August 27, 2021 ___________________________________________________ "Georgia, Times New Roman, Times, serif"> "2">> Daniel Greenfield - Afghanistan Didn't Fall: It Never Existed > Marvin Covault - Fixing America’s pathetic Education System > Steve McCann - Did the FDA Pull a Bait-and-Switch on the American People? ___________________________________________________ Afghanistan Didn't Fall: It Never Existed All wars are forever when you don’t know what you’re fighting for. By: Daniel Greenfield Frontpage Mag August 17, 2021 "Afghanistan's collapse: Did US intelligence get it wrong?" ABC News asks. "Afghanistan Is Your Fault," barks Tom Nichols at The Atlantic. “Why Afghan Forces So Quickly Laid Down Their Arms,” Politico ponders. The one thing that the Taliban's conquest of Afghanistan is good for is more media hot takes. Afghanistan didn't fall because it never existed. The Afghan army laid down its arms because it also never existed. And not just because many of the 300,000 soldiers were imaginary. Its Pashtun members surrendered to their fellow Taliban Pashtuns, or fled to Iran or Uzbekistan, depending on their tribal or religious affiliations which, unlike Afghanistan, are very real. The Afghan army was there because we spent $90 billion on it. Much like Afghanistan with its president, its constitution, and its elections existed because we spent a fortune on it. When we left, the president fled, the army collapsed, and Afghanistan: The Musical closed in Kabul. Afghanistan isn’t a country. It’s a stone age Brigadoon of quarreling tribes, ethnic groups, Islamic denominations, and warlords manned by young men with old Russian and American rifles. Unlike the fiction of a democratic Afghanistan, that is something they will die for. And in the coming years you will see some of those same soldiers who laid down their guns fighting and dying for tribes and warlords, even fighting the Taliban, in the real endless war. The forever war isn’t something we invented after 9/11: Afghanistan has always been at war. Americans are impressed that the Taliban held out for 20 years. They shouldn’t be. There’s no time in Afghanistan. Two decades of war are horrifyingly incomprehensible to Americans. To Afghans, it’s the way things have always been. We stepped into a place that has been a war zone for centuries, took sides, supplied weapons, and then left as everyone knew we would. The British and the Russians came and went. After us, the Chinese will come and go. And the forever war will go on endlessly. Before us, the Russians wanted the Afghans to pretend to be Communists. We wanted them to pretend that they were Democrats. But the Afghans aren’t ‘Afghans’, they’re Pashtuns, Uzbeks, Balochs, Hazaras, Sunni and Shiite Muslims, everything else is just a temporary costume. The Taliban, another Pashtun bid to seize power, will be met with resistance, not by the proponents of a free and democratic Afghanistan, but by rival tribes and warlords. We’ll probably end up funding some of them. And maybe this time we won’t be stupid enough to ask them to hold elections or any of the other nation-building nonsense from Foggy Bottom. Our Afghanistan campaign after September 11 was fast, clever, and ruthless. The men who conducted it understood the society. They worked together with warlords to crush the Taliban. Their goal was a quick and dirty victory that would make an example out of the Taliban. Our allies were anyone whose current factional interests in the endless power struggle aligned with ours. As the years went on, some of our allies became enemies, and some enemies became allies. The Taliban were the bad guys, but just like in Syria, so was everyone else. There were plenty of innocents caught in the crossfire, but innocents have no power. The average Afghan rural villager doesn’t think of being a citizen of some country called Afghanistan. He cares little for elections and his elders confuse Americans with the Russians and sometimes even the British. The elites in Kabul are happy to dress up their power grabs in presidential titles and constitutions that no one else in the country cares about. USAID pays girls in Kabul to play at feminism and college graduates to talk about international relations. None of it mattered a damn in the vast majority of the country as we are now finding out. But Afghanistan didn’t become a complete disaster for us. Until Obama. American forces peaked at 25,000 under Bush. Obama quadrupled them to 100,000. That’s the year more American soldiers were wounded than during the entire Bush administration. 1,200 Americans died during Obama's Afghanistan surge, not just because he quadrupled the number of soldiers, but because the military was told to stop trying to defeat the Taliban. Our soldiers became community organizers with guns who were told not to fight. No hearts and minds were won. But cemeteries filled up with boys from Texas and West Virginia who weren’t allowed to shoot back because Obama wanted to win Muslim hearts and minds. The military brass who embraced Obama’s strategy buried and crippled a generation of young men. Countless men and women came home wounded inside. They overdosed or killed themselves. The surge receded. The military brass pulled back to secure the cities while the Taliban secured the rural areas that we spent so many lives on. All they had to do was wait for us to leave. The speed with which the Taliban took the country only seems magical to CNN viewers. The country was theirs for the taking. The Taliban fought few battles. The various warlords and leaders began switching sides when Biden announced his withdrawal to join the winning team. That’s the Islamic team backed by Pakistan, China, Turkey who are the big boys still standing. But that doesn’t mean that they won’t switch sides next month or next year. The hated government in Kabul was backed by our money and our air power. We’re out, so are they. But the locals will hate the Taliban too. And as the Chinese come in to set up mines, run roads, and offend the locals, they’ll find out what we, the British, and the Russians learned. Afghanistan doesn’t belong to anyone. It’s its own forever war of quarreling tribes. The forever war will continue whether or not we’re there. But we’ll probably be there in one form or another. We never really understood Afghanistan or Iraq. And so, we can’t escape them. Al Qaeda and ISIS will operate out of Afghanistan. So will countless other Jihadi fighters. Americans didn’t invent the forever war. It’s been going on in the Islamic parts of the world for over a thousand years. It’s unfashionable and politically incorrect to mention it. That’s why the media carefully describes the Taliban as “religious students” without naming the religion. It’ll refer to Sunni and Shiite infighting in Iraq while leaving off the “Islam” part of the group. We came to defeat the Jihadists behind September 11 and we stayed behind to reform Afghanistan. But what were we reforming it from? We couldn’t name the problem. And when you can’t name a problem, you never come up with a solution. Having failed to fix Afghanistan, the process is now underway to bring as many Afghans as possible to America. The old plan to bring 100,000 “interpreters” and their family members has been vastly expanded to make any Afghan who did any work for American organizations, from aid groups to the media, eligible to come to America. By the time they’re done, we may end up with a million Afghan refugees in America. Some of them will become Islamic terrorists. The final act of fighting terrorism is bringing the terrorists to America to create more terror. The real tragedy of Afghanistan isn’t just that we lost so many of our best and brightest in the dust, it’s that we learned nothing from the experience. Nothing except to blame ourselves. We didn’t fail Afghanistan. Nor did we lose Afghanistan. It was never ours or anyone’s. Afghanistan wasn’t our forever war. It’s the forever war of the warlords and tribesmen who will keep on fighting it until the water dries up, the cattle die, and they all move to Fremont where 25,000 Afghans already live. Our mistake was not recognizing what Afghanistan was. Americans like to believe that everyone is like us. It’s an easy trap to fall into. Wherever we go, the people speak English, listen to our music, and wear Nike shirts. They have opinions about our presidents and want to know how easy it is to move to Fremont. And we cheerfully supply them with more Nike shirts, bad music, worse movies, and try to persuade them to create a United States of Iraq or a United States of Afghanistan. Then when it doesn’t work out, they move to Fremont, Minnesota, or New York City, run for Congress, and tell us they hate us. If we learn anything from Afghanistan, from Iraq, and from September 11, let it be this. There have to be boundaries, physical and conceptual borders, between us and the rest of the world. American exceptionalism can’t be a narcissistic belief that everyone ought to be like us. If everyone could become us, there would be nothing exceptional about us. Our exceptionalism is that the rest of the world isn’t like us and never will be. And that if we want to protect ourselves, we have to stop trying to define the world or allowing the rest of the world to redefine America. We could have won in Afghanistan, swiftly and decisively, and left, if we hadn’t been seduced into believing that Afghanistan could be America and that Afghans deserved to be Americans. Likewise, Iraq. Victories became defeats and cemeteries filled with the dead because we lost sight of the truth about Afghanistan and about ourselves. The more we think about Afghanistan or any place in terms of ourselves, the less we see it for what it is. And that can be a deadly illusion. Americans have spent the last century trying to turn the world into America. Let’s spend this century making America what it was always intended to be: a refuge from the rest of the world. We won’t win wars anymore because we can no longer remember what we’re fighting for. Unable to draw boundaries between the enemy and ourselves, between our nation and the world, we’ve lost touch with the fundamental purpose and even the concept of what a war is. To win a war, we must remember what we’re fighting for. Ourselves. The Afghans understand that concept. Perhaps they understand it too well. But it’s time we learned it too. If we can’t go to war for ourselves, not for democracy, human rights, or so that Afghan girls can go to school, then we will lose soldiers, lose wars, and lose our nation. All wars are endless and forever when you don’t understand what it takes to win Daniel Greenfield, a Shillman Journalism Fellow at the Freedom Center, is an investigative journalist and writer focusing on the radical Left and Islamic terrorism. ___________________________________________________ BOTTOM LINE: “Education is the wellspring from which a nation ascends … or the quagmire into which it sinks. Education is everything.” Michael Russell INTENT: My intent here is to make two points. One, what is the magnitude of the problem and secondly how do we fix it? HOW BIG IS THE PROBLEM? Huge. Education is perhaps this nation’s greatest disgrace. Yet every four years we go through the same song-and-dance. Candidates promise to spend more billions of dollars, resulting in more top-down regulation which then requires a bigger inefficient and ineffective Department of Education bureaucracy. This is a decades-old formula for failure as we spend more dollars per student and watch our world rating in education continue to decline. WHERE ARE WE TODAY? Education has been headline-news over the past 18 months. The pandemic shut down schools and 60 million kids and 180 million adults with children under age 18 had to learn, or not, to endure remote classrooms. More recently the national debate has been about including critical race theory as a foundational piece of every school’s curriculum and about masks and vaccinations. But what we do not talk about is the elephant in the room, embarrassing, ridiculous education results. THE NATION’S REPORT CARD: The National Assessment of Educational Progress (NAEP) is the only assessment that measures what U.S. students know and can do in various subjects across the nation, states, and in some urban districts. Also known as The Nation’s Report Card, NAEP has provided important information about how students are performing academically since 1969. They grade mathematics, reading, science, writing, technology, arts, civics, geography, economics, and U.S. history for grades 4th and 8th every 2 years and 12th grade every 4 years. PRE-COVID NAEP REPORT CARD: In 2019 NAEP tested 150,600 grade 4 students, 143,100 grade 8, and 26,700 grade 12 students and reported: Here is a summary pulled from a large comprehensive report: Reading: The assessment measures reading comprehension by asking students to read selected grade-appropriate materials and answer questions based on what they have read. Grade 4 Grade 8 Grade 12 NOT proficient: 59% 66% 76% Mathematics: The assessment measures both mathematics knowledge and the students’ ability to apply their knowledge in problem-solving situations. Grade 4 Grade 8 Grade 12 NOT proficient: 65% 66% 63% Other subjects were even worse. For high school seniors 88% NOT proficient in history, 77% NOT proficient in writing ability and 78% NOT proficient in science. NAEP defines “proficiency” as follows: NAEP student achievement levels are performance standards that describe what students should know and be able to do. Results are reported at three achievement levels, Basic, Proficient, and Advanced. What we-the-people want and deserve from our schools are high school graduates who are “proficient”, that is they are ready to go out into the world with the skills to put together a successful and prosperous life. The above percentages represent the number that cannot score up to the “proficient” level. Generally speaking, two thirds of our high school graduates are not adequately prepared to do that. And that says nothing about the 7,000 students who drop out every school day. More snapshots that illustrate the problems in government-run public schools: Providence, RI: Only 5% of eighth graders are proficient in math. Newark, NJ: 21% proficiency in math. North Carolina: 44 % of North Carolina fourth graders are not proficient in reading. Wisconsin: Black American eighth graders perform only slightly better than white fourth graders in reading and math. And so it goes across the country. A recent survey found that 20% of American adults cannot name even one of the three branches of government. GOVERNMENT-RUN vs CHARTER: One cannot adequately analyze education results without getting inside the government-run public schools vs charter schools discussion. Let’s begin by understanding what a charter school is. Facts shared by nearly all the states: Charter schools are authorized by the State Board of Education. Charter schools are tuition-free schools of choice that are operated mostly by independent non-profit boards of directors. The two major teachers’ unions, the National Education Association (NEA) and the American Federation of Teachers (AFT) consistently spread false information against charter schools. Misinformation # 1: “Charter schools are unaccountable, private schools that take money away from district schools.” Truth: Charter schools are 100% accountable to state authorities. Charter school students are typically funded at $0.73/dollar compared to district school students. Misinformation # 2: “Charter schools don’t serve a diverse population of students; they get to hand pick their students to populate their schools.” The truth is, if a child is eligible to attend a public government school, parents may apply to any charter school. If a charter school receives more applications than its capacity, a lottery is conducted. Discrimination based on race, national origin, or religion is prohibited. Misinformation # 3: “Charter schools are not academically superior to government-run public schools.” Truth: In New York City, for example, in several minority communities, traditional public school and charter school classes are co-located in a common building. In one co-mingled building in 28 different classes less than 10% of the government-run public school students tested to a proficient level while 81-100% of charter students were proficient. Why do charter school students perform better? Two reasons: 1) Government-run public schools are top-down highly regulated vs charters with their own organization, planning, and programs allowing them the freedom to use innovative school models and customized approaches to curriculum, staffing, budgeting and teaching. 2) Government-run public schools are highly unionized while charters are not. With teacher union support, on average it takes about two years of a Principal’s effort to fire a teacher for poor performance. Unsatisfactory teachers are not being held accountable. By contrast, if charter students do not measure up to standards, the school is subject to being shut down by state law. Is accountability important in education? Yes, it is the ultimate arbiter. CONCLUSION, TEACHERS’ UNIONS ARE NOT A PART OF THE SOLUTION, THEY ARE A BIG PART OF THE PROBLEM. Two facts lead to this conclusion: One, generally, across the nation, charter school students score higher on achievement tests than students in government-run public schools. Two, this is a summary of what the union leaders are telling we-the-people about charter schools: Charter schools are privately-operated, deregulated, segregated, poorly supervised, de-unionized scandal-ridden contract schools that drain much-needed funds from demonized public schools. Those statements are all lies. To illustrate how out-of-control the teachers unions can get, when California was considering sending teachers back into the classroom, the Los Angeles teachers’ union made the following demands: defund police, a moratorium on new charter schools, new wealth taxes on California millionaires and billionaires and Medicare-for-all at the federal level. Three questions come to mind: 1) How did they get so far out of their lane? 2) Why are they the final decision maker on when teachers return to the classroom? 3) How did they get that much power and influence? THE DEMOCRAT PARTY AND EDUCATION: Biden on education during the 2020 campaign: “There are some charter schools that work.” Wow, what a resounding endorsement! And “I will stop all federal funding for for-profit charter schools.” Only about 16 percent of charter schools across the country are operated by for-profit entities. The Democrat party traditionally supports everything the teachers’ unions are saying and doing which is not necessarily good for education. But it is good for campaigning; in 2016 the two largest teachers’ unions contributed $41 million dollars to candidates with 94% going to Democrats. The Democrat Governor and legislature in Oregon, July 2021, found a solution to the dismal reporting that the state’s high school graduates had failed to master essential skills. The governor signed into law a suspension of the state requirements that students demonstrate proficiency in reading, writing and math. That simple piece of legislation just told the teachers, Principals, Superintendents, and school boards that they will not be held accountable for passing out high school diplomas to illiterate graduates. FIXING EDUCATION begins with an understanding that education without standards is a failed system; education without accountability is a failed system. We have a failed system. Since the Federal Government established the Department of Education in 1979, we have seen one failed program after another as each succeeding administration tries to fix education from the top down with hundreds of billions of dollars and tens of thousands of bureaucrats. What to do? We must change the way we solve education problems with more decentralized decision making and execution. Learn from charter schools. As pointed out earlier, charters are turning out better educated graduates because they are allowed to operate with their own organization, planning, and programs allowing them the freedom to use innovative school models and customized approaches to curriculum, staffing, budgeting, and teaching. Big, centralized government bureaucracies stifle all of that. We need to begin education reform by doing away with the federal Department of Education. Turn it into a small agency principally dedicated to handling federal grants to education. This will in turn take education out of national politics and hopefully make it less partisan. Decentralize education by putting the responsibility for quality education squarely on the states where it can be more directly scrutinized by We-the-People. AN ORGANIZATION WITHOUT STANDARDS IS A FAILED ORGANIZATION: Applying standards to education makes the teaching game-plan simple to define. It begins with the identification of an end state standard for a particular time period. For example, there must be a standard for the end of first semester fourth grade math. Given that standard the teacher will then develop a week-by-week lesson plan to achieve that standard with every student. Teach to a standard, then test. Teach to the next level, then test again. And so it goes week after week for 13 years, K-12. The concept is simple and there will be no need for hundreds of pages of regulations, frequent recurring reports, no need for legions of bureaucrats providing oversight and requirements for national testing. HOW DO WE ESTABLISH THE STANDARDS ? It is not difficult; it can be done quickly and does not require any bureaucrats, regulations, or tax dollars to do it. Here are the steps to take, for example at the State level, led by the Governor. The Governor is accountable for standards. The Governor will set up a summer work session by inviting selected teachers and Principals to establish education standards. On day one there will be a meeting of three experienced outstanding kindergarten teachers and three equally outstanding elementary school Principals. Their task is to define what every Kindergarten student should achieve by school year end; that is, the end state standard. Having done that, they will then outline, in general terms, what to achieve during each of the six-week intervals on the way to the end state. That’s it, they are done. The kindergarten standards are set. Every elementary school Principal and kindergarten teacher in the state will then work to achieve that standard. A similar group of 1st grade teachers, who sat in on the kindergarten session but did not participate, now have a clear understanding of the kindergarten end-state which clearly defines their start point for 1st grade standards. They then set about to establish end of 1st grade standards. And so, it would go on day after day during a summer-long session to define standards for every grade and every course K-12. AN ORGANIZATION WITHOUT ACCOUNTABILITY IS A FAILED ORGANIZATION. If the accountable Governor has established viable, understandable standards for all subjects and all grades, accountability immediately moves down to the local level. The local Board of Education and the Superintendent are accountable to the local public, we-the-people, for institutionalizing the standards. That begins with their school Principals’ job description, mission statement, goals, focus etc. however they want to phrase it. The Principal will be accountable for quality instruction to standard of every subject in every classroom every day, period. It is the Principal’s number one priority every day and whatever is second priority should rarely see the light of day: period. How does the Principal’s focus get translated into the classroom? It begins with good old fashioned lesson plans. Every teacher is accountable for preparing lesson plans on a week-by-week basis that lead directly to the standard (for example) established for end of first semester 4th grade math. The Principal’s accountability begins at the beginning of the year when he/she goes over every lesson plan with each teacher to insure there is a clear path to the required end-state; that is, what the student must know and understand at the end of each semester. The Principal should have all the lesson plans in a 3-ring binder or on an iPad. Every day he/she will take the lesson plans and visit classrooms. If the teacher is behind schedule, if the instruction is sub-par, if the students are obviously not “getting it” there must then be a one-on-one Principal/ teacher “discussion” at the end of that day. Fix it! Accountability. Accountability on the part of the Principal should include creating conditions for success. That is, an open-door/open discussion atmosphere, an environment in which initiative and innovation are encouraged and best practices sharing is the norm and reenforced with a culture of trust and respect. Teacher accountability is to teach/test, teach/test to always know if the kids “get it” and if they do not, re-teach, tutor, whatever it takes to not let a student get behind. Getting behind in 4th grade leads to being further behind in 5th grade etc. until they eventually become one of the 7,000-per-day dropouts. SEPARATING THE WHEAT FROM THE CHAFF: Teachers and leaders. Teachers: Just as in any other organization, schools have key individuals (in this case teachers) who can be categorized as great, good, mediocre, or poor performers. How can you tell? There is a good chance that poor performing students have a mediocre or poor teacher. These are the teachers who will say in a huff, “Well, I know how to present the material, but I can’t make them learn;” blaming their failures on someone else. In contrast is the teacher with students who are doing well, and that teacher not only knows how to present the subject matter but also knows how to make the students WANT to learn. Leaders: In all large organizations, industry, government, military and in this case education, there are elements (branches, divisions, schools) that are drowning in mediocracy. One thing that may be common in all of these is what I call consensus-to-fail. It is an unwritten, unstated but also alive and functioning operational understanding wherein the leader is “saying” without actually saying it out loud, “I will not hold you responsible for being mediocre subordinates if you will not hold me responsible for being a mediocre leader.” When one walks into an organization like that there is a feeling, a sense that initiative, innovation, high standards are not the order of the day, and they are completely satisfied with mediocracy. There are some schools that are consistently poor performing organizations. If it is a charter school their charter will be pulled. If it is a government-run public school the usual solution is to throw more money at the problem. Additionally, one reason poor performing schools tend to remain substandard is that when a great or good teacher is hired and they get a sense of the consensus-to-fail culture, they want no part of it, and they move on. With this emphasis on transforming education at the point of execution there is going to be demand for good-to-great leadership at the local level. The Superintendent is the first level where quality instruction becomes that position’s number one priority. Daily, the Superintendent must lead, mentor, and observe the first-line leaders the school Principals. Unrelenting focus on quality instruction. Many school districts will be faced with the problem of not having enough experienced leaders at the Superintendent/Principal level. Many individuals in those positions were placed there because they were excellent teachers but may in fact have never had a day of leadership training. There is always an easy fix at the local level, and it is free. Every community has its share of successful civilian and/or military leaders either still employed or retired. The board of education could easily set up mandatory Saturday morning leader development seminars for the Superintendent and all the school Principals. Solicit the local leaders to participate pro bono in the seminars. This is not rocket science; this is leadership and accountability and unrelenting focus at the point of execution. Some teachers will probably complain to their union representative. Good, that’s when the Superintendent and/or the local Board of Education steps in and explains to the union how the soup is made in their school district. Sometimes large and seemingly insurmountable problems have a simple, common-sense solution. I believe that education in America can be put back on track. But it is going to take some draconian action by the President and Congress. Do away with the Department of Education. Cut out all the federal bureaucratic regulations and reporting requirements. Get politics out of education, just let it work on its own at the local level. We-the-People cannot rely on some nameless faceless bureaucrat in Washington to solve our local education problems. But if the accountable local Board of Education members get off track, we can for sure vote them out of office. The local Superintendent and school Principals are people we know and can talk to. RECAP: EDUCATION NEEDS A NATIONAL TRANSFORMATION WHICH WILL ENTAIL, AS A MINIMUM, DOING THE FOLLOWING: · Do away with the Dept of Education and its rules, regulations, reporting requirements and bureaucrats. · Expand school choice with more charter schools. · Decentralize education to the states to establish standards. · Decentralize education to the school districts for accountability. · Find a way to curb the power, control, and authority of the teachers’ unions. Achievable standards and clearly articulated accountability is the formula for dramatically raising students’ “proficiency” in all subjects across America. It does not begin in Washington, it begins with state-wide standards and is accomplished at the point of execution, inside the schoolhouse one day at a time. ___________________________________________________ Did the FDA Pull a Bait-and-Switch on the American People? By Steve McCann American Thinker August 27, 2021 (Emphasis added) On August 23rd all the mainstream or agitprop media outlets were trumpeting the news that the FDA had granted permanent approval for the Pfizer Covid-19 vaccine. The press breathlessly reported that vaccine mandates were now legal for healthcare workers, employees in private industry, college students, and government employees at all levels including teachers and school staff. Almost immediately Joe Biden shuffled his way to the podium and read off his teleprompter that all businesses should immediately institute vaccine mandates. The Pentagon announced that vaccinations would be mandatory for all active service members. Bill de Blasio immediately instituted a vaccine mandate for all New York City teachers and staff. But what the agitprop media and the Biden White House failed to report is that there are two critical issues as to whether the Pfizer-BioNTech Covid vaccine (which is what has been and continues to be administered) can be mandated and whether Pfizer can be held liable for injuries, a provision that accompanies permanent approval of a vaccine or drug. What the FDA approved and licensed is Pfizer’s Comirnaty Covid vaccine not the current Pfizer-BioNTech Covid vaccine in use under an Emergency Use Authorization (EUA). The FDA has acknowledged that Pfizer has insufficient stocks of the newly licensed Comirnaty vaccine available but there is a significant amount of the Pfizer-BioNTech Covid vaccine available under the EUA still on hand. Further, the FDA decreed that the Pfizer-BioNTech vaccine should remain unlicensed and under the EUA but can be used interchangeably with the newly licensed Comirnaty vaccine. More importantly, the FDA states that the licensed Comirnaty vaccine and the existing Pfizer-BioNTech vaccine are “legally distinct” but proclaims that their differences do not “impact safety or effectiveness.” [emphases added] Per the Children’s Health Defense Fund: There is a huge real-world difference between products approved under EUA compared with those the FDA has fully licensed. EUA products are experimental under U.S. law. Both the Nuremburg Code and federal regulations provide that no one can force a human being to participate in this experiment. Under 21 U.S. Code Sec.360bbb-3(e)(1)(A), “authorization for medical products for use in emergencies,” it is unlawful to deny someone a job or an education because they refuse to be an experimental subject. Instead, potential recipients have an absolute right to refuse EUA vaccines. U.S. laws, however, permit employers and schools to require students and workers to take licensed vaccines. EUA-approved Covid vaccines have an extraordinary liability shield under the 2005 Public Readiness and Preparedness Act. Vaccine manufacturers, distributors and government planners are immune from liability. The only way an injured party can sue is if he or she can prove willful misconduct, and if the U.S. government has also brought an enforcement action against the party for willful misconduct. No such lawsuit has ever succeeded. At least for now, the Pfizer Comirnaty vaccine has no such liability shield. A vial of the branded product that says “Comirnaty” on the label is subject to the same product liability laws as any other product. People injured by the vaccine could potentially sue for damages. Based on what has been reported over the past six months regarding Covid vaccine side effects, the potential jury awards could be astronomical. Thus, it is highly unlikely that Pfizer will allow any Americans to take the Comirnaty labeled vaccine until it can coerce Congress or the Biden Administration to somehow arrange immunity for the product. Meanwhile, Pfizer has been given the green light by the FDA to continue administering the Pfizer-BioNTech Covid vaccine under the EUA. And given the fact that they have a huge inventory on hand, they will continue to do so in any vaccine mandates. The obvious and inevitable question is: did the FDA cynically pull a bait-and-switch on the American people by announcing permanent approval of a Pfizer Covid vaccine, which everyone would assume to be for the vaccine currently in universal use, in order to abet the Biden Administration in imposing illegal vaccine mandates? Or, more cynically, did the FDA also conspire with Pfizer to allow them to unload their current massive inventory of a vaccine that science and the Vaccine Adverse Events Reporting System (VAERS) have exposed as unreasonably dangerous as physicians, families, and injured vaccine recipients have reported more than 600,000 vaccine injuries. And which has also been rendered obsolete by the Delta variant, requiring a “booster” shot that has yet to be tested or approved by the FDA. Since the beginning of the Chinese Coronavirus pandemic, the entirety of the federal medical bureaucracy has been woefully inconsistent in their pronouncements, inevitably wrong in their prescribed actions, subservient to political pressure from Democrat party politicians, and far too cozy with pharmaceutical companies as they focused solely on vaccines and not therapeutics and prophylactics. But on the surface, these dubious actions by the FDA go far beyond incompetence. The time has come for some genuine transparency and honesty from the FDA on how this Pfizer vaccine approval came about and why in such an inordinately short period of time for a new and experimental vaccine with no long-term trials. This agency’s credibility is at stake. Meanwhile, Americans should decide for themselves about being vaccinated. But if someone is subject to a vaccine mandate, they should request to see if the vaccine they are about to receive is labeled the Pfizer Comirnaty vaccine as that is the only one licensed. If any other, that person has the legal right to refuse. _______________________________________________________________ "FONT-SIZE:28pt;FONT-FAMILY:Jokerman;BACKGROUND:white;COLOR:#222222;">Illegitimi non carborundum | 
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