THE HAND OF PLETKA
THE HAND OF PLETKA- HANDING OUT IPADS TO STUDENTS
Figure 1 Electromagnetic field application method for experimental animals.
THE HAND OF PLETKA
Figure 1 Electromagnetic field application method for experimental Fullerton students.
THE HAND OF PLETKA
Note the location of THE WIFI ANTENNA
So here we have an experimental study on exposing rats for 15 minutes a day for 15 days and counting the number of ovarian follicles that remain after irradiation. You know how tough rats are and yet the results are horrifying. What is this doing to our children?
https://www.researchgate.net/publication/275671623
So here we have a forced experiment being conducted on Fullerton School District students who are forcible exposed several hours a day 5 days a week 180 days a year.
Exposure device for the rats
An exposure device with a special antenna was used for generating the EMF (5 W peak output power and 1.04 mW/cm2 power density), and the exposure emission was maintained at 900 MHz with a pulse repetition frequency of 217 Hz
Figure 2 Electromagnetic field application device.
Exposure device for the students
An exposure device with a special antenna placed on students zippers was used for generating the EMF (1 W peak output power and .50 mW/cm2 power density), and the exposure emission was maintained at 2.4 GHz and 5.o GHz with a pulse repetition frequency of 217 Hz for 365 days a year for hours at school and at home on the abdomen.
The specific energy absorption rate (SAR) varied from .074 W/kg to 1.19 W/kg for the entire body.
Here are the numbers from the forced experiment on the Fullerton students
Here are the numbers from the experiment on the rats.
An exposure device with a special antenna was used for generating the EMF (5 W peak output power and 1.04 mW/cm2 power density), and the exposure emission was maintained at 900 MHz with a pulse repetition frequency of 217 Hz
The specific energy absorption rate (SAR) varied from 0.018 W/kg to 4 W/kg for the entire body.
So here is the conclusion from the experiment with the rats: AN APPROXIMATE 50% REDUCTION IN THE OVARIAN FOLLICLES OF THE MICROWAVE EXPOSED RATS-READ THAT STERILIZATION LADIES AND GENTLEMEN
| Experimental group (n = 8) | Control group (n = 8) | pa | |
|---|---|---|---|
| Right ovarian PF average | 34.00 ± 10.20 | 78.50 ± 25.98 | <0.001 |
| Left ovarian PF average | 36.00 ± 10.53 | 71.75 ± 29.66 | 0.011 |
| Total ovarian PF average | 70.00 ± 19.03 | 150.25 ± 49.53 | 0.002 |
Quantitative data are presented as mean ± standard deviation values.
PF = primordial follicle.
LADIES AND GENTLEMEN-THIS IS WHAT 15 MINUTES A DAY FOR 15 DAYS DID TO RATS-LOOK AT THESE NUMBERS!
WHAT IS 5 HOURS A DAY 5 DAYS A WEEK 365 DAYS A YEAR DOING TO YOUR CHILDREN? WHERE ARE ALL THE STUDIES REPLICATING THIS EXPOSURE ON ANIMALS IN THE UNITED STATES? PUBLIC RECORDS ACT REQUESTS YIELDED NONE FROM THE FSD OR THE FJUHSD.
YOUR CHILDREN ARE TAKING PART IN IT RIGHT NOW AT THE HANDS OF PLETKA-HE REFUSES TO TURN OFF THE WIRELESS SYSTEMS. I HAVE IT IN WRITING AND ON VIDEO.
At the very least, you would think the government and industry would have gone to great lengths replicating animal experiments in the United States to determine if the classroom application of this technology is safe. No such thing folks. Oh there are military studies from decades ago that clearly state that microwaves are dangerous and after all, microwave radiation is a weapon. No only school district sycophants, school boards that ignore the evidence and local media like the Fullerton Observer that withhold information presented at both elementary and high school board meetings that the public has a right to know while the children remain in harms way being aided and abetted by their very own parents that drive by our banners on the sidewalk and throw the fliers on their windshields in the trash.
APPLE COMPUTER COMPANY’S LANDSCAPE ARCHITECTURE PLANS FOR THEIR 5 BILLION DOLLAR HEADQUARTERS IS ALL ABOUT FERTILITY LADIES AND GENTLEMEN-OPEN YOUR EYES.
TECHNOLOGY OFFSHOOT FROM APPLE COMPUTER
SATANIC TO THE CORE AS HUMAN FERTILITY IS LITERALLY TURNED UPSIDE DOWN.
Tell me who in their right mind would ignore thousands of studies and citations warning against forcing wireless into a classroom? The Hand of Pletka continues to do just that.
MAY GOD HELP US LADIES AND GENTLEMEN
#1 by Anonymous on January 22, 2016 - 3:33 pm
Gaming + Passion = Engaged Students by Dr. Robert Pletka
January 20th, 2016 | Posted in News
Nationally, student disengagement is a problem in schools. In Fullerton School District we are working to reverse that national norm! We plan to make that change through personalizing student education via ramification. Sound extreme? Read on . . . . .
While in primary elementary grades, engagement or active student involvement rates are close to 70%, those rates decrease with each subsequent year students are in school. By the time, students reach junior high, disengagement rates are 50% .
Students often cite school as meaningless and irrelevant as reasons for their life. Meanwhile, for decades data shows that students learn and retain more of what they learn when they are personally, actively involved in their own learning.
To address these issues of the irrelevancy of learning Fullerton School District developed the iPersonalize program. The program utilizes a personalized learning environment to teach California State Standards in Language Arts, Math, and Science with a strategic and gamified use of tools. Student assessments continue in the gaming program allowing opportunities for students to demonstrate mastery.We call the program “iPersonalize”.
In iPersonalize, similar to a learning Augmented Reality Game (ARG), students are guided by the storyline utilizing a blended learning environment. Students are able to do the assignments on iPads that access their “quests” while learning standards. In some contexts, teachers do direct instruction of students, however, the role of the teacher is largely one of a facilitator. Students apply their learning in Challenge Based Learning Quests by which students develop products that are more relevant to their lives. Sometimes their results are shared with a broader community or audience utilizing social media and community events to showcase student artifacts. For example students might write an essay for their local newspaper or develop an article/video to persuade people to vote. That student product may be posted on YouTube.
Students receive bonus points, badges, and messages of appreciation through the game and are pushed to higher levels of learning. Through a variety of gamified strategies in assessment and learning, student choice, voice, and achievement are promoted.