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Until Sunday stop by Tim Hortons for Smile Cookies in support of young readers

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Who doesn’t love cookies? They taste even sweeter when you are making a difference in a child’s life!

Helping struggling students become readers of potential is exactly what local Tim Hortons stores want as proceeds for this week’s Smile Cookie campaign will be directed to Reading College, a project of the Foundation for Red Deer Public Schools.

“We set up this amazing and fun summer program for kids in Grade 2 where they learn to love reading, and gain the skills to continue their growth as learners. Reading is the foundation for success in school and life. If we can help further develop their skills and instill a love for reading, it creates a lifetime of difference for that child. It will make a difference for them, make a difference for their families and make a difference in their life experiences. That’s the beauty of Reading College,” said Superintendent of Schools, Chad Erickson. “This year, we had 64 graduates of the Reading College program who were incredibly engaged and able to excel and improve their reading abilities over the month of July, setting them up for further success.”

“The Smile Cookie Campaign is a great opportunity to raise awareness on the importance of literacy, it really does create life chances for students. Reading College is made possible through great support from our community and Tim Hortons – we could not operate it without this support,” said Kristine Plastow, Foundation Board Chair. “I encourage the community to get out there and buy their cookies!”

From September 13 – 19, Tim Hortons restaurant owners in Red Deer will generously donate all proceeds from sales of a special smiling chocolate chunk cookie to support the Reading College program through The Foundation for Red Deer Public Schools. The $1 treat helps community programs across Canada in the cities where they are sold.

“On behalf of all restaurant owners and team members in Red Deer, I would like to thank our loyal guests for their generosity and support of the Smile Cookie campaign,” said Tanya Doucette, Tim Hortons Restaurant Owner in Red Deer. “Tim Hortons is thrilled to support The Foundation for Red Deer Public Schools and Reading College with the funds raised and bring smiles to so many people’s faces. We welcome everyone to come in to buy a delicious freshly-baked Smile Cookie in support of a great cause.”

Help us promote the campaign by ‘liking’ Red Deer Public Schools on Facebook and ‘following’ us on Twitter, both under @rdpschools. You can also find us on Instagram @reddeerpublicschools.

Brownstone Institute

Study Confirms the Truth about Masks and Children

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From the Brownstone Insitute

By Ian Miller Ian Miller 

It’s late 2024, and masking has managed to remain a contentious issue. Years of misinformation from supposed “experts” like Anthony Fauci and Deborah Birx and organizations like the CDC have convinced millions of Very Smart People to believe that masks are an effective tool to reduce the transmission of respiratory viruses. This applies also to the flu, despite those same experts and organizations somehow neglecting to recommend masks for the decades of flu seasons pre-2020.

Forcing anyone to mask, given the substantial and robust evidence base showing conclusively that masks don’t work, was an indefensible policy decision. But specifically forcing children to mask was decidedly much, much worse.

And not just because it was a pointless exercise in pandemic theater, with zero evidence of efficacy.

But because it was actively causing harm too, as a new study shows.

New Study Confirms Harms of Masking Children

A new study co-authored by Tracy Beth Høeg delves into the side effects of masking, a subject completely ignored by experts and politicians desperate to exert control over individual behavior.

And in their discussion, it’s immediately obvious why their research and conclusions will be completely ignored by the mainstream media.

“There is a lack of robust evidence of benefit from masking children to reduce transmission of SARS-CoV-2 or other respiratory viruses,” they explain. Couldn’t have said it better myself.

The highest quality evidence available for masking children for COVID-19 or other viral respiratory infections has failed to find a beneficial impact against transmission. Mechanistic studies showing reduced viral transmission from use of face masks and respirators have not translated to real world effectiveness. Identified harms of masking include negative effects on communication and components of speech and language, ability to learn and comprehend, emotional and trust development, physical discomfort, and reduction in time and intensity of exercise.

It’s a masterpiece. No notes.

As the Cochrane Library review explained, as the data shows, as decades of accumulated evidence confirmed: Masks Don’t Work. For anyone, but especially for children, who could not wear or use masks properly, even if they were shown to have worked. Which they did not.

Experts demanded and politicians mandated that they wear them anyway, based on speculation, hope, and mechanistic studies that were conclusively disproven. And the harms were remarkable.

“Negative effects on communication and components of speech and language.” “Ability to learn and comprehend.” “Emotional and trust development, physical discomfort, and reduction in time and intensity of exercise.”

Just, you know, the basic building blocks of human development that children need to grow as well-adjusted, physically and mentally healthy teenagers and adults.

As Høeg and the other authors explain, this necessarily means that forcing children to mask fails any objective standard of harms and benefits.

Effectiveness of child masking has not been demonstrated, while documented harms of masking in children are diverse and non-negligible and should prompt careful reflection. Recommendations for masking children fail basic harm-benefit analyses.

Their next section is a complete dismantling of the CDC and the US public health bureaucracy, how they handled Covid, and how poor an example this sets for future pandemics.

In many locations in North America, children as young as two years of age were required to wear face masks daily for multiple consecutive hours, both indoors and outdoors, in school and childcare settings [1], [2]. This stood in stark contrast to European countries where masking was never recommended for children under the age of six and, in many countries, never under age twelve [3]. The United States Centers for Disease Control and Prevention (CDC)’s child masking recommendations deviated substantially from international guidelines [3], [4], [5]. The CDC continues to recommend masks for children down to age two in certain settings [1], [6], and this is in the absence of strategies for exiting these restrictions. In the event of a future public health threat, clear and consistent communication from public health officials about the criteria that will be used to withdraw temporary public health recommendations while data are gathered could serve to ease public anxiety, lessen distrust, and facilitate a return to a more normal life wherein ineffective recommendations are promptly discarded.

It’s a calm, thorough demolition of the incompetence and authoritarianism of the US public health establishment.

They repeat that there is no evidence to support masking children and explain that there is no real-world evidence showing the effectiveness of child mask mandates, with zero randomized controlled trials conducted to determine whether masking kids would prevent the spread of Covid. It’s inexcusable to mandate a policy with no evidence, but even worse considering the demonstrable harms.

“Speech, language, and learning: Humans rely on visual information provided by a speaker’s face to decode speech. Seeing mouth movements and facial gestures accelerates recognition of words and enhances speech comprehension [12], [19], [20], [21]. The integration of audio and facial information is crucial to speech perception and development. Visually impaired children often have delays in speech and language development [22], which may be due, at least in part, to reduced ability to perceive,” they write.

Masks prevent children from learning, from seeing mouth movements to facial gestures. They fundamentally detract from a child’s ability to develop speech and language. Among many other problems covered in the full study.

These harms were well-known before Covid. This isn’t new information, and it’s obvious common sense. So why did public health authorities ignore it, in favor of promoting evidence-free policies and mandates?

There are few reasonable explanations: panic, fear, or incompetence. Likely some combination of all three.

Forcing their absurd, fatalistic, hyper-safetyism on adults was and is one thing. Imposing it on children is another. And their refusal to admit they were wrong meant the growth and development of kids were most certainly harmed and stunted for years, while ensuring that there would be terrified, misinformed parents who would continue to force their kids to wear masks indefinitely.

When you consider those consequences, rationality fades, and a disturbing likelihood of malicious intent becomes a lot more realistic.

Republished from the author’s Substack

Author

Ian Miller

Ian Miller is the author of “Unmasked: The Global Failure of COVID Mask Mandates.” His work has been featured on national television broadcasts, national and international news publications and referenced in multiple best selling books covering the pandemic. He writes a Substack newsletter, also titled “Unmasked.”

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DEI

CA school taught 5th graders gender identity, had them teach it to kindergartners

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From The Center Square

By 

Plaintiffs “were especially bothered that they had to push the idea that individuals can select their own gender to a kindergartener, knowing this kindergarten buddy looks up to them as role models and trusts their opinions.”

A California school district allegedly had a teacher teach a lesson and read a gender identity book to fifth graders, then have those fifth graders watch a video version of the book with their kindergarten mentees and teach them the lesson they just learned.

Outraged Encinitas parents are now suing the school district and demanding a notification and opt-out program for all objectionable content; currently, content notifications and opt-outs are only available for the health unit.

The fifth grade students’ parents had first asked to review a health unit with lessons on “puberty, health reproduction, media influences on health habits and body image, hygiene, boundaries and bullying and diseases and their transmission, including information about HIV/AIDS.”

After finding the unit’s  “instruction on gender identity and transgenderism” was “affront to their religious beliefs,” the parents tried to opt out of just the gender section, but were told they would have to opt out of the entire unit, which they did.

But this opt out did not cover the school’s buddy program that pairs older students with the same younger students every week for one class.

The lawsuit says “with the buddy relationships in place and well established, [school district staff] planned a unique event for May 1, 2024. During this “buddy” program, the District would use fifth graders to help kindergarteners learn about gender identity.”

The school district used My Shadow is Pink, a picture book for young children in which a boy “wonders about his gender and how he believes it differentiates from his father’s gender” and says he “loves wearing dresses and dancing around.” The boy wears a dress to school, making the father “anxious and stressed” until he too wears a dress after his son has a difficult day. The father then tells his child, “pick up that dress! Your shadow is pink. I see now it’s true. It’s not just a shadow, it’s your inner-most you.”

Before the buddy session, one staff member said to another, “We might just inspire some sweet things to fly toward their shadow tomorrow,” suggesting the lesson had a desired outcome, according to the lawsuit.

At the start of the session one teacher allegedly read the book to the fifth grade class, which students found unusual because “It was rare for [him] to read any book to them, and he had never read a book to them for the ‘buddy’ program.”

Immediately after, the fifth graders each sat next to their kindergarten mentees, and shown a read-along video version of the book, leading one 5th grade plaintiff to allegedly say “[he] wanted to cover his buddy’s eyes and ears to protect him.”

Next, 5th graders were allegedly told to have their buddies choose a color representing their buddies’ gender, and draw their buddies’ outlines in chalk in that color to communicate “gender was determined by an internal feeling.”

Both plaintiffs “were especially bothered that they had to push the idea that individuals can select their own gender to a kindergartener, knowing this kindergarten buddy looks up to them as role models and trusts their opinions.”

“The blatant promotion of gender identity in the My Shadow is Pink book is self-evident and obvious,” says the lawsuit. “The book is marketed as “a rhyming story that touches on the subjects of gender identity, equality, and diversity.”

A petition to require parental notification for controversial curriculum items at Encinitas Union School District, but the school did not respond to the petition or its concerns, aside from sending a template letter describing the district’s opt-out policy.

The lawsuit is claiming the students’ First Amendment  rights were violated by compelling them to speak messages to kindergarteners that violate their religious beliefs and consciences, and that the school districts’ policy of allowing opt-outs only in some parts of schooling but not in others is a violation of the 14th Amendment. Among other demands, the plaintiffs seek opt out and parental notification policies for “curriculum, activities, or any other instruction related to gender identity or other LGBTQ topics.”

“You have the absolute right to opt your child out of any program out there,” said Lance Christensen, Vice President of the California Policy Center, to The Center Square. Last month, the CPC issued an “opt-out toolkit” explaining to parents how they can protect and expand opt-out policies.

“These parents have the right to not have their children subjected to a radical ideology,” continued Christensen. “We’re talking about elementary school kids. What’s wrong with these teachers, and these schools?”

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