Terns (NASDAQ: TERN) announced that Phase 1 CARDINAL data for TERN-701, an allosteric BCR::ABL1 inhibitor for previously treated CML, was selected for oral presentation at the 67th ASH Annual Meeting on December 8, 2025.
As of the June 30, 2025 cutoff (55 enrolled; 32 efficacy-evaluable), cumulative MMR was 75% (24/32) by 24 weeks, with 64% (14/22) achieving MMR and 100% (10/10) maintaining MMR. Safety was encouraging: no DLTs, MTD not reached, 87% remained on treatment, mostly low-grade TEAEs. Company will host an investor webcast on December 8, 2025 at 4:30pm ET.
Kimberly-Clark Corp. agreed to buy Kenvue Inc. for roughly $40 billion, snapping up the embattled Tylenol maker’s storied brands in a gamble that would vault the Kleenex producer into consumer health’s top tier.
Kimberly-Clark agreed to pay a total consideration of $21.01 per Kenvue share, a 46% premium to the Tylenol maker’s closing price on Friday. The deal values Kenvue at $48.7 billion on an enterprise basis, the companies said.
Palantir Technologies (PLTR) is pioneering a new approach to talent acquisition with its "Meritocracy Fellowship," aimed at high school graduates. This initiative offers full-time work experience, bypassing traditional college education. Launched by CEO Alex Karp, the program attracted over 500 applicants, selecting 22 for its first cohort. Participants undergo a rigorous four-month training, including seminars and real-world engineering roles. Successful fellows may secure permanent positions at Palantir, challenging the conventional college degree pathway. The company will decide on expanding the fellowship after reviewing the first group's performance.
When asked whether his administration is considering providing Ukraine with long-range Tomahawk missiles, United States President Donald Trump said, "No, not really."
"That could change, but at this moment I'm not," Trump told reporters aboard Air Force One. His comments came after a CNN report, which cited unnamed US and European officials, said on Friday that the Pentagon allowed the White House to supply Ukraine with Tomahawk missiles, leaving the final call in Trump's hands.
The US president also told reporters on Sunday "there is no final straw" that would prove Russian President Vladimir Putin is not ready to end the war with Ukraine. "Sometimes you have to let it fight out and they're fighting it out. It's been a tough war for Putin, he's lost a lot of soldiers, and it's been tough on Ukraine," he said.
United States President Donald Trump told reporters aboard Air Force One that he meets with Nvidia CEO Jensen Huang "all the time," and hailed him as "one of the great geniuses of our time."
"Nvidia is really just a brilliant company. The chips are, the new Blackwell that just came out, is ten years ahead of any other chip. But no, we don't give that chip to other people," Trump said.
Like Charlie, I ask myself why students have been indoctrinated to hate their country, and why deprecation of the uniquely American values of free expression and honest debate is commonplace. Like many of my English department colleagues in later years, we regarded these as the daily bread by which our students and we as teachers celebrated academic growth. Sadly, such activities have become not only futile but dangerous.
Through critical race theory and its incessant demonization of those with whom its proponents disagree, progressives have marred the intellectual landscape of our schools. I do not like working in places where meaningful teaching has given way to stereotyped objectifications. American schools should prove exceptional, as our heritage is. That begins with the rule of law to which everyone is subordinate, including Democrats who tend to celebrate Mr. Kirk’s assassination as a societal good. Unbeknownst to us, it presented a turning point of our own, for he cogently described what would later become a sad commentary on the academic state of our nation’s schools, the reticence of students to think independently, and their abject inability to debate openly.
Much to our national detriment, schools have become Marxist indoctrination centers where students are taught that America is a racist country through critical race theory and in that process, are taught to hate not only their country but themselves in the bargain, especially the white students. In his book The Democrat Party Hates America, Mark Levin writes:
Like America’s colleges and universities, the public school classroom has also become a propaganda mill for anti-American Marxist lies about racism, America’s history and founding, and the principles on which this nation was founded. And the Democrat Party is all in.
When we were students, learning to hate the country was unconscionable. As teachers, we taught that we live in an imperfect but noble country, ever capable of excellence; but today, too many teachers do not present this patriotic vision. Moreover, students are no longer active and discerning consumers of their own education. Their literacy skills have suffered because of it.
Scholastic excellence cannot be legislated through unwieldy and demeaning diversity, equity, and inclusion (D.E.I.) initiatives nor through an appallingly irresponsible reliance upon technology. Students should be reading and writing classical accounts of the heroic and dramatic from books so they in turn become the moral exemplars of the literature true to our American heritage. What we see is a toxic deconstruction of moral excellence vis-à-vis D.E.I. I confess that I am confounded how such an idolatrous distortion of American ideals of good citizenship and moral behavior could have become so distorted.
Following COVID, student skill sets have even more precipitously gone downhill. Absent the direct oversight and interpersonal interactions the students would have experienced in the classroom, many soon realized they could get away with feigning online attendance for almost an entire term while ignoring their studies altogether which many did. The result of this online delinquency was suboptimal Keystone test scores from 2019 to 2024.
For fiscal year 2020, the Philadelphia school district proposed $3.3 billion in total revenues. For the 2024 fiscal year, the district projected revenues totaled $4.6 billion, 28% more from what it had been four years before. This is why we need school choice. The funding increases that have been accompanied by declining achievement for years under the watchful [sic] eyes of greedy but incompetent bureaucrats must come to an end.
It takes more than the cowardly behavior and siren songs of grievance to make schools work. Our heritage of excellence and progress demands the urgent renewal of American dignity, a living hope directed by discipline, virtue and above all, order. It requires character and the manifestation of moral truth to set the example by teaching and doing what is true and good.
Freedom of conscience in the context of upright support for morals should be clearly discerned. Conscience demands its articulation and exemplification at all times. There must be more strict rules against misbehavior by students including upholding of the civil and criminal laws by school authorities charged with supervising students. Judeo-Christian moral values should abide in our schools.
Although public schools are not Christian religious schools, the premise that action must always reconcile with conscience, and the moral law should be respected and upheld. This is the way of the Cross by which Pope Benedict 16 taught not only for the Church, but for all institutions. It demands that reason align with the moral law by a strong vertical component aligned with Biblical morality, and a horizontal aligned with the worldly practical requirements.
Unless freedom is bound by God’s law, it becomes ungrounded in clear objective truth and forebodes idolatrous relativization. Biblical moral truths and respect for God must be given more of a place of honor in our schools and society. Charlie Kirk stood for this as few people in history have, and his memory must be honored by having a moral renaissance in our schools and our country.
To evangelize the common good is the primal truth built into every teacher’s practice. Conscience establishes our duty as well as the celebration of American exceptionalism which has increasingly been replaced by sex obsessions, racial and ethnic radicalization which exclude unity, anti-family ideology, and rejection of the beautiful principles of U.S. history.
Charlie Kirk’s legacy is at last clear now. His life and communications have opened a door of understanding for myself and others as I retire. The hour is late, but it is not too late to once again put God and country at the center of our culture.
Critical race theory is inimical to our national dignity. It undermines the criticality of students becoming active, discerning and constructive consumers of their own education so they can thrive within the limits bound and circumscribed by the moral law. Only then can they realize their responsibility and aspire to the cultural, moral and intellectual grandeur to which they are eminently capable. This is the true business by which teachers aspire to the luminous greatness to which we are called and by which we sanctify the world to our very end.
However polarizing politics may become, whenever war and conflict rage, we must not forget that we are Americans. We live in a noble country and are exceptional. Polarization can only be assuaged when American life stands as a renewal movement built upon the dignity of being an American. Together we must learn to grasp the universal truths that unite us.
Here’s the dystopian scene: Students nationwide can’t read or do math at basic levels and don’t know elementary science or history facts, but there’s a big program to rewire their brains, massage their feelings and fix a smile on their faces.
Sound familiar?
If you’ve even heard of George Orwell’s “Nineteen Eighty-Four,” it should.
Just swap Big Brother for big program, the telescreen for the iPad and the Ministry of Truth for the SEL dashboard.
It’s the brave new world of social-emotional learning, with mood controls, omnipresent surveillance, masterful manipulation and a Thought Police checking your privilege, thoughts, emotions and pronouns.
SEL is a growing industrial complex in education, nearing $10 billion this year, with powerful organizations like CASEL (Collaborative for Academic, Social, and Emotional Learning), Panorama Education, Committee for Children and Imagine Learning creating “solutions,” from curricula and programs to analytics.
If you’ve even heard of George Orwell’s “Nineteen Eighty-Four,” social-emotional learning should sound familiar.David Fuentes – stock.adobe.com Social,” “emotional,” “learning” are empathetic, comforting — irresistible — words, so with 49 states backing it and 83% of American schools using it, SEL is in a school near you. Yet most parents have no idea what it really means.
SEL slips into classrooms with confusing tools and routines like “circle-time confessions,” “resilience circles,” “feelings check-ins” and goal-setting sessions that sound warm and wholesome but are more therapy than education.
It’s the classroom version of Orwell’s groupthink — cancel culture for beginners.
Priscilla West’s comment in her new book is spot on — “SEL measures and tracks today’s children with a precision that would impress George Orwell himself” — yet just the tip of the iceberg.
This generation’s children, perhaps the most coddled and privileged ever, are now told they are “dysregulated” and beset by mental-health problems, so schools keep asking: Are you feeling OK? Stressed? Anxious? Emotionally fragile?
As the famous Dartmouth Scar Experimentshowed, when people are told they’re scarred, they begin to act like victims. Keep asking well-adjusted kids if they feel bad; they’ll soon say yes. And just as happened to the experiment’s participants, expectations will create invisible limits on the kids.
After destabilizing students’ emotions in every class, even math and science, with “trauma-informed education,” SEL fills the void it created — with ideology.
Orwell’s Newspeak might have inspired the ever-shifting language of the woke — terms like diversity, equity and inclusion, critical race theory and now SEL all sound great but invert meaning to conceal ideological control. When CRT and DEI were exposed and opposed by parents showing up at school boards and lawmakers drafting bans, the ideologues rebranded.
SEL stepped in, before it may be rebranded too, to take over the power- and identity-driven curriculum, and groups like Defending Education and the Massachusetts Family Institute warned that SEL is indoctrination masquerading as empathy, a Trojan horse for controversial ideologies.
Where students were once told “Be kind and respectful,” now it’s “Interrogate your complicity in systemic oppression”; “Share your toys” is now “Reflect on your power and privilege.”
Kids are primed not for individual agency but “collective agency” and “justice-oriented” activism.
Even the nation’s largest school district, New York City, touts SEL helping “schools [sic] . . . think critically about power, social justice, and oppression.”
Critics have sounded the alarm, such as Abigail Shrier denouncing SEL as a “shell game” with “bad therapy” “potentially sabotaging kids’ abilities.”
In her just-released book, “The New Face of Woke Education,” Priscilla West charges that SEL, backed by large money interests, both profit and nonprofit, manipulates children as it “weaponize[s] empathy, using emotional appeals to smuggle radical ideology into classrooms under colorful banners of compassion” and “normalize the behavioral conditioning and psychological profiling of children and embed it into everything they do,” destabilizing all kids, even kindergarteners, on race, class and gender identity.
Most teachers can’t get their students to grade level and aren’t trained to do therapy, yet SEL has them play unlicensed psychotherapists. What could go wrong with untrained teachers assessing anxiety levels, gauging “bias awareness” or teaching “emotional regulation”?
And how would they do it? With technology of course.
EdTech giants like Google Classroom and Second Step platforms collect the emotional data and open them to security and privacy concerns.
Kids chart emotions and upload their thoughts with “growth mindset” apps, teachers log assessments of the students’ “social competencies” into digital dashboards — the students’ actions, thoughts and emotions are monitored, stored and analyzed, possibly forever.
That data trove can be used for predictive profiling, behavioral nudges, ranking students by “social-emotional-fitness” and maybe even can be monetized, weaponized or accessed by third parties, including future employers, so a 5-year old’s meltdown and a teenager’s “privilege reflection” could resurface later and be misused.
As for privacy reassurances — ever heard of data breaches?
Priscilla West’s comment in her new book is spot on — “SEL measures and tracks today’s children with a precision that would impress George Orwell himself” — yet just the tip of the iceberg.
SEL is sold as the current must-have fix but actually weakens kids.
It replaces the rigor, academics, truth and critical thinking needed for learning and decision making with bad therapists assessing and programming kids ideologically for compliance and collecting massive, intrusive data that can be misused.
Everyone wants kids to succeed socially, emotionally and academically. But above school bells, alarm bells should be ringing.
Parents need to act. Carefully question and watch Big SEL — because Big SEL is watching your kids.
Wai Wah Chin is the Chinese American Citizens Alliance Greater New York founding president and a Manhattan Institute adjunct fellow.
