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[–] enki74 1 point -1 points (+0|-1) ago 

This is a good question, enki. We could use a fresh post reviewing all the data sources on this. @Honeybee_ may have a stronger sense of which numbers come out of which agencies. The lack of consistent tracking of this from state to state is one of the most frustrating things about investigating child sex trafficking (and a strong clue powerful people don't WANT clear metrics on the subject).

yep i hear how your thinking here, so long ago this question and now new information out with chandler etc. sorry did not see this im not working with voat much, wanting to connect with sb2 on the subject of kate matzz i think the name is he named her as one involved in ass a nation attempt which she denies I would like to see what sb2 has to say about this?

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[–] Vindicator [S] ago 

This is a good question, enki.

Why are you talking to yourself in the 3rd person?

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[–] enki74 ago 

i was including your reply?

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[–] enki74 ago 

sorry to crash this thread voat is annoying to me to figure how to get cpp etc but i wanted to connect with u about his old subject]

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[–] Vindicator [S] ago 

What old subject?

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[–] Vindicator [S] ago 

Write a controversial book praising the powerful, get promoted by the powerful

The American College

In 1908, Flexner published his first book, The American College. Strongly critical of many aspects of American higher education, it denounced, in particular, the university lecture as a method of instruction. According to Flexner, lectures enabled colleges to "handle cheaply by wholesale a large body of students that would be otherwise unmanageable and thus give the lecturer time for research." In addition, Flexner was concerned about the chaotic condition of the undergraduate curriculum and the influence of the research culture of the university. Neither contributed to the mission of the college to address the whole person. He feared that "research had largely appropriated the resources of the college, substituting the methods and interest of highly specialized investigation for the larger objects of college teaching."[6]

His book attracted the attention of Henry Pritchett, president of the Carnegie Foundation, who was looking for someone to lead a series of studies of professional education. The book consistently cited Pritchett in discussions of views on educational reform, and the two soon arranged to meet through the then-president of Johns Hopkins University, Ira Remsen. Although Flexner had never set foot inside a medical school, he was Pritchett's first choice to lead a study of American medical education, and soon joined the research staff at the Carnegie Foundation in 1908. Although not a physician himself, Flexner was selected by Pritchett for his writing ability and his disdain for traditional education.[2]

What a surprise, Johns Hopkins became the model of his later report!

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[–] Vindicator [S] ago 

Biographical articles behind paywalls:

https://insights.ovid.com/crossref?an=00001888-199802000-00014

https://insights.ovid.com/crossref/00000441-201805000-00017?isFromRelatedArticle=Y

My name is Abraham Flexner. You may have heard of my report. We need to talk.

I never mentioned it, but I had a tough childhood. Growing up in poverty in Louisville, Kentucky, taught me the value of hard work. I was 7 years old when my father’s business failed; 16 when he died. After supporting my family during high school, I only had enough money for 2 years at Johns Hopkins University. Enrolling in 14 courses per semester, alternating attendance between 2 or 3 classes at the same hour, I developed the ability to master enormous amounts of information and graduated on time with good grades.

Returning home, I created an internationally known preparatory school with small classes, no organized lectures, no homework, no report cards and no tests. My students entered the nation’s best schools at a younger age and were more likely to graduate than students from the top New England prep schools.

I published my unorthodox educational philosophies in a book, “The American College: A Criticism,” which attracted the attention of Henry Pritchett at the Carnegie Foundation. Pritchett had been working with the American Medical Association to address the proliferation of for-profit and lecture-dominated medical schools in the United States. In 1910, at age 44, I visited all 46 states and Canada, reviewing over 155 medical schools in 16 months.

My final report was less than 400 pages, but it included a detailed assessment of every medical school in North America as well as a history of medical education in the United States, the proper and actual basis of medical education, and recommendations for change.

I redesigned the medical schools of Vanderbilt, Washington University and Cincinnati. I persuaded Northwestern, the University of Chicago, and the University of Illinois to share Cook County Hospital. I advised Yale on research investment and recommended deans for half a dozen medical schools before I even finished the survey.

After the report was published, I was sued for libel, received death threats, and was told never to set foot inside the city of Chicago, but the inferior medical schools began closing.

In 10 years, I was able to secure the equivalent of $6 billion and triple the amount of money spent on medical education in the United States, while closing 50 medical schools.

For many years after my death, the reforms I had made—standardizing entrance requirements, teaching the students a scientific curriculum, embedding them in the clinical activities the hospital, and assuming responsibility for their education—remained intact. Now, I am disturbed to see that issues that I addressed over a century ago are recurring. Changes have occurred in medical education that have led to a passive student experience, the reemergence of proprietary medical schools, and the disruption of the bond between teacher and student that is vital to educational success. Below are four problems we encountered in 1910 which have resurfaced in your time.

In my 1910 report, I said: Out-and-out didactic treatment is hopelessly antequated; it belongs to an age of accepted dogma or supposedly complete information, when the professor “knew” and the students “learned.” The lecture indeed continues of limited use.

Medical education requires hands-on experience, not lectures.Learning medicine is not fundamentally different from learning anything else. If one had 100 hours in which to learn to ride a horse… one might profitably spend perhaps an hour in being told how to do it… and the remaining hours in practice, at first with close supervision, later under general oversight.

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[–] Vindicator [S] ago  (edited ago)

Who was this guy?

Abraham Flexner was born in Louisville, Kentucky on November 13, 1866. He was the sixth of nine children born to German orthodox Jewish immigrants, Ester and Moritz Flexner.[3] He was the first in his family to complete high school and go on to college.[2] In 1886, at age 19, Flexner completed a Bachelor of Arts in classics at Johns Hopkins University, where he studied for only two years. In 1905, he pursued graduate studies in psychology at Harvard University, and at the University of Berlin.[4] He did not, however, complete work on an advanced degree at either institution.

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[–] Vindicator [S] ago 

He taught at a boys high school, then founded an experimental college prep school, and married a former student of his school

After graduating from Johns Hopkins University in two years with a degree in classics, Flexner returned to Louisville to teach classics at Louisville Male High School. Four years later, Flexner founded a private school in which he would test his growing ideas about education. Flexner opposed the standard model of education that focused on mental discipline and a rigid structure. Moreover, "Mr. Flexner's School" did not give out traditional grades, used no standard curriculum, refused to impose examinations on students, and kept no academic record of students. Instead, it promoted small learning groups, individual development, and a more hands-on approach to education. Graduates of his school were soon accepted at leading colleges, and his teaching style began to attract considerable attention.[2]

In 1896, Flexner (age 30) married a former student of his school, Anne Laziere Crawford (age 22). She was a teacher who soon became a successful playwright and children's author. The success of her play Mrs. Wiggs of the Cabbage Patch (based on the 1901 novel) funded Flexner's studies at Harvard and his year abroad at European universities. The couple had two daughters Jean and Eleanor. Jean went on to become one of the original employees of the United States Division of Labor Standards. Eleanor Flexner became an independent scholar and pioneer of women's studies.[5]

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[–] Vindicator [S] ago 

Was Flexner a eugenicist?

Flexner viewed blacks as inferior and advocated closing all but two of the historically black medical schools. His opinions were followed and only Howard and Meharry were left open, while five other schools were closed. His perspective was that black doctors should only treat black patients and should serve roles subservient to white physicians. The closure of these schools and the fact that black students were not admitted to many medical schools in the US for 50 years after Flexner has contributed to the low numbers of American born physicians of color and the ramifications are still felt more than a century later.[14]

Furthermore, given his adherence to germ theory, he argued that, if not properly trained and treated, African-Americans posed a health threat to middle/upper class whites.[15]

"The practice of the Negro doctor will be limited to his own race, which in its turn will be cared for better by good Negro physicians than by poor white ones. But the physical well-being of the Negro is not only of moment to the Negro himself. Ten million of them live in close contact with sixty million whites. Not only does the Negro himself suffer from hookworm and tuberculosis; he communicates them to his white neighbors, precisely as the ignorant and unfortunate white contaminates him. Self-protection not less than humanity offers weighty counsel in this matter; self- interest seconds philanthropy. The Negro must be educated not only for his sake, but for ours. He is, as far as the human eye can see, a permanent factor in the nation."[15]

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[–] Vindicator [S] ago 

Wiki page archived: https://archive.fo/stWyq

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[–] Vindicator [S] ago 

When Flexner researched his report, "modern" medicine faced vigorous competition from several quarters, including osteopathic medicine, chiropractic medicine, electrotherapy, eclectic medicine, naturopathy and homeopathy.[16] Flexner clearly doubted the scientific validity of all forms of medicine other than that based on scientific research, deeming any approach to medicine that did not advocate the use of treatments such as vaccines to prevent and cure illness as tantamount to quackery and charlatanism.