activistpost--2020-08-23--The National Center for Atmospheric Research and the New Manhattan Project

As its name implies , evidence indicates that the National Center for Atmospheric Research ( NCAR ) in Boulder , CO has been instrumental in the development of today ’ s New Manhattan Project .
NCAR was founded by many people with serious implications for the New Manhattan Project .
NCAR has historically been and continues to be near the forefront of supercomputer atmospheric modeling .
NCAR has been heavily involved in the field of meteorological aircraft .
Lastly , a former head of the organization has authored books containing New Manhattan Project disinformation .
To learn what the New @ @ @ @ @ @ @ the whole backstory here , please refer to the new , greatly revised and expanded second edition of the author ’ s book Chemtrails Exposed : A New Manhattan Project available now exclusively at Amazon .
Since its founding in 1960 the National Center for Atmospheric Research has been deeply involved in weather modification and other large-scale meteorological experiments .
Being that today ’ s New Manhattan Project is a global weather modification program , this information is relevant .
Today ’ s NCAR is operated under contract with the National Science Foundation @ @ @ @ @ @ @ .
The University Corporation for Atmospheric Research represents 23 universities with graduate programs in the atmospheric sciences .
The history of today ’ s NCAR begins in 1956 when Detlev Bronk ( 1897-1975 ) , president of the National Academy of Sciences , appointed a committee to , “ consider and recommend means by which to increase our understanding and control of the atmosphere.
” This Committee on Meteorology included such New Manhattan Project luminaries as Thomas F. Malone ( 1917-2013 ) , John von Neumann ( 1903-1957 ) , Jule Charney ( @ @ @ @ @ @ @ 1908-2003 ) .
Two years later , this Committee on Meteorology issued a report suggesting that a corporation of universities runs a National Institute of Atmospheric Research , and that national funding for atmospheric research in general be increased .
The issuance of the report was shortly followed by a planning conference attended by Malone , Teller , and many other leaders in the fields of atmospheric science and weather modification .
The attendees passed a resolution approving the findings of the Committee on Meteorology report as they noted the need for large-scale @ @ @ @ @ @ @ reads , “ a national institute for atmospheric research , operated by an association of universities , should be established to bring together scientists from meteorology and the related physical sciences and to provide research facilities on a scale required to cope with a global nature of the meteorological problem.
” After reaching out to every university with a meteorology program , another meeting was held about a month later where the attendees constituted themselves as the University Committee on Atmospheric Research .
The first meeting for the purpose of formally organizing today @ @ @ @ @ @ @ State University in July of 1958 where Dr. Malone agreed to serve as the executive director pro tem of the University Committee on Atmospheric Research and assembled his planning staff .
On March 16 , 1959 the University Committee on Atmospheric Research was incorporated in Delaware as the University Corporation for Atmospheric Research ( UCAR ) .
The first UCAR board of trustees meeting was held a couple of weeks later in Tuscon , Arizona .
At this Tuscon meeting , Henry G. Houghton was elected chairman while Dr. Malone was elected as @ @ @ @ @ @ @ of the executive committee .
Dr. Malone was later to become chairman of NCAR ’ s board of trustees .
In September of 1959 the National Science Board authorized the National Science Foundation to begin contracting with UCAR and funds were provided for the establishment of a small scientific staff for planning research programs and facilities .
On April 26 , 1960 the UCAR board of directors appointed Walter Orr Roberts ( 1915-1990 ) as the first director of what was still being called the National Institute of Atmospheric Research .
By October @ @ @ @ @ @ @ a local business office for UCAR with a small staff in Boulder on the campus of the University of Colorado .
On October 11 , 1960 the board of UCAR trustees voted unanimously to recommend to the NSF that the permanent headquarters of UCAR be located on Table Mountain near Boulder .
On July 18 , 1961 the UCAR Executive Committee approved the choice of I.M .
Pei and Associates as the architect of the UCAR and NCAR headquarters .
NCAR ’ s first and temporary headquarters had been established in the University @ @ @ @ @ @ @ Manhattan Project organizations and individuals have been involved with NCAR .
Bernard Vonnegut ( 1914-1997 ) had a hand in establishing NCAR .
Alfred Lee Loomis ( 1887-1975 ) was involved in funding and building NCAR ’ s High Altitude Observatory .
Lastly , at a 1977 meeting held at NCAR headquarters , members of the JASON group produced a climate model which supported the theory of man-made global warming .
NCAR has been and continues to be a leader in supercomputer atmospheric modeling .
Supercomputer atmospheric modeling is important to the New @ @ @ @ @ @ @ s geoengineers to see the most probable outcomes of their interventions as they attempt to modify and control the weather .
The atmospheric models are computer programs that are designed to predict the outcomes while supercomputers handle the extremely complex mathematical computations necessary for such predictions .
By April of 1961 NCAR had its first supercomputer : the IBM 1620 .
The early breakthrough Global Circulation Models were partially developed at NCAR .
NCAR was instrumental in the development of the important Program for Climate Model Diagnosis and Intercomparison .
NCAR contributed to @ @ @ @ @ @ @ System Model – a variant of which is probably what is in use today as part of the New Manhattan Project .
NCAR has traditionally been a prolific buyer of supercomputers and in 2012 began operations at their new NCAR-Wyoming Supercomputing Center .
A branch of aviation is dedicated to the production , maintenance , and use of aircraft that have been modified in order to carry out meteorological experiments .
These types of aircraft are commonly referred to as meteorological aircraft and NCAR has been deeply involved in this field .
In @ @ @ @ @ @ @ Facility was created .
An advisory panel to this facility was also created and a member of this advisory panel by the name of Charles E. Anderson ( 1919-1994 ) is of particular note to this investigation .
In 1960 Anderson earned his PhD in meteorology from the Massachusetts Institute of Technology .
Dr. Anderson had previously attended the Army Air Forces Meteorological Aviation Cadet Program at the University of Chicago .
He later became an executive at the Douglas Aircraft Corporation .
The Douglas Aircraft Corporation is important to this investigation because @ @ @ @ @ @ @ product of a collaboration between the Douglas Aircraft Corporation and the US Army Air Forces .
As detailed in the author ’ s recent article “ The RAND Corporation and the New Manhattan Project , ” the RAND Corporation has serious implications for the production of today ’ s New Manhattan Project .
Over the years , NCAR ’ s Research Aviation Facility has served as one of the world ’ s premiere centers for meteorological aircraft .
In the spring of 1969 , the National Science Foundation agreed to provide the funds @ @ @ @ @ @ @ own airplane hangar at the Jefferson County Airport .
Construction was completed by December of 1970 .
Some of the aircraft in NCAR ’ s fleet have been : a Beech 99 , a North American Rockwell Sabreliner turbojet , and a Queen Air N303D .
Scientists at the Langmuir Lab in New Mexico have used NCAR ’ s Sabreliner to drop aluminum chaff .
This is of particular note to our investigation because evidence indicates that Langmuir Lab has been instrumental to the development of today ’ s New Manhattan Project ( @ @ @ @ @ @ @ decades , NCAR and the Langmuir Lab have worked together extensively .
A man by the name of Richard A. Anthes was the president of UCAR from 1988 to 2012 ; during the time when large-scale , domestic spraying operations began .
He has also been the director of NCAR .
In 1978 Anthes was published as the co-author of a book containing disinformation about chemtrails .
The Atmosphere second edition makes a case for the theory of man-made global warming and tells us that chemtrails are contrails .
After providing us with @ @ @ @ @ @ @ contrails , The Atmosphere gives us a full-color photograph of chemtrails that the authors incorrectly label as contrails .
The caption reads , “ Bands of cirrus clouds forming from contrails.
” Following up , in 1997 Anthes alone was published as the author of Meteorology seventh edition .
In this book , Anthes follows the familiar pattern of making a case for the theory of man-made global warming and providing us with an image of a chemtrail incorrectly labeled as a condensation trail .
To spice it up a little bit this @ @ @ @ @ @ @ upon how there are too many people on planet Earth and how that is a problem as well .
All of these things are common NMP disinformation tactics .
Today ’ s geoengineers advocate for something called solar radiation management ( SRM ) geoengineering which involves the atmospheric spraying of particulate matter ( chemtrails ) .
Unsurprisingly , today ’ s NCAR is absolutely up to their eyeballs in geoengineering .
The main thrust of NCAR ’ s effort here appears to involve their current atmospheric modeling program known as the Community Earth @ @ @ @ @ @ @ the previously mentioned Community Climate System Model .
This is all part of their Geoengineering Modeling Research Consortium which involves a slew of the usual suspects such as Harvard ’ s David Keith .
NCAR has even gone so far as to produce an extensive modeling effort designed to explicitly show the effects of SRM geoengineering on the Earth ’ s average temperature .
This effort is known as the Stratospheric Aerosol Geoengineering Large Ensemble project ; and guess what ?
They found that SRM geoengineering works !
Now all they need is @ @ @ @ @ @ @ a book by Dorothy Schaffter , published by Frederick A. Praeger , 1969 “ The University Corporation for Atmospheric Research and the National Center for Atmospheric Research 1960-1970 : An Institutional History ” a report by Elisabeth Lynn Hallgren , published by the Board of Trustees of the University Corporation for Atmospheric Research , March 1974 The Atmosphere second edition a book by Richard A. Anthes , Hans A. Panofsky , John J. Cahir , and Albert Rango , published by Bell & Howell , 1978 PeterAKirby.com My Minds page My Parler page @ @ @ @ @ @ @ BitChute channel Peter A. Kirby is a San Rafael , CA researcher , author , and activist .
Please buy the greatly revised and expanded second edition of his book Chemtrails Exposed : A New Manhattan Project available now exclusively at Amazon .
Also please join his email list at his website PeterAKirby.com .
Subscribe to Activist Post for truth , peace , and freedom news .
Send resources to the front lines of peace and freedom HERE !
Follow us on SoMee , HIVE , Parler , Flote , Minds , and @ @ @ @ @ @ @ from what ’ s coming !
Get a free issue of Counter Markets today .

By Peter A. Kirby
As its name implies, evidence indicates that the National Center for Atmospheric Research (NCAR) in Boulder, CO has been instrumental in the development of today’s New Manhattan Project. NCAR was founded by many people with serious implications for the New Manhattan Project. NCAR has historically been and continues to be near the forefront of supercomputer atmospheric modeling. NCAR has been heavily involved in the field of meteorological aircraft. Lastly, a former head of the organization has authored books containing New Manhattan Project disinformation. To learn what the New Manhattan Project is, as well as the whole backstory here, please refer to the new, greatly revised and expanded second edition of the author’s book Chemtrails Exposed: A New Manhattan Project available now exclusively at Amazon.
Since its founding in 1960 the National Center for Atmospheric Research has been deeply involved in weather modification and other large-scale meteorological experiments. Being that today’s New Manhattan Project is a global weather modification program, this information is relevant. Today’s NCAR is operated under contract with the National Science Foundation by the University Corporation for Atmospheric Research. The University Corporation for Atmospheric Research represents 23 universities with graduate programs in the atmospheric sciences.
The history of today’s NCAR begins in 1956 when Detlev Bronk (1897-1975), president of the National Academy of Sciences, appointed a committee to, “consider and recommend means by which to increase our understanding and control of the atmosphere.” This Committee on Meteorology included such New Manhattan Project luminaries as Thomas F. Malone (1917-2013), John von Neumann (1903-1957), Jule Charney (1917-1981), and Edward Teller (1908-2003). Two years later, this Committee on Meteorology issued a report suggesting that a corporation of universities runs a National Institute of Atmospheric Research, and that national funding for atmospheric research in general be increased. The issuance of the report was shortly followed by a planning conference attended by Malone, Teller, and many other leaders in the fields of atmospheric science and weather modification. The attendees passed a resolution approving the findings of the Committee on Meteorology report as they noted the need for large-scale (global) operations. The resolution reads, “a national institute for atmospheric research, operated by an association of universities, should be established to bring together scientists from meteorology and the related physical sciences and to provide research facilities on a scale required to cope with a global nature of the meteorological problem.” After reaching out to every university with a meteorology program, another meeting was held about a month later where the attendees constituted themselves as the University Committee on Atmospheric Research. The first meeting for the purpose of formally organizing today’s UCAR was held at Pennsylvania State University in July of 1958 where Dr. Malone agreed to serve as the executive director pro tem of the University Committee on Atmospheric Research and assembled his planning staff.
On March 16, 1959 the University Committee on Atmospheric Research was incorporated in Delaware as the University Corporation for Atmospheric Research (UCAR). The first UCAR board of trustees meeting was held a couple of weeks later in Tuscon, Arizona. At this Tuscon meeting, Henry G. Houghton was elected chairman while Dr. Malone was elected as a trustee-at-large as well as a member of the executive committee. Dr. Malone was later to become chairman of NCAR’s board of trustees. In September of 1959 the National Science Board authorized the National Science Foundation to begin contracting with UCAR and funds were provided for the establishment of a small scientific staff for planning research programs and facilities. On April 26, 1960 the UCAR board of directors appointed Walter Orr Roberts (1915-1990) as the first director of what was still being called the National Institute of Atmospheric Research.
By October of 1960, director Roberts had secured a local business office for UCAR with a small staff in Boulder on the campus of the University of Colorado. On October 11, 1960 the board of UCAR trustees voted unanimously to recommend to the NSF that the permanent headquarters of UCAR be located on Table Mountain near Boulder. On July 18, 1961 the UCAR Executive Committee approved the choice of I.M. Pei and Associates as the architect of the UCAR and NCAR headquarters. NCAR’s first and temporary headquarters had been established in the University of Colorado Armory.
Other important New Manhattan Project organizations and individuals have been involved with NCAR. Bernard Vonnegut (1914-1997) had a hand in establishing NCAR. Alfred Lee Loomis (1887-1975) was involved in funding and building NCAR’s High Altitude Observatory. Lastly, at a 1977 meeting held at NCAR headquarters, members of the JASON group produced a climate model which supported the theory of man-made global warming.
Supercomputer atmospheric modeling
NCAR has been and continues to be a leader in supercomputer atmospheric modeling. Supercomputer atmospheric modeling is important to the New Manhattan Project because it allows today’s geoengineers to see the most probable outcomes of their interventions as they attempt to modify and control the weather. The atmospheric models are computer programs that are designed to predict the outcomes while supercomputers handle the extremely complex mathematical computations necessary for such predictions.
By April of 1961 NCAR had its first supercomputer: the IBM 1620. The early breakthrough Global Circulation Models were partially developed at NCAR. NCAR was instrumental in the development of the important Program for Climate Model Diagnosis and Intercomparison. NCAR contributed to the development of the landmark Community Climate System Model – a variant of which is probably what is in use today as part of the New Manhattan Project. NCAR has traditionally been a prolific buyer of supercomputers and in 2012 began operations at their new NCAR-Wyoming Supercomputing Center.
Meteorological aircraft
A branch of aviation is dedicated to the production, maintenance, and use of aircraft that have been modified in order to carry out meteorological experiments. These types of aircraft are commonly referred to as meteorological aircraft and NCAR has been deeply involved in this field.
In March of 1964 the NCAR Research Aviation Facility was created. An advisory panel to this facility was also created and a member of this advisory panel by the name of Charles E. Anderson (1919-1994) is of particular note to this investigation. In 1960 Anderson earned his PhD in meteorology from the Massachusetts Institute of Technology. Dr. Anderson had previously attended the Army Air Forces Meteorological Aviation Cadet Program at the University of Chicago. He later became an executive at the Douglas Aircraft Corporation. The Douglas Aircraft Corporation is important to this investigation because today’s RAND Corporation is the product of a collaboration between the Douglas Aircraft Corporation and the US Army Air Forces. As detailed in the author’s recent article “The RAND Corporation and the New Manhattan Project,” the RAND Corporation has serious implications for the production of today’s New Manhattan Project. Over the years, NCAR’s Research Aviation Facility has served as one of the world’s premiere centers for meteorological aircraft.
In the spring of 1969, the National Science Foundation agreed to provide the funds for the construction of NCAR’s own airplane hangar at the Jefferson County Airport. Construction was completed by December of 1970. Some of the aircraft in NCAR’s fleet have been: a Beech 99, a North American Rockwell Sabreliner turbojet, and a Queen Air N303D. Scientists at the Langmuir Lab in New Mexico have used NCAR’s Sabreliner to drop aluminum chaff. This is of particular note to our investigation because evidence indicates that Langmuir Lab has been instrumental to the development of today’s New Manhattan Project (NMP). Over the years and decades, NCAR and the Langmuir Lab have worked together extensively.
Richard A. Anthes
A man by the name of Richard A. Anthes was the president of UCAR from 1988 to 2012; during the time when large-scale, domestic spraying operations began. He has also been the director of NCAR.
In 1978 Anthes was published as the co-author of a book containing disinformation about chemtrails. The Atmosphere second edition makes a case for the theory of man-made global warming and tells us that chemtrails are contrails. After providing us with some convoluted nonsense about the formation of contrails, The Atmosphere gives us a full-color photograph of chemtrails that the authors incorrectly label as contrails. The caption reads, “Bands of cirrus clouds forming from contrails.”
Following up, in 1997 Anthes alone was published as the author of Meteorology seventh edition. In this book, Anthes follows the familiar pattern of making a case for the theory of man-made global warming and providing us with an image of a chemtrail incorrectly labeled as a condensation trail. To spice it up a little bit this time, in Meteorology Anthes also expounds upon how there are too many people on planet Earth and how that is a problem as well. All of these things are common NMP disinformation tactics.
Today’s NCAR
Today’s geoengineers advocate for something called solar radiation management (SRM) geoengineering which involves the atmospheric spraying of particulate matter (chemtrails). Unsurprisingly, today’s NCAR is absolutely up to their eyeballs in geoengineering. The main thrust of NCAR’s effort here appears to involve their current atmospheric modeling program known as the Community Earth System Model – apparently a variant of the previously mentioned Community Climate System Model. This is all part of their Geoengineering Modeling Research Consortium which involves a slew of the usual suspects such as Harvard’s David Keith.
NCAR has even gone so far as to produce an extensive modeling effort designed to explicitly show the effects of SRM geoengineering on the Earth’s average temperature. This effort is known as the Stratospheric Aerosol Geoengineering Large Ensemble project; and guess what? They found that SRM geoengineering works! Now all they need is more funding.
References
The National Science Foundation a book by Dorothy Schaffter, published by Frederick A. Praeger, 1969
“The University Corporation for Atmospheric Research and the National Center for Atmospheric Research 1960-1970: An Institutional History” a report by Elisabeth Lynn Hallgren, published by the Board of Trustees of the University Corporation for Atmospheric Research, March 1974
The Atmosphere second edition a book by Richard A. Anthes, Hans A. Panofsky, John J. Cahir, and Albert Rango, published by Bell & Howell, 1978
Meteorology seventh edition a book by Richard A. Anthes, published by Prentice Hall, 1997
Links
PeterAKirby.com
My Minds page
My Parler page
My GoodReads page
My YouTube channel
My BitChute channel
Websites
ClimateViewer.com
GeoengineeringWatch.org
NoGeoingegneria.com
StopSprayingCalifornia.com
ChemSky.org
NuclearPlanet.com
GlobalSkyWatch.com
ChemtrailsProject.com
ChemtrailsProjectUK.com
ChemtrailSafety.com
Peter A. Kirby is a San Rafael, CA researcher, author, and activist. Please buy the greatly revised and expanded second edition of his book Chemtrails Exposed: A New Manhattan Project available now exclusively at Amazon. Also please join his email list at his website PeterAKirby.com.
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Subscribe to Activist Post for truth, peace, and freedom news. Send resources to the front lines of peace and freedom HERE! Follow us on SoMee, HIVE, Parler, Flote, Minds, and Twitter.
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activistpost--2020-08-23--At Least 13 Killed In Peru Nightclub Stampede Triggered By Police “Social Distancing” Raid

In an example of COVID-19-related law enforcement gone horribly awry , 13 people were killed in a deadly stampede , as patrons tried to flee a surprise police raid on a crowded Lima , Peru nightclub on Saturday night .
At least 6 people were seriously injured , including 3 cops .
Orlando Velasco Mujica , general of the Peruvian National Police Police , told CNN that police were summoned to the Thomas Restobar in the Los Olivos district of Lima , Peru ’ s capital city , on Saturday evening .
They were ordered to shut down an illegal @ @ @ @ @ @ @ 120 people were in attendance .
Peru is struggling with one of Latin America ’ s deadliest and most devastating outbreaks .
Strict social distancing measures have been mandated nationwide , along with a 10 pm curfew in an effort to slow the virus ’ s spread .
Despite taking strict preventative measures early on , Peru has racked up more than 576,000 cases , and more than 27,000 deaths , according to JHU .
The country has Latin America ’ s second-highest infection rate .
Peru ordered the closure of nightclubs and @ @ @ @ @ @ @ extended family gatherings on Aug. 12 .
According to an official statement delivered to CNN , the Ministry of the Interior reported that the police did not use “ any type of weapon or tear gas to clear the premises.
” When people began to flee the 2nd floor venue , they were crushed on the steep stairs .
Already , 23 people have been arrested , and officials are looking to hold the owners of the nightclub responsible .
Subscribe to Activist Post for truth , peace , and freedom news .
@ @ @ @ @ @ @ peace and freedom HERE !
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Provide , Protect and Profit from what ’ s coming !
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By Tyler Durden
In an example of COVID-19-related law enforcement gone horribly awry, 13 people were killed in a deadly stampede, as patrons tried to flee a surprise police raid on a crowded Lima, Peru nightclub on Saturday night.
At least 6 people were seriously injured, including 3 cops.
Orlando Velasco Mujica, general of the Peruvian National Police Police, told CNN that police were summoned to the Thomas Restobar in the Los Olivos district of Lima, Peru’s capital city, on Saturday evening. They were ordered to shut down an illegal party, where officials believed more than 120 people were in attendance.
Peru is struggling with one of Latin America’s deadliest and most devastating outbreaks. Strict social distancing measures have been mandated nationwide, along with a 10 pm curfew in an effort to slow the virus’s spread.
Despite taking strict preventative measures early on, Peru has racked up more than 576,000 cases, and more than 27,000 deaths, according to JHU. The country has Latin America’s second-highest infection rate.
Peru ordered the closure of nightclubs and bars back in March, and banned extended family gatherings on Aug. 12.
According to an official statement delivered to CNN, the Ministry of the Interior reported that the police did not use “any type of weapon or tear gas to clear the premises.” When people began to flee the 2nd floor venue, they were crushed on the steep stairs.
Already, 23 people have been arrested, and officials are looking to hold the owners of the nightclub responsible.
Source: Zerohedge
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activistpost--2020-08-23--700+ Medical and Scientific Experts Lambast FCC for Ignoring 5G Environmental and Health Risks

The Federal Communications Commission ( FCC ) is supposed to protect Americans by regulating the telecom industry .
They have a long history of NOT doing so and have become more dangerous since Trump took office ( see 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 ) .
Lawsuits have been filed against the agency for NOT protecting the public from unsafe levels of radiation as well as 5G deployment on the ground ( see 1 , 2 , 3 , 4 , 5 ) and in space .
In addition @ @ @ @ @ @ @ passed resolutions to ban deployment until studies prove it ’ s safe ( see 1 , 2 , 3 , 4 , 5 , 6 ) and ordinances to limit and/or control installation .
State representatives in Hawaii and Illinois have introduced 5G bills .
Congress members have also addressed the agency with safety concerns .
Recently , 700+ medical and scientific experts also confronted the FCC with their 5G objections .
In a letter submitted to the Federal Communications ( FCC ) on August 5th , more than 700 medical professionals and @ @ @ @ @ @ @ called for the agency to stop its incipient approval of commercial use of high spectrum bands for 5G communication until independent scientists have been consulted about the wide array of potential effects such action may have on humans , wildlife and the environment .
“ Humans interfere with nature at our peril , and the agency ’ s apparent disregard for the potential impacts of dramatically expanding the use of these high-frequency bands on our natural world is deeply disturbing , ” the letter states .
“ We urge the Commission , in @ @ @ @ @ @ @ seek the guidance of scientific experts who can enlighten agency officials regarding the possible and probable consequences of its proposed actions.
” The experts cite independent scientific studies showing that high frequency radiofrequency transmissions can interfere with the navigational ability of insects , birds and other animals that use earth ’ s magnetic fields for orientation , as well as other studies showing that certain frequencies can also cause biological and physiological harm to honey bees .
Some studies have linked increasing exposure to radiofrequency radiation with Colony Collapse Disorder ( CCD ) @ @ @ @ @ @ @ learning more about how wireless radiation can adversely impact our natural world , ” says Zoe Berg , Project Manager for non-profit Americans for Responsible Technology , which helped coordinate signatories for the letter .
“ So it ’ s disheartening , and more than a little frightening , that the FCC is either unaware of such research or just unconcerned about it .
American taxpayers deserve an FCC that prioritizes public health and the protection of the environment over the desires of private companies.
” The professional signatories were joined by more @ @ @ @ @ @ @ FCC to delay action on Docket No .
20-133 .
A copy of the letter can be found here .
American opposition to 5G is actually about more than biological and environmental risks ( see 1 , 2 ) .
Federal agencies and other experts warn that 5G also threatens national security , public safety , and weather forecasting accuracy ( see 1 , 2 , 3 ) .
There is so much controversy surrounding this technology that Trump recently withdrew his re-nomination of a veteran FCC commissioner because of it .
Since @ @ @ @ @ @ @ people and animals becoming sick where 5G was installed ( see 1 , 2 , 3 , 4 ) .
This isn ’ t surprising since research has already determined that 5G is NOT SAFE .
Telecom executives also gave congressional testimony that they had NO scientific evidence that it ’ s safe .
Nevertheless , none of this has stopped the FCC from allowing , encouraging , and sometimes forcing deployment .
Become an Activist Post Patron for $ 1 per month at Patreon .
The majority of scientists worldwide are opposed @ @ @ @ @ @ @ ’ s safe .
Cities worldwide AND entire countries have taken action to ban , delay , halt , and limit 5G installation AS WELL AS issue moratoriums ( see 1 , 2 , 3 , 4 , 5 , 6 , 7 ) .
Can you blame them ?
Activist Post reports regularly about the FCC and unsafe technology .
For more information , visit our archives and the following websites : Subscribe to Activist Post for truth , peace , and freedom news .
Send resources to the front lines of @ @ @ @ @ @ @ on SoMee , HIVE , Parler , Flote , Minds , and Twitter .
Provide , Protect and Profit from what ’ s coming !
Get a free issue of Counter Markets today .

By B.N. Frank
The Federal Communications Commission (FCC) is supposed to protect Americans by regulating the telecom industry. They have a long history of NOT doing so and have become more dangerous since Trump took office (see 1, 2, 3, 4, 5, 6, 7, 8, 9).
Lawsuits have been filed against the agency for NOT protecting the public from unsafe levels of radiation as well as 5G deployment on the ground (see 1, 2, 3, 4, 5) and in space. In addition to filing lawsuits, American municipalities have passed resolutions to ban deployment until studies prove it’s safe (see 1, 2, 3, 4, 5, 6) and ordinances to limit and/or control installation. State representatives in Hawaii and Illinois have introduced 5G bills. Congress members have also addressed the agency with safety concerns.
Recently, 700+ medical and scientific experts also confronted the FCC with their 5G objections.
From 5G Crisis:
In a letter submitted to the Federal Communications (FCC) on August 5th, more than 700 medical professionals and scientific experts from across the country have called for the agency to stop its incipient approval of commercial use of high spectrum bands for 5G communication until independent scientists have been consulted about the wide array of potential effects such action may have on humans, wildlife and the environment. “Humans interfere with nature at our peril, and the agency’s apparent disregard for the potential impacts of dramatically expanding the use of these high-frequency bands on our natural world is deeply disturbing,” the letter states. “We urge the Commission, in the strongest possible terms, to proactively seek the guidance of scientific experts who can enlighten agency officials regarding the possible and probable consequences of its proposed actions.” The experts cite independent scientific studies showing that high frequency radiofrequency transmissions can interfere with the navigational ability of insects, birds and other animals that use earth’s magnetic fields for orientation, as well as other studies showing that certain frequencies can also cause biological and physiological harm to honey bees. Some studies have linked increasing exposure to radiofrequency radiation with Colony Collapse Disorder (CCD). “Every day, scientists are learning more about how wireless radiation can adversely impact our natural world,” says Zoe Berg, Project Manager for non-profit Americans for Responsible Technology, which helped coordinate signatories for the letter. “So it’s disheartening, and more than a little frightening, that the FCC is either unaware of such research or just unconcerned about it. American taxpayers deserve an FCC that prioritizes public health and the protection of the environment over the desires of private companies.” The professional signatories were joined by more than 1,700 additional citizens calling for the FCC to delay action on Docket No. 20-133. A copy of the letter can be found here.
American opposition to 5G is actually about more than biological and environmental risks (see 1, 2). Federal agencies and other experts warn that 5G also threatens national security, public safety, and weather forecasting accuracy (see 1, 2, 3). There is so much controversy surrounding this technology that Trump recently withdrew his re-nomination of a veteran FCC commissioner because of it.
Since 2018, there have been reports of people and animals becoming sick where 5G was installed (see 1, 2, 3, 4). This isn’t surprising since research has already determined that 5G is NOT SAFE. Telecom executives also gave congressional testimony that they had NO scientific evidence that it’s safe. Nevertheless, none of this has stopped the FCC from allowing, encouraging, and sometimes forcing deployment.
Become an Activist Post Patron for $1 per month at Patreon.
The majority of scientists worldwide are opposed to deployment until studies show that it’s safe. Cities worldwide AND entire countries have taken action to ban, delay, halt, and limit 5G installation AS WELL AS issue moratoriums (see 1, 2, 3, 4, 5, 6, 7). Can you blame them?
Activist Post reports regularly about the FCC and unsafe technology. For more information, visit our archives and the following websites:
Become a Patron!
Subscribe to Activist Post for truth, peace, and freedom news. Send resources to the front lines of peace and freedom HERE! Follow us on SoMee, HIVE, Parler, Flote, Minds, and Twitter.
Provide, Protect and Profit from what’s coming! Get a free issue of Counter Markets today.


activistpost--2020-08-24--Gates and Big Tech “Reimagine” Post-Human Education: The “New Normal” is A.I. Data-Mining for “Socia

Gates and Big Tech “Reimagine” Post-Human Education: The “New Normal” is A.I. Data-Mining for “Social Credit”

Note : This article first appeared in the July edition of the Counter Markets newsletter .
In 1982 , Special Advisor to the Department of Education ’ s Office of Research and Improvement , Charlotte Thomson Iserbyt , blew the whistle on Project BEST ( Better Education Skills through Technology ) .
A sub-project of President Ronald Reagan ’ s Private Sector Initiative , Project BEST was a plan to corporatize the American education system through public-private partnerships with Big Tech companies which replace human teachers with Skinnerian “ teaching machines ” programmed with psychological conditioning algorithms that train students @ @ @ @ @ @ @ .
Now , almost fifty years later , the next phase of Project BEST is being rammed through under the duress of COVID-19 lockdown , which has forced the entire US education system to shut down brick-and-mortar classrooms with human teachers in order to convert to virtual schools that deliver online instruction through “ adaptive learning ” software ( the modern digitalized version of the “ Skinner box ” teaching computers engineered for Project BEST ) and “ socio-emotional learning ( SEL ) ” biofeedback wearables ( devices that data-mine students ’ “ @ @ @ @ @ @ @ ) .
While teachers and students are held virtual hostage during COVID lockdown , “ Disaster Capitalists ” are using the “ Shock Doctrine ” of “ Creative Destruction ” to exploit the crisis by deregulating the new federal rules for “ Distance Learning and Innovation ” ( 85 FR 18638 ) , which relax the oversight requirements for “ adaptive learning ” systems of “ artificial intelligence , ” such as Knewton and Clever , which are both funded by Bilderberger Peter Thiel : the speech writer for former US Secretary of @ @ @ @ @ @ @ charge of Project BEST .
At the same time , emergency COVID funds are being dished out by the current Secretary of Ed , Betsy DeVos , as the Department of Ed is paying out federal CARES Act aid to finance school districts in their efforts to “ upgrade ” their “ technology infrastructure ” with adaptive-learning AI and SEL data-mining that can be facilitated through virtual charter-schooling corporations , such as K12 Inc. , which was set up by Bennett and funded by DeVos .
Fueled by this windfall of CARES stimulus @ @ @ @ @ @ @ on May 5th his emergency COVID plans to “ Build Back Better ” through a partnership with the Bill and Melinda Gates Foundation and Bilderberger Eric Schmidt , who is “ Technical Advisor ” of Alphabet Inc. , which is Google ’ s parent company .
This partnership between the State of New York , the Technical Advisor of Google ’ s parent company , and the Gates Foundation is called “ Reimagine Education ” : the same subtitle that Secretary DeVos has given to a special CARES competition called “ Reimagine Workforce @ @ @ @ @ @ @ Cuomo ’ s announcement to “ Reimagine Education , ” the corporate media has published no further reports detailing any specifics of this public-private educational partnership between New York , the Gates Foundation , and Alphabet ’ s CEO .
But a review of the Gates Foundation ’ s educational grants over the months during COVID lockdown indicate that New York ’ s “ Reimagine ” partnership will “ Build Back Better ” by implementing Big Data platforms that aggregate adaptive-learning algorithms and SEL biometrics from the entire student body in order to @ @ @ @ @ @ @ the purposes of prescribing students into workforce job castes through virtual “ career pathways ” curriculums regimented by a technocratically planned economy .
Looking into grantees in the Gates Foundation ’ s “ Grants ” database , it appears that Gates contracts with the New York non-profit InnovateEDU , which partners with Google , are a key pillar of the Reimagine Education revolution being pushed by Gates , Cuomo , and Schmidt .
In the months of April and May during COVID lockdown , the Gates Foundation paid out two grants to the @ @ @ @ @ @ @ developed a “ Data Extraction Tool for Google Classroom During COVID-19.
” By aggregating all student and teacher data collected through “ Google Classroom Connector , ” InnovateEDU ’ s “ Data Extraction Tool ” links up with Google ’ s “ BigQuery ” in order to centralize and streamline data-mining of student-learning metrics , including cognitive-behavioral and socio-emotional algorithms , which can track students into career-pathways programmed to fill job quotas in a planned economy .
Funded by a total of $ 2,297,584 in Gates Foundation grants , InnovateEDU describes itself on @ @ @ @ @ @ @ York-based InnvoateEDU self-describes its mission with the slogan “ re-imagine .
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education , ” which echoes the title of Governor Cuomo ’ s Reimagine Education partnership the Gates Foundation and Alphabet ’ s Technical Advisor , Eric Schmidt , who was also the former CEO of Google .
The Brooklyn-based InnovateEDU , which “ partners with innovation-friendly New York City public schools , ” is jockeying to “ help ” with COVID “ distance learning ” by “ personalizing ” student edu-conditioning through “ next generation learning models and tools ” @ @ @ @ @ @ @ : a subsidiary of Alphabet Inc. where Schmidt is currently CEO .
A press release from InnovateEDU announces that its contract with Google sets up a “ free , open-source Google Classroom Connector to any school or district that utilizes G Suite for Education.
” The PR Newswire press release , which is titled “ InnovateEDU Develops Free , Open-Source Data Extraction Tool for Google Classroom During COVID-19 , ” states that , Once a school or district runs the Google Classroom Connector in their Google Cloud environment , they will be able @ @ @ @ @ @ @ Google Classroom data to one place in BigQuery ; • Gain access to a variety of Google Classroom data ranging from percentage of students completing assignments or the number of classes that have been created ; • Copy and use InnovateEDU ’ s Google Classroom report templates in their own Data Studio instance ; and • Maintain data securely in their district ’ s Google Cloud environment and allows administrators and teachers to gain meaningful insights into Google Classroom .
To simplify , this corporate partnership between Google and InnovateEDU aggregates Google Classroom @ @ @ @ @ @ @ their teaching and learning metrics into the BigQuery database , which can be data-mined by school administrators and their public-private ed-tech partners in order to improve learning outcomes by “ personalizing ” digital lessons , including competency-based workforce-conditioning lessons tailored to students ’ unique cognitive-behavioral and socio-emotional psychometrics .
In sum , five days before ( April 30th ) and then seven days after ( May 12th ) New York ’ s Governor Cuomo announced his Reimagine Education partnership with Alphabet ’ s Eric Schmidt and the Gates Foundation ( May 5th ) @ @ @ @ @ @ @ which “ reimagine [ s ] .
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education , ” received two grants from the Gates Foundation .
Six days later ( May 18th ) , InnovateEDU announced its mission to help COVID “ distance learning ” through its new BigQuery data-mining partnership with Google : a subsidiary of Schmidt ’ s Alphabet Inc. Google Wants to Send Your Kids Socio-Emotional “ Wellness Checks ” to Data-Mine Their “ Mental Health ” About two weeks before Cuomo announced New York ’ s Reimagine partnership with Schmidt and Gates , Google published @ @ @ @ @ @ @ “ Check in on Emotional Well-Being During Distance Learning , ” which promotes the use of various Google platforms to facilitate “ social emotional learning ” to help students with the added stresses of COVID lockdown .
The author of the Google Keyword article , Alicia Salmeron , who is a member of the Google for Education Team , encourages teachers to utilize Google ’ s G Suite for Education ( GSFE ) to “ [ c ] reate emotional check-in opportunities ” by With the help of InnovatEDU ’ s BigQuery partnership @ @ @ @ @ @ @ Google ’ s GSFE platforms can be aggregated and data-mined to improve “ personalized ” SEL lessons that are aligned with standardized SEL “ competencies ” regimented by the Collaborative for Academic , Social , and Emotional Learning ( CASEL ) , which is endorsed by Google .
It should be noted here that GSFE , formerly known as Google Apps for Education ( GAFE ) , was sued by University of California-Berkley students , along with hundreds of class-action litigants from twenty-one other states , because GAFE allegedly excavated their student emails @ @ @ @ @ @ @ & D .
Education Week reports that , “ [ i ] n 2014 , during a federal class-action lawsuit that was ultimately settled , Google acknowledged to Education Week that it inappropriately ‘ scanned and indexed ’ the email messages of millions of students using the service .
Google officials say the company has since stopped that practice.
” Nonetheless , Google ’ s GSFE has also come under fire from another lawsuit filed by former Mississippi State Attorney General , Jim Hood , who publicly stated that , “ [ t @ @ @ @ @ @ @ to know the extent of Google ’ s data mining and marketing of student information to third parties .
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I don ’ t think there could be any motivation other than greed for a company to deliberately keep secret how it collects and uses student information.
” With so many lawsuits filed against Google for its illegal data-mining of GAFE/GSFE apps , how will InnovateEDU ’ s partnership with BigQuery be used to ramp up Google ’ s dragnet practices of tracking and selling student data , including socioemotional-learning metrics , @ @ @ @ @ @ @ , during the COVID lockdown , the Gates Foundation has issued a $ 213,640 grant to the Fund for the City of New York “ to support research around the relationship between growth in SEL competencies and growth in academic outcomes.
” This Gates grant bankrolls the City of New York to finance competency-based SEL , which is streamlined by Google through the use of GSFE apps that are data-mined by BigQuery linked to the New York-based InnovateEDU , which is funded by the Gates Foundation .
From inBloom to Learnsphere to BigQuery @ @ @ @ @ @ @ Big Brother This BigQuery datahub , which compiles InnovateEDU ’ s Google Classroom data into a single digital platform , is essentially akin to the Learnsphere database that is modeled after the defunct inBloom data-cloud .
In my book , School World Order : The Technocratic Globalization of Corporatized Education , I document how Learnsphere , like its inBloom predecessor , is a massive public-private repository that aggregates data , such as students ’ cognitive-behavioral and socio-emotional “ learning analytics , ” from schools across the globe in order to build better e-learning @ @ @ @ @ @ @ “ deep learning ” algorithms engineered for the purposes of evolving artificial intelligence for ed-tech .
Originally called the Shared Learning Collaborative , inBloom was created with funding from the Gates Foundation and the Carnegie Corporation of New York , both of which are currently financing InnovateEDU .
From 2011 to 2014 , inBloom partnered with the New York City School District to tabulate copious student data through an operating system from the NewsCorp subsidiary Wireless Generation , which then aggregated these student data in a web cloud managed by the Amazon Corporation @ @ @ @ @ @ @ web-based computing cloud that streamlines data dossiers for the Central Intelligence Agency ( CIA ) .
In 2014 , after fighting against testimony from the Electronic Privacy Information Center ( EPIC ) , and after battling a lawsuit filed with the New York State Supreme Court , inBloom caved in to mounting public backlash against its third-party data-sharing practices as it terminated all of its contracts and shut down all operations .
Picking up where inBloom left off , a $ 5 million grant from the federal government through the National Science Foundation @ @ @ @ @ @ @ the purposes of launching Learnsphere , a not-for-profit “ distributed ” repository for digitally sharing student data with third parties including for-profit vendors .
Learnsphere ’ s “ distributed infrastructure ” consists of several interconnected datahubs , including an “ ASSISTments data repository [ that ] contains datasets from secondary school interactions with an online tutoring system , in many cases as part of online experiments of what learning works best.
” To simplify , Learnsphere ’ s “ Data Mining Workbench ” aggregates student data so that “ learning scientists ” can @ @ @ @ @ @ @ tool ” that scans “ learning analytics ” from “ behavior categories , ” such as cognitive-behavioral stimulus-response algorithms and socioemotional-biofeedback algorithms that track “ unresponsiveness , off-task conversation , help avoidance , ” etc .
According to Learnsphere ’ s LearnLab DataShops , the “ learning scientists ” who are eligible to access Learnsphere ’ s digital edu-conditioning databanks include “ Educational data miner [ s ] , ” such as “ Computer scientist [ s ] , Psychometrician [ s ] , [ and ] Learning analytics researcher [ s ] @ @ @ @ @ @ @ ] [ and ] Educational technology researcher [ s ] , ” such as “ ITS/AIED researcher [ s ] [ and ] User modeling researcher [ s ] ” ; and “ Psychologist [ s ] , ” such as “ Cognitive scientist [ s ] [ and ] Educational psychologist [ s ] .
” In brief , Learnsphere ’ s distributed databases are collated so that “ learning engineers ” can synthesize massive pools of students ’ psychological data for the purposes of evolving adaptive-learning and SEL-biofeedback algorithms to build @ @ @ @ @ @ @ and inBloom , InnovateEDU ’ s BigQuery partnership is a similar Big Data project geared to streamline and accelerate the evolution of socioemotional-biofeedback and cognitive-behavioral adaptive-learning algorithms for the purposes of progressively engineering “ learning analytics ” delivered through “ post-human ” artificial intelligence designed by Big Tech companies that partner with Big Government to manage a techno-fascist planned economy .
It should be noted here that the Gates-funded InnovateEDU is also financed by the Chan Zuckerberg Foundation , the Michael and Susan Dell Foundation , the Silicon Valley Family Foundation , the @ @ @ @ @ @ @ New York City Department of Youth and Community Development .
In addition , the Co-Founder and Executive Director of InnovateEDU , Erin Mote , has It should also be noted that Mote “ leads the development of Cortex , a next generation learning platform , student information system , and formative assessment engine that supports personalized learning.
” Mote ’ s colleague , Nicolle Beneventano , is InnovateEDU ’ s Project Manager for Cortex , which shares its own “ Ed-Fi operational data store ( ODS ) ” with Learnsphere ’ s Big @ @ @ @ @ @ @ BigQuery and Cortex , InnovateEDU ’ s “ reimagine ” data-mining partnerships are expanding upon Learnsphere ’ s “ distributed infrastructure ” of Big Data analytics designed to evolve post-human AI ed-tech .
The Gates Foundation ’ s Reimagine Education initiative is part of its larger “ Disaster Capitalist ” mission to exploit COVID lockdown as an opportunity for “ Creative Destruction ” that will ram through the mass-institutionalization of “ disruptive technologies ” which “ destroy ” the tradition of human teachers in brick-and-mortar schoolrooms in order to “ create ” a @ @ @ @ @ @ @ by communitarian partnerships between Big Tech and Big Government .
The partnership between Google and the Gates-financed InnovateEDU is a prime example of how the Reimagine Education campaign is fueled by a “ Disaster Capitalist ” stratagem to capitalize on Joseph Schumpeter ’ s economic principle of “ Creative Destruction ” by heavily subsidizing “ disruptive ” ed-tech that digitally automates school lessons through virtual classrooms which facilitate COVID “ distance learning ” by replacing human teachers and brick-and-mortar schoolhouses while the latter are forced to shut down due to COVID lockdown .
@ @ @ @ @ @ @ , “ InnovateEDU is committed to massively disrupting [ my emphasis ] K-12 public education by focusing on the development of scalable tools and practices that leverage innovation , technology [ my emphasis ] , and new human capital systems to improve education for all students and close the achievement gap.
” By advancing “ technology ” to “ massively disrupt .
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education ” for the purposes of “ leverag [ ing ] innovation , ” InnovateEDU is explicitly proclaiming its commitment to Schumpeter ’ s “ Creative Destruction ” economics @ @ @ @ @ @ @ Doctrine ” of COVID lockdown as an opportunity to partner with Google and the Gates Foundation to massively expand Big Data-mining through BigQuery , InnovateEDU is clearly exploiting “ Disaster Capitalist ” schemes to “ Build Back Better ” by enhancing its “ creative disruption ” of traditional schooling with technocratic AI learning analytics .
In brief , through partnerships with BigQuery and Cortex , the Gates-financed InnovateEDU is fulfilling its “ reimagination ” of education by expanding ed-tech data-tracking that “ massively disrupts ” traditional schooling by streamlining massive pools of cognitive-behavioral @ @ @ @ @ @ @ algorithms which will “ destroy ” traditional teacher feedback as new automated instructional algorithms are “ created ” to “ disrupt ” human teacher feedback with digital stimulus-response feedback programmed to condition students for workforce “ competence ” in a techno-fascist planned economy managed by “ human capital systems.
” In alignment with the Gates Foundation ’ s “ disruptive tech ” partnership with InnovateEDU , the Gates philanthropy has paid out $ 1,375,414 to the Clayton Christensen Institute for Disruptive Innovation , which declares itself “ a nonprofit , nonpartisan think tank @ @ @ @ @ @ @ Innovation … [ T ] he Institute offers a unique framework for understanding many of society ’ s most pressing issues including education , healthcare , and economic prosperity.
” In the fields of “ K-12 Education ” and “ Higher Education , ” the Clayton Christensen thinktank promotes advancements in “ disruptive ” ed-tech “ Software and Hardware ” ( including “ adaptive learning ” courseware and other “ artificial intelligence ” programs ) .
The thinktank also advocates for “ disruptive innovation ” in K-12 and higher education through partnerships with @ @ @ @ @ @ @ edge of “ Data & Assessment , ” “ Personalized and Blended Learning , ” “ Social-Emotional Learning ( SEL ) , ” “ Social Capital , ” “ Competency-Based Learning , ” and “ Workforce Readiness.
” On May 27th during the COVID lockdown , three weeks after the announcement of the Gates-Schmidt-Cuomo collaboration to Reimagine Education , the Gates Foundation issued a special $ 294,914 grant to the Institute for Disruptive Innovation for the purposes of “ understand [ ing ] what motivates districts to adopt continuous improvement practices to improve @ @ @ @ @ @ @ ” To sum up , the Gates Foundation ’ s partnerships with InnovateEDU and the Institute for Disruptive Innovation are illustrative of the Gates ’ philanthropy ’ s broader “ Disaster Capitalist ” enterprise , which is stage-managing the “ Creative Destruction ” of the old schooling system in order to usher in a new techno-fascist system of AI edu-conditioning that Naomi Klein calls a “ Screen New Deal.
” Built on “ surveillance capitalism , ” what Klein labels as the “ Screen New Deal ” is nothing less than the next @ @ @ @ @ @ @ Foundation bankrolls Reimagine Education partnerships with Big Tech corporations that deploy “ disruptive technologies ” for tracking students ’ learning analytics into psychological profiles which rank the students ’ cognitive-behavioral and socio-emotional “ competence ” algorithms into “ Social Credit Scores ” that determine their job placement in a digital workforce caste system .
The Gates Foundation ’ s Screen New Deal is not limited to the Reimagine Education initiative in the State of New York .
Indeed , the Gates Foundation ’ s “ Reimagine ” campaign is being mirrored by the @ @ @ @ @ @ @ issued a national “ Reimagine Workforce Preparation ” competition that awards CARES stimulus money to schools applying for grants that pay for new “ career pathways ” curriculums facilitated by adaptive learning courseware and other virtual e-learning management systems online .
Expanding the Screen New Deal agenda beyond the USA , the Gates Foundation has dumped out over a quarter billion dollars in grants to “ Reimagine ” educational institutions across the globe .
During the COVID-lockdown months from March 1st through June 2nd , the Gates Foundation poured out at least 203 @ @ @ @ @ @ @ to “ Reimagine ” education systems across the globe .
These Gates grants financed corporate charter schools , public-private community schools , virtual/online edu-corporations , ed-tech companies , socioemotional-learning non-profits and universities on basically every continent .
Altogether , these combined grants set up public-private ed-tech infrastructures for “ social distance ” learning networks to be AI data-mined by Chinese-style “ Social Credit ” algorithms which score students ’ cognitive-behavioral , socio-emotional , and biological health metrics to determine the students ’ access to education , employment , healthcare , housing , transportation @ @ @ @ @ @ @ Post-Human AI Ed-Tech : More than 10 % of this quarter billion dollars was allocated “ for the advancement of post-human education through the technocratic digitalization of teaching and learning .
Specifically , $ 29,639,942 was assigned to pay for improvements in “ internet connectivity , ” “ ed-tech , ” “ instructional systems , ” “ virtual instruction , ” “ virtual tutoring , ” “ simulations , ” “ artificial intelligence , ” “ machine learning , ” and other digital “ tools ” and “ computer ” platforms to provide @ @ @ @ @ @ @ learning ” that utilize “ data ” and “ algorithms ” to enable “ self-directed learning ” and “ personalize [ d ] learning ” for “ competency-based education.
” • Corporate-Fascist Workforce Planning : Another 9.8 % ( $ 22,523,954 ) has been allotted to finance the corporatization of education through public-private charter schools , including virtual charter schools and other “ school choice ” programs , including “ workforce development ” and “ economic planning ” projects , such as “ career pathways , ” “ cradle-to-career , ” and other @ @ @ @ @ @ @ learning.
” • COVID Tech Upgrades for “ Distance Learning ” and “ Contact Tracing ” : Another 24 % ( $ 56,404,599 ) is issued specifically for COVID expenses , including technology infrastructure upgrades to facilitate “ distance learning ” and other “ social distancing ” procedures along with COVID “ surveillance ” for testing , tracking , and treatment .
It should be noted that an additional $ 119,284,137 ( 52 % ) are disseminated to “ Global Health ” projects at universities , such as “ human organ chip ” @ @ @ @ @ @ @ Zheijiang University of China and GAVI ( the Global Alliance for Vaccines and Immunizations ) , which partners with Microsoft at the ID2020 Global Biometric Identification project : an international thinktank that promotes an Orwellian version of blockchain technologies to “ microchip ” the whole planet .
With more than a quarter billion dollars dumped into a hi-tech concoction of post-human AI ed-tech that tracks psychometric and biometric data for workforce placement and contact tracing of COVID-19 , it is evident that the Gates Foundation ’ s technocratic stratagem to “ Reimagine ” @ @ @ @ @ @ @ Back Better ” by setting up a global surveillance grid that institutes a worldwide system of dystopian “ Social Credit , ” which will utilize the “ internet of things ” to data-mine students ’ digital psychological profiles in order to virtually dictate whether they get access to schools , jobs , hospitals , housing , transportation , and even due process .
Welcome to the School World Order .
John Klyczek has an MA in English and has taught college rhetoric and research argumentation for over eight years .
His literary scholarship @ @ @ @ @ @ @ and Aldous Huxley ’ s dystopic novel , Brave New World .
He is the author of School World Order : The Technocratic Globalization of Corporatized Education ( TrineDay Books ) ; and he is a contributor to the Centre for Research on Globalization , OpEdNews , the Intrepid Report , the Dissident Voice , Blacklisted News , Activist Post , News With Views , The Saker , Rense News , David Icke News , Natural News , and the SGT Report .
He is also the Director of Writing and Editing at @ @ @ @ @ @ @ .
His website is schoolworldorder.info .
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Note: This article first appeared in the July edition of the Counter Markets newsletter.
In 1982, Special Advisor to the Department of Education’s Office of Research and Improvement, Charlotte Thomson Iserbyt, blew the whistle on Project BEST (Better Education Skills through Technology). A sub-project of President Ronald Reagan’s Private Sector Initiative, Project BEST was a plan to corporatize the American education system through public-private partnerships with Big Tech companies which replace human teachers with Skinnerian “teaching machines” programmed with psychological conditioning algorithms that train students for workforce placement in a planned economy.
Now, almost fifty years later, the next phase of Project BEST is being rammed through under the duress of COVID-19 lockdown, which has forced the entire US education system to shut down brick-and-mortar classrooms with human teachers in order to convert to virtual schools that deliver online instruction through “adaptive learning” software (the modern digitalized version of the “Skinner box” teaching computers engineered for Project BEST) and “socio-emotional learning (SEL)” biofeedback wearables (devices that data-mine students’ “stimulus-response” biometrics to implement Skinnerian operant-conditioning).
While teachers and students are held virtual hostage during COVID lockdown, “Disaster Capitalists” are using the “Shock Doctrine” of “Creative Destruction” to exploit the crisis by deregulating the new federal rules for “Distance Learning and Innovation” (85 FR 18638), which relax the oversight requirements for “adaptive learning” systems of “artificial intelligence,” such as Knewton and Clever, which are both funded by Bilderberger Peter Thiel: the speech writer for former US Secretary of Education Bill Bennet, who was in charge of Project BEST. At the same time, emergency COVID funds are being dished out by the current Secretary of Ed, Betsy DeVos, as the Department of Ed is paying out federal CARES Act aid to finance school districts in their efforts to “upgrade” their “technology infrastructure” with adaptive-learning AI and SEL data-mining that can be facilitated through virtual charter-schooling corporations, such as K12 Inc., which was set up by Bennett and funded by DeVos.
Fueled by this windfall of CARES stimulus, New York Governor Andrew Cuomo announced on May 5th his emergency COVID plans to “Build Back Better” through a partnership with the Bill and Melinda Gates Foundation and Bilderberger Eric Schmidt, who is “Technical Advisor” of Alphabet Inc., which is Google’s parent company. This partnership between the State of New York, the Technical Advisor of Google’s parent company, and the Gates Foundation is called “Reimagine Education”: the same subtitle that Secretary DeVos has given to a special CARES competition called “Reimagine Workforce Preparation.”
After much public backlash following Cuomo’s announcement to “Reimagine Education,” the corporate media has published no further reports detailing any specifics of this public-private educational partnership between New York, the Gates Foundation, and Alphabet’s CEO. But a review of the Gates Foundation’s educational grants over the months during COVID lockdown indicate that New York’s “Reimagine” partnership will “Build Back Better” by implementing Big Data platforms that aggregate adaptive-learning algorithms and SEL biometrics from the entire student body in order to track such cognitive-behavioral and socioemotional data for the purposes of prescribing students into workforce job castes through virtual “career pathways” curriculums regimented by a technocratically planned economy.
Reimagine “Surveillance Capitalism” with InnovateEDU and Google Classroom
Looking into grantees in the Gates Foundation’s “Grants” database, it appears that Gates contracts with the New York non-profit InnovateEDU, which partners with Google, are a key pillar of the Reimagine Education revolution being pushed by Gates, Cuomo, and Schmidt. In the months of April and May during COVID lockdown, the Gates Foundation paid out two grants to the New York-based InnovateEDU, which has recently developed a “Data Extraction Tool for Google Classroom During COVID-19.” By aggregating all student and teacher data collected through “Google Classroom Connector,” InnovateEDU’s “Data Extraction Tool” links up with Google’s “BigQuery” in order to centralize and streamline data-mining of student-learning metrics, including cognitive-behavioral and socio-emotional algorithms, which can track students into career-pathways programmed to fill job quotas in a planned economy.
Funded by a total of $2,297,584 in Gates Foundation grants, InnovateEDU describes itself on its website as
a Brooklyn-based [New York] non-profit whose mission is to eliminate the achievement gap by accelerating innovation in Common Core-aligned, next generation learning models and tools that serve, inform, and enhance teaching and learning. InnovateEDU convenes students, teachers, entrepreneurs, and designers to re-imagine [my emphasis] and reinvent education… We address trends in education, including: growth and use of technology and broadband infrastructure, advances in the learning sciences, [and] the societal drive toward personalization as an aspect of education innovation.
Notice that the New York-based InnvoateEDU self-describes its mission with the slogan “re-imagine . . . education,” which echoes the title of Governor Cuomo’s Reimagine Education partnership the Gates Foundation and Alphabet’s Technical Advisor, Eric Schmidt, who was also the former CEO of Google.
The Brooklyn-based InnovateEDU, which “partners with innovation-friendly New York City public schools,” is jockeying to “help” with COVID “distance learning” by “personalizing” student edu-conditioning through “next generation learning models and tools” facilitated by a corporate partnership with Google: a subsidiary of Alphabet Inc. where Schmidt is currently CEO.
A press release from InnovateEDU announces that its contract with Google sets up a “free, open-source Google Classroom Connector to any school or district that utilizes G Suite for Education.” The PR Newswire press release, which is titled “InnovateEDU Develops Free, Open-Source Data Extraction Tool for Google Classroom During COVID-19,” states that,
Once a school or district runs the Google Classroom Connector in their Google Cloud environment, they will be able to:
Bring all of the Google Classroom data to one place in BigQuery;
Gain access to a variety of Google Classroom data ranging from percentage of students completing assignments or the number of classes that have been created;
Copy and use InnovateEDU’s Google Classroom report templates in their own Data Studio instance; and
Maintain data securely in their district’s Google Cloud environment and allows administrators and teachers to gain meaningful insights into Google Classroom.
To simplify, this corporate partnership between Google and InnovateEDU aggregates Google Classroom data from students and instructors by tabulating their teaching and learning metrics into the BigQuery database, which can be data-mined by school administrators and their public-private ed-tech partners in order to improve learning outcomes by “personalizing” digital lessons, including competency-based workforce-conditioning lessons tailored to students’ unique cognitive-behavioral and socio-emotional psychometrics.
In sum, five days before (April 30th) and then seven days after (May 12th) New York’s Governor Cuomo announced his Reimagine Education partnership with Alphabet’s Eric Schmidt and the Gates Foundation (May 5th), New York’s InnovateEDU, which “reimagine[s] . . . education,” received two grants from the Gates Foundation. Six days later (May 18th), InnovateEDU announced its mission to help COVID “distance learning” through its new BigQuery data-mining partnership with Google: a subsidiary of Schmidt’s Alphabet Inc.
Google Wants to Send Your Kids Socio-Emotional “Wellness Checks” to Data-Mine Their “Mental Health”
About two weeks before Cuomo announced New York’s Reimagine partnership with Schmidt and Gates, Google published an article on its Keyword blog titled “Check in on Emotional Well-Being During Distance Learning,” which promotes the use of various Google platforms to facilitate “social emotional learning” to help students with the added stresses of COVID lockdown. The author of the Google Keyword article, Alicia Salmeron, who is a member of the Google for Education Team, encourages teachers to utilize Google’s G Suite for Education (GSFE) to “[c]reate emotional check-in opportunities” by
[u]s[ing] Google Forms to reach out to students with an emotional-health questionnaire … The responses, which are collected in a Google Sheet, can guide teachers in identifying which students need more support. Encouraging students to write out their emotions is a good tool for allowing students to become self-aware about what they’re feeling and why … Teachers can use Google Classroom to send wellness reminders to students—everything from a quick message like “Take a quick movement break!” to sharing a mindfulness activity from YouTube.
With the help of InnovatEDU’s BigQuery partnership, all student socioemotional data recorded on Google’s GSFE platforms can be aggregated and data-mined to improve “personalized” SEL lessons that are aligned with standardized SEL “competencies” regimented by the Collaborative for Academic, Social, and Emotional Learning (CASEL), which is endorsed by Google.
It should be noted here that GSFE, formerly known as Google Apps for Education (GAFE), was sued by University of California-Berkley students, along with hundreds of class-action litigants from twenty-one other states, because GAFE allegedly excavated their student emails to extract data for noneducational market R&D. Education Week reports that,
“[i]n 2014, during a federal class-action lawsuit that was ultimately settled, Google acknowledged to Education Week that it inappropriately ‘scanned and indexed’ the email messages of millions of students using the service. Google officials say the company has since stopped that practice.” Nonetheless, Google’s GSFE has also come under fire from another lawsuit filed by former Mississippi State Attorney General, Jim Hood, who publicly stated that, “[t]hrough this lawsuit, we want to know the extent of Google’s data mining and marketing of student information to third parties . . . I don’t think there could be any motivation other than greed for a company to deliberately keep secret how it collects and uses student information.”
With so many lawsuits filed against Google for its illegal data-mining of GAFE/GSFE apps, how will InnovateEDU’s partnership with BigQuery be used to ramp up Google’s dragnet practices of tracking and selling student data, including socioemotional-learning metrics, to third parties?
In the meantime, during the COVID lockdown, the Gates Foundation has issued a $213,640 grant to the Fund for the City of New York “to support research around the relationship between growth in SEL competencies and growth in academic outcomes.” This Gates grant bankrolls the City of New York to finance competency-based SEL, which is streamlined by Google through the use of GSFE apps that are data-mined by BigQuery linked to the New York-based InnovateEDU, which is funded by the Gates Foundation.
From inBloom to Learnsphere to BigQuery . . . from Big Data to Big Brother
This BigQuery datahub, which compiles InnovateEDU’s Google Classroom data into a single digital platform, is essentially akin to the Learnsphere database that is modeled after the defunct inBloom data-cloud. In my book, School World Order: The Technocratic Globalization of Corporatized Education, I document how Learnsphere, like its inBloom predecessor, is a massive public-private repository that aggregates data, such as students’ cognitive-behavioral and socio-emotional “learning analytics,” from schools across the globe in order to build better e-learning products through “machine learning” and “deep learning” algorithms engineered for the purposes of evolving artificial intelligence for ed-tech.
Originally called the Shared Learning Collaborative, inBloom was created with funding from the Gates Foundation and the Carnegie Corporation of New York, both of which are currently financing InnovateEDU. From 2011 to 2014, inBloom partnered with the New York City School District to tabulate copious student data through an operating system from the NewsCorp subsidiary Wireless Generation, which then aggregated these student data in a web cloud managed by the Amazon Corporation, which has also built a similar web-based computing cloud that streamlines data dossiers for the Central Intelligence Agency (CIA).
In 2014, after fighting against testimony from the Electronic Privacy Information Center (EPIC), and after battling a lawsuit filed with the New York State Supreme Court, inBloom caved in to mounting public backlash against its third-party data-sharing practices as it terminated all of its contracts and shut down all operations.
Picking up where inBloom left off, a $5 million grant from the federal government through the National Science Foundation was dispersed to Carnegie Mellon University for the purposes of launching Learnsphere, a not-for-profit “distributed” repository for digitally sharing student data with third parties including for-profit vendors. Learnsphere’s “distributed infrastructure” consists of several interconnected datahubs, including an “ASSISTments data repository [that] contains datasets from secondary school interactions with an online tutoring system, in many cases as part of online experiments of what learning works best.”
In addition, Learnsphere data-miners can utilize
[t]he Educational Data Mining Workbench [which] support[s] learning scientists to perform a number of analytic tasks including 1) define and modify behavior categories of interest (e.g., gaming, unresponsiveness, off-task conversation, help avoidance), 2) label previously collected educational log data with the categories of interest, 3) validate inter-rater reliability between multiple labelers of the same educational log data corpus, and 4) provide support for running the labeled data through a machine-learning tool, such as WEKA or RapidMine.
To simplify, Learnsphere’s “Data Mining Workbench” aggregates student data so that “learning scientists” can evolve AI ed-tech through a “machine-learning tool” that scans “learning analytics” from “behavior categories,” such as cognitive-behavioral stimulus-response algorithms and socioemotional-biofeedback algorithms that track “unresponsiveness, off-task conversation, help avoidance,” etc.
According to Learnsphere’s LearnLab DataShops, the “learning scientists” who are eligible to access Learnsphere’s digital edu-conditioning databanks include “Educational data miner[s],” such as “Computer scientist[s], Psychometrician[s], [and] Learning analytics researcher[s]”; “Course developer[s] [and] Educational technology researcher[s],” such as “ITS/AIED researcher[s] [and] User modeling researcher[s]”; and “Psychologist[s],” such as “Cognitive scientist[s] [and] Educational psychologist[s].”
In brief, Learnsphere’s distributed databases are collated so that “learning engineers” can synthesize massive pools of students’ psychological data for the purposes of evolving adaptive-learning and SEL-biofeedback algorithms to build artificial intelligence for ed-tech.
Like Learnsphere and inBloom, InnovateEDU’s BigQuery partnership is a similar Big Data project geared to streamline and accelerate the evolution of socioemotional-biofeedback and cognitive-behavioral adaptive-learning algorithms for the purposes of progressively engineering “learning analytics” delivered through “post-human” artificial intelligence designed by Big Tech companies that partner with Big Government to manage a techno-fascist planned economy. It should be noted here that the Gates-funded InnovateEDU is also financed by the Chan Zuckerberg Foundation, the Michael and Susan Dell Foundation, the Silicon Valley Family Foundation, the New York Community Trust, and the New York City Department of Youth and Community Development.
In addition, the Co-Founder and Executive Director of InnovateEDU, Erin Mote, has
work[ed] with Intel, Cisco, Google and HP. Erin has served in an advisory capacity to the White House/OSTP’s US Ignite Initiative, the President’s Global Development Innovation Policy, the State Department’s TechCamp program, and the Obama Administration’s intra-agency process for Rio 2.0 and Rio+20. Erin served as the founding Chief of Party for the USAID Global Broadband and Innovations Alliance – a $19.5 million global technology expansion project.
It should also be noted that Mote “leads the development of Cortex, a next generation learning platform, student information system, and formative assessment engine that supports personalized learning.” Mote’s colleague, Nicolle Beneventano, is InnovateEDU’s Project Manager for Cortex, which shares its own “Ed-Fi operational data store (ODS)” with Learnsphere’s Big Data repository.
In sum, between BigQuery and Cortex, InnovateEDU’s “reimagine” data-mining partnerships are expanding upon Learnsphere’s “distributed infrastructure” of Big Data analytics designed to evolve post-human AI ed-tech.
“Disrupting” Class with “Creative Destruction”
The Gates Foundation’s Reimagine Education initiative is part of its larger “Disaster Capitalist” mission to exploit COVID lockdown as an opportunity for “Creative Destruction” that will ram through the mass-institutionalization of “disruptive technologies” which “destroy” the tradition of human teachers in brick-and-mortar schoolrooms in order to “create” a new public-private industry of learning analytics engineered by communitarian partnerships between Big Tech and Big Government.
The partnership between Google and the Gates-financed InnovateEDU is a prime example of how the Reimagine Education campaign is fueled by a “Disaster Capitalist” stratagem to capitalize on Joseph Schumpeter’s economic principle of “Creative Destruction” by heavily subsidizing “disruptive” ed-tech that digitally automates school lessons through virtual classrooms which facilitate COVID “distance learning” by replacing human teachers and brick-and-mortar schoolhouses while the latter are forced to shut down due to COVID lockdown. According to InnovateEDU’s company website, “InnovateEDU is committed to massively disrupting [my emphasis] K-12 public education by focusing on the development of scalable tools and practices that leverage innovation, technology [my emphasis], and new human capital systems to improve education for all students and close the achievement gap.”
By advancing “technology” to “massively disrupt . . . education” for the purposes of “leverag[ing] innovation,” InnovateEDU is explicitly proclaiming its commitment to Schumpeter’s “Creative Destruction” economics. And by exploiting the “Shock Doctrine” of COVID lockdown as an opportunity to partner with Google and the Gates Foundation to massively expand Big Data-mining through BigQuery, InnovateEDU is clearly exploiting “Disaster Capitalist” schemes to “Build Back Better” by enhancing its “creative disruption” of traditional schooling with technocratic AI learning analytics.
In brief, through partnerships with BigQuery and Cortex, the Gates-financed InnovateEDU is fulfilling its “reimagination” of education by expanding ed-tech data-tracking that “massively disrupts” traditional schooling by streamlining massive pools of cognitive-behavioral and socio-emotional learning analytics to improve AI algorithms which will “destroy” traditional teacher feedback as new automated instructional algorithms are “created” to “disrupt” human teacher feedback with digital stimulus-response feedback programmed to condition students for workforce “competence” in a techno-fascist planned economy managed by “human capital systems.”
In alignment with the Gates Foundation’s “disruptive tech” partnership with InnovateEDU, the Gates philanthropy has paid out $1,375,414 to the Clayton Christensen Institute for Disruptive Innovation, which declares itself “a nonprofit, nonpartisan think tank dedicated to improving the world through Disruptive Innovation … [T]he Institute offers a unique framework for understanding many of society’s most pressing issues including education, healthcare, and economic prosperity.”
In the fields of “K-12 Education” and “Higher Education,” the Clayton Christensen thinktank promotes advancements in “disruptive” ed-tech “Software and Hardware” (including “adaptive learning” courseware and other “artificial intelligence” programs). The thinktank also advocates for “disruptive innovation” in K-12 and higher education through partnerships with “For-Profit Providers” on the cutting edge of “Data & Assessment,” “Personalized and Blended Learning,” “Social-Emotional Learning (SEL),” “Social Capital,” “Competency-Based Learning,” and “Workforce Readiness.”
On May 27th during the COVID lockdown, three weeks after the announcement of the Gates-Schmidt-Cuomo collaboration to Reimagine Education, the Gates Foundation issued a special $294,914 grant to the Institute for Disruptive Innovation for the purposes of “understand[ing] what motivates districts to adopt continuous improvement practices to improve outcomes that are predictive of post-secondary success.”
To sum up, the Gates Foundation’s partnerships with InnovateEDU and the Institute for Disruptive Innovation are illustrative of the Gates’ philanthropy’s broader “Disaster Capitalist” enterprise, which is stage-managing the “Creative Destruction” of the old schooling system in order to usher in a new techno-fascist system of AI edu-conditioning that Naomi Klein calls a “Screen New Deal.” Built on “surveillance capitalism,” what Klein labels as the “Screen New Deal” is nothing less than the next phase of Project BEST as the Gates Foundation bankrolls Reimagine Education partnerships with Big Tech corporations that deploy “disruptive technologies” for tracking students’ learning analytics into psychological profiles which rank the students’ cognitive-behavioral and socio-emotional “competence” algorithms into “Social Credit Scores” that determine their job placement in a digital workforce caste system.
Reimagine a Global “Screen New Deal”: Build Back a Better “School World Order”
The Gates Foundation’s Screen New Deal is not limited to the Reimagine Education initiative in the State of New York. Indeed, the Gates Foundation’s “Reimagine” campaign is being mirrored by the US Department of Education, which has issued a national “Reimagine Workforce Preparation” competition that awards CARES stimulus money to schools applying for grants that pay for new “career pathways” curriculums facilitated by adaptive learning courseware and other virtual e-learning management systems online. Expanding the Screen New Deal agenda beyond the USA, the Gates Foundation has dumped out over a quarter billion dollars in grants to “Reimagine” educational institutions across the globe.
During the COVID-lockdown months from March 1st through June 2nd, the Gates Foundation poured out at least 203 grants totaling no less than $228,261,262 to “Reimagine” education systems across the globe. These Gates grants financed corporate charter schools, public-private community schools, virtual/online edu-corporations, ed-tech companies, socioemotional-learning non-profits and universities on basically every continent. Altogether, these combined grants set up public-private ed-tech infrastructures for “social distance” learning networks to be AI data-mined by Chinese-style “Social Credit” algorithms which score students’ cognitive-behavioral, socio-emotional, and biological health metrics to determine the students’ access to education, employment, healthcare, housing, transportation, and even due process.
Post-Human AI Ed-Tech: More than 10% of this quarter billion dollars was allocated “for the advancement of post-human education through the technocratic digitalization of teaching and learning. Specifically, $29,639,942 was assigned to pay for improvements in “internet connectivity,” “ed-tech,” “instructional systems,” “virtual instruction,” “virtual tutoring,” “simulations,” “artificial intelligence,” “machine learning,” and other digital “tools” and “computer” platforms to provide “distance learning” and “blended learning” that utilize “data” and “algorithms” to enable “self-directed learning” and “personalize[d] learning” for “competency-based education.”
More than 10% of this quarter billion dollars was allocated “for the advancement of post-human education through the technocratic digitalization of teaching and learning. Specifically, $29,639,942 was assigned to pay for improvements in “internet connectivity,” “ed-tech,” “instructional systems,” “virtual instruction,” “virtual tutoring,” “simulations,” “artificial intelligence,” “machine learning,” and other digital “tools” and “computer” platforms to provide “distance learning” and “blended learning” that utilize “data” and “algorithms” to enable “self-directed learning” and “personalize[d] learning” for “competency-based education.” Corporate-Fascist Workforce Planning: Another 9.8% ($22,523,954) has been allotted to finance the corporatization of education through public-private charter schools, including virtual charter schools and other “school choice” programs, including “workforce development” and “economic planning” projects, such as “career pathways,” “cradle-to-career,” and other “school-to-work” initiatives for “lifelong learning.”
Another 9.8% ($22,523,954) has been allotted to finance the corporatization of education through public-private charter schools, including virtual charter schools and other “school choice” programs, including “workforce development” and “economic planning” projects, such as “career pathways,” “cradle-to-career,” and other “school-to-work” initiatives for “lifelong learning.” COVID Tech Upgrades for “Distance Learning” and “Contact Tracing”: Another 24% ($56,404,599) is issued specifically for COVID expenses, including technology infrastructure upgrades to facilitate “distance learning” and other “social distancing” procedures along with COVID “surveillance” for testing, tracking, and treatment. It should be noted that an additional $119,284,137 (52%) are disseminated to “Global Health” projects at universities, such as “human organ chip” research and “vaccine” studies between Zheijiang University of China and GAVI (the Global Alliance for Vaccines and Immunizations), which partners with Microsoft at the ID2020 Global Biometric Identification project: an international thinktank that promotes an Orwellian version of blockchain technologies to “microchip” the whole planet.
With more than a quarter billion dollars dumped into a hi-tech concoction of post-human AI ed-tech that tracks psychometric and biometric data for workforce placement and contact tracing of COVID-19, it is evident that the Gates Foundation’s technocratic stratagem to “Reimagine” global education is aiming to “Build Back Better” by setting up a global surveillance grid that institutes a worldwide system of dystopian “Social Credit,” which will utilize the “internet of things” to data-mine students’ digital psychological profiles in order to virtually dictate whether they get access to schools, jobs, hospitals, housing, transportation, and even due process.
Welcome to the School World Order.
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John Klyczek has an MA in English and has taught college rhetoric and research argumentation for over eight years. His literary scholarship concentrates on the history of global eugenics and Aldous Huxley’s dystopic novel, Brave New World. He is the author of School World Order: The Technocratic Globalization of Corporatized Education (TrineDay Books); and he is a contributor to the Centre for Research on Globalization, OpEdNews, the Intrepid Report, the Dissident Voice, Blacklisted News, Activist Post, News With Views, The Saker, Rense News, David Icke News, Natural News, and the SGT Report. He is also the Director of Writing and Editing at Black Freighter Productions (BFP) Books. His website is schoolworldorder.info.
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