery, Solidarity and REMAP-Covid) – each of them controlled the dose by specifying extremely high doses of hydroxychloroquine; doses that were known to be toxic and potentially lethal. [Dr. Nass’ previous articles analyzed these trials in detail here and here.]

A 4th study, conducted in China also used comparable toxic high doses of hydroxychloroquine (3.6 g HCQ in the first three days and 800mg/day thereafter). This study also reported no benefit from HCQ.

  • Why would scientists design clinical trials that subject thousands of patients to known to be toxic doses of a drug? And why would governments support these unethical trials?

Dr. Nass points out in #41 of her checklist: Hydroxychloroquine use is truly the wedge issue for understanding and turning around the pandemic.  If hydroxychloroquine works reasonably well as a prophylactic and treatment for Covid-19, it could potentially end the seriousness of the pandemic and return us to life as we knew it.

“We Have No Mercy on You People”: Persecution of Christians, July 2020

‘[T]here are young girls who have been abducted and enslaved, forced into sexual slavery by some of these guerrillas, these insurgents, these terrorists… We know that the recruitment of boys and adolescents, some of them very young, aged 14, 15, 16, is

Source: “We Have No Mercy on You People”: Persecution of Christians, July 2020

Flexible Teaching Model: A Seamless Pivot from Face-to-Face to Online Teaching

Faculty Focus | Higher Ed Teaching & Learning

August 24, 2020 Julie Sochacki, JD

A Flexible Teaching Model: A Seamless Pivot from Face-to-Face to Online Teaching

When I envision teaching this fall, my highest priorities are social presence and flexibility. No matter the outcome of the fall 2020 semester, my goal is for students to leave my course feeling as if they were part of a community in which their voices mattered. I want to embrace critical thinking and rigor, which have the power to transform students. This year, I am adopting a flexible teaching model that meets my expectations, and will guide and support my students through these unchartered waters. Within my model, I have considered content delivery; collaborative, active learning; synchronous experiences; and a strong social presence. The following is my plan for the fall semester:

Content delivery

Content such as videos, audios, recorded presentations, articles, and other resources will be organized online and intuitively arranged in folders, so that students can easily navigate the course. Our current reality has forced me to reassess the content that I offer students. I am prioritizing my existing content and embracing a quality-over-quantity approach in which I offer a bit less content but more consistent, immediate feedback. I am also shifting to more compelling content, some being videos made by others. Yes, I enjoy narrating presentations, but I also appreciate the excitement of finding and adopting an already-created, right-on-point video. Learners appreciate a variety of content offerings. If a course has multiple sections, various instructors can share in the organization of content to lighten the load. Students can also be responsible for finding a piece of content and posting it on a discussion board with an explanation of why an article, video clip, piece of artwork, method of solving a problem, or poem is important. Students feel a sense of ownership and become more responsible for their own learning when they are required to take the lead.

Rationale: Providing all content online frees instructors’ obligations of ensuring that all students hear and view content synchronously. The online content—at the students’ fingertips—reduces questions and supports student learning. Wearing a mask while lecturing and live streaming those lectures for students who cannot be present can make content delivery cumbersome in the face-to-face environment. Posting all content online is also a proactive step in the event that multiple class sessions move completely online.

Collaborative, active learning

I have also determined that most active learning and student collaboration will happen outside of the face-to-face classroom in my own courses. Once students collaborate, they can then report back in an organized way. For example, I can ask students an essential question directly related to our weekly objectives. Students can pair up and answer this question together via FaceTime, Zoom, WebEx, or even through the good old telephone. Students can even use shared documents through Google or Microsoft. Once students finish their discussions—similar to a think-pair-share—they can post their ideas on the discussion board. This exchange of ideas initiates a conversation that begins online and then continues in a synchronous class environment.

Rationale: Active learning is an important part of the learning process. However, physical distancing while wearing masks can make face-to-face, in-class collaborations difficult. Communicating with each other in an online platform gives students the freedom and autonomy to collaborate safely and effectively, and as a bonus, they can see each other’s faces! Students can choose from a wide array of online communication tools that fit their needs for small group collaborative sessions. Instructors can also attend some small group sessions to model communication skills and to act as a catalyst for deeper inquiry.

Synchronous experiences

You may be wondering, If content and student collaborations occur online, then how will I use my face-to-face class time? Some universities—like mine—have adopted a model in which most instructors will see half the students on one day and the rest of the students during the next class meeting. These smaller groups work well for Q&A sessions, town hall meetings, discussions to deepen learner understanding, opportunities to build connections with students, and even troubleshooting when students become stuck. These sessions will be valuable, and guide and support students as they navigate through the course.

Rationale: If a face-to-face meeting is not possible, this model easily allows instructors to engage the entire class synchronously online. Therefore, if a circumstance arises and the class cannot gather together, the course flow is not interrupted, and productivity and support still occur in the online synchronous environment.

Strong social presence

Besides synchronously meeting with students once a week, I want to create a strong social presence that is consistent, intentional, and predictable. Cultivating a sense of community in a learner-centered classroom is part of my teaching philosophy; I want to be present in a variety of ways. I plan to start each week with a short audio recording that sets the tone. Even if this information can be found somewhere else within the course, it is important for students to hear my voice guiding them through the expectations for the week. I also plan to be present on the discussion board, where I’ll provide feedback and ask deeper questions to encourage critical thinking. Additionally, most students appreciate individual email check ins. When students are absent or falling behind, I plan to communicate with them individually and offer support. A strong social presence also means holding office hours, which I now call “student hours.” I recently read that a professor adopted this new name for office hours, and I agree that shifting to “student hours” sends a message to students that this precious time is reserved for them.

Rationale: Besides the weekly synchronous meeting, instructors should provide several interactions each week so that students feel the instructors’ presence. Multiple modes of communication throughout the week allow instructors to create a community of learners no matter what the circumstances might be.

This flexible teaching model resonates with me because no matter the scenario, this model works. For example, if circumstances arise in which one or more students must be 100% online, they can access the content, collaborate with peers, and even tune in for synchronous meetings via an online platform. Meanwhile a strong social presence will support students as they navigate the course. If circumstances dictate that I must move my course completely online—without disruption—my only modification becomes a weekly synchronous online meeting for the entire class instead of smaller face-to-face meetings. As we plan for the fall, creating a structure that allows instructors to support students through any situation becomes vital. You can also modify this model to meet your individualized needs as you create a plan that supports a learner-centered environment for your students.

How Flexible is Too Flexible?

Leadership and Learning with Kevin Eikenberry.
flexibility

We are facing working situations and complications that most have never faced before. And while enlightened leaders want to provide flexibility to their team members to accommodate these trying and challenging times, the work must still be done. This paradox raises leadership flexibility to new importance. How flexible is too flexible? How do we get the work done and take care of people? Here’s how to strike that balance.

What are We Balancing?

When you strip away all of the noise of the news and things about this situation that seems new and unique, the fundamental question is no different than what leaders should always consider.

How do we balance the needs of the business from the needs of the team members?

Or, how do we balance the work with the workers?

In The Long-Distance Leader: Rules for Remarkable Remote Leadership we introduced the 3-O Model of leadership that states that leadership is about finding the balance between three factors:

  • Outcomes
  • Others
  • Ourselves

The flexibility we seek now is the fundamental balance between outcomes and others. While situation is different in a COVID world, the challenge of the balance is the same.

Flexibility is the Key to Balance

Since I don’t know your business, your situation, the needs of your location, or the specific situations your team members face, I cannot give you a specific prescription for finding the balance you need.  Even if I tried, it wouldn’t work. So rather than suggesting the solution, I will give you some things to consider when creating your needed flexibility.

  • Priorities are key. Here I am not talking about the priories we state and put on the walls of the conference room (that no one can see now) that read: “People are our top priority.”  Rather, I am talking about the realities of this week, next week and the rest of the year. Do you have the team capacity, energy and focus to reach the business goals in front of you? If the answer is yes, it makes it easier to be flexible with team members to deal with the rest of their life situations. If you look at the workload and find a lack of capacity the decisions might need to be different.
  • Balance isn’t static. Chances are that the need for and capacity for flexibility could look different in each of those time horizons. When you consider the needs of the organization in each time window, rather than overall you make the decisions more accurate and manageable for everyone. Rather than trying to find a policy that will fit every situation and business need, strive to create guidelines and practices that will allow both leadership and line workers to adjust to the needs of the work and the workers daily or weekly, rather than with one approach that can’t be altered. Flexibility will come easier when we realize that there isn’t a perfect balance but rather is something we strive for as conditions continue to change.
  • Solve it together. As a leader you want to find a level of flexibility that will address the needs of the business and meets the needs of the team too. And since those needs are both changing, trying to do the calculus of finding the right answer alone, likely will be difficult. That’s why everyone will be well served to solve it together.  Bring the business needs to the table and have the team bring their needs too.  When you work together to find the flexibility that is needed you will get better solutions, and just as importantly, solutions that everyone can support, even if they aren’t perfect.

My dad used to say that leadership was hard, that’s why you got paid. If you have been leading for long, you know he was right. The situations we find ourselves in today weren’t something he or we could have anticipated. But with a clear plan and the help of your team, you can find solutions that you can make work – for both the organization and the team.

Emotional Intelligence Key To Successful Leadership

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Learning How to Be More Aware

Emotional Intelligence in Leadership - Learning How to Be More Aware

© iStockphoto
Cisquete

Does your emotional intelligence lift your team to new heights?

When you think of a “perfect leader,” what comes to mind?

You might picture someone who never lets his temper get out of control, no matter what problems he’s facing. Or you might think of someone who has the complete trust of her staff, listens to her team, is easy to talk to, and always makes careful, informed decisions.

These are qualities of someone with a high degree of emotional intelligence

.

What Is Emotional Intelligence?

Emotional intelligence or EI is the ability to understand and manage your own emotions, and those of the people around you. People with a high degree of emotional intelligence know what they’re feeling, what their emotions mean, and how these emotions can affect other people.

For leaders, having emotional intelligence is essential for success. After all, who is more likely to succeed – a leader who shouts at his team when he’s under stress, or a leader who stays in control, and calmly assesses the situation?

According to Daniel Goleman, an American psychologist who helped to popularize emotional intelligence, there are five key elements to it:

  1. Self-awareness.
  2. Self-regulation.
  3. Motivation.
  4. Empathy.
  5. Social skills.

The more a leader, manage each of these areas, the higher your emotional intelligence. So, let’s look at each element in more detail and examine how you can grow as a leader.

Emotional Intelligence in Leadership

1. Self-awareness

If you’re self-aware, you always know how you feel, and you know how your emotions and your actions can affect the people around you. Being self-aware when you’re in a leadership position also means having a clear picture of your strengths and weaknesses, and it means behaving with humility

So, what can you do to improve your self-awareness?

  • Keep a journal – Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.
  • Slow down – When you experience anger or other strong emotions, slow down to examine why. Remember, no matter what the situation, you can always choose how you react to it. (Our article on Managing Your Emotions at Work
  • will help you understand what your emotions are telling you.)

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.

This element of emotional intelligence, according to Goleman, also covers a leader’s flexibility and commitment to personal accountability

So, how can you improve your ability to self-regulate?

  • Know your values – Do you have a clear idea of where you absolutely will not compromise? Do you know what values
  • are most important to you? Spend some time examining your “code of ethics.” If you know what’s most important to you, then you probably won’t have to think twice when you face a moral or ethical decision – you’ll make the right choice.
  • Hold yourself accountable – If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You’ll probably sleep better at night, and you’ll quickly earn the respect of those around you.
  • Practice being calm – The next time you’re in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What’s more, this helps you challenge your reactions to ensure that they’re fair!

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high standards for the quality of their work.

How can you improve your motivation?

  • Re-examine why you’re doing your job – It’s easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you’re unhappy in your role and you’re struggling to remember why you wanted it, try the Five Whys

technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way.

And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting

.Know where you stand – Determine how motivated you are to lead. Our Leadership Motivation Assessment can help you see clearly how motivated you are in your leadership role. If you need to increase your motivation to lead, it directs you to resources that can help.

Be hopeful and find something good – Motivated leaders are usually optimistic

  • , no matter what problems they face. Adopting this mindset might take practice, but it’s well worth the effort. Every time you face a challenge, or even a failure, try to find at least one good thing about the situation. It might be something small, like a new contact, or something with long-term effects, like an important lesson learned. But there’s almost always something positive, if you look for it.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders with empathy have the ability to put themselves in someone else’s situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

If you want to earn the respect and loyalty of your team, then show them you care by being empathic.

How can you improve your empathy?

  • Put yourself in someone else’s position – It’s easy to support your own point of view. After all, it’s yours! But take the time to look at situations from other people’s perspectives. See our article on Perceptual Positions

for a useful technique for doing this. Pay attention to body language – Perhaps when you listen to someone, you cross your arms, move your feet back and forth, or bite your lip. This body language

  • tells others how you really feel about a situation, and the message you’re giving isn’t positive! Learning to read body language can be a real asset in a leadership role, because you’ll be better able to determine how someone truly feels. This gives you the opportunity to respond appropriately.
  • Respond to feelings – You ask your assistant to work late – again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you’re just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).

5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great communicators. They’re just as open to hearing bad news as good news, and they’re expert at getting their team to support them and be excited about a new mission or project.

Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They’re rarely satisfied with leaving things as they are, but they don’t sit back and make everyone else do the work: they set an example with their own behavior.

So, how can you build social skills?

  • Learn conflict resolution – Leaders must know how to resolve conflicts between their team members, customers, or vendors. Learning conflict resolution
  • skills is vital if you want to succeed. Improve your communication skills – How well do you communicate? Our communication quiz will help you answer this question, and it will give useful feedback on what you can do to improve. Learn how to praise others – As a leader, you can inspire the loyalty of your team simply by giving praise
  • when it’s earned. Learning how to praise others is a fine art, but well worth the effort.

Key Points

To be effective, leaders must have a solid understanding of how their emotions and actions affect the people around them. The better a leader relates to and works with others, the more successful he or she will be.

Take the time to work on self-awareness, self-regulation, motivation, empathy, and social skills. Working on these areas will help you excel in the future!

Watch for Election Meddling by Iran and Other Adversaries of America

Tehran used that influx of revenues to expand its influence throughout the region and beyond, including in Syria, Iraq, Yemen, Lebanon, the Gaza Strip, Venezuela and the tri-border area of Argentina, Paraguay and Brazil. The expansion campaign proved to

Source: Watch for Election Meddling by Iran and Other Adversaries of America

This Day in History: August 30

Encyclopaedia Britannica

Guion Bluford 1983 – Historic spaceflight by Guion S. Bluford, Jr. U.S. astronaut Guion S. Bluford, Jr., became on this day in 1983 the first African American to travel into space, serving as a mission specialist aboard the shuttle orbiter Challenger, and later flew on three other missions. NASA

Andrew Jackson

1813 – During the Creek War, some 250 frontiersmen were killed by the Red Sticks, a Native American faction, in what became known as the Fort Mims Massacre, and in retaliation a militia led by General Andrew Jackson later destroyed two Indian villages.