Vaccines cause brain damage: the mothers know

by Jon Rappoport

February 15, 2019

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I’ve spent many pages laying out how the medical cartel plays semantic games, in order to “prove” vaccines don’t cause “autism.” (See here, here and here.)

There’s a simpler conclusion.

The mothers know.

They know what happened to their children. They don’t need sophisticated analyses. They don’t need disease or disorder labels. They don’t need the very doctors who administered the vaccines turning around and lying to them.

And the lying is vicious. It’s coming out of the mouths of physicians who are indifferent to human life.

Doctors, underneath their layers and layers of hostile fakery, know the truth, too.

So does the CDC. That agency spends billions defending the indefensible.

William Thompson, the CDC whistleblower who admitted to gross fraud and lying, in order to exonerate the toxic MMR vaccine…he knows, too.

He knows the fraud is rampant inside the CDC. He knows it isn’t just a matter of one subset of data that was omitted in one study.

The vaccine manufacturers know, too. Long ago, they consummated a deal with the US government to forbid citizens from filing lawsuits as a result of vaccine damage. That was the whole point: vaccines inflict damage; let the federal government and the taxpayer carry the burden of financial compensation.

And the labyrinthine system through which a parent must pass, when filing a petition for compensation, is an affront to human dignity.

In that “court,” the full semantic shell game is on view.

“You say your child was severely damaged by a vaccine? First, you must prove the child developed a recognized and labeled neurological disorder. Then you must prove that a vaccine can and did cause that specific disorder. We have erected all sorts of roadblocks to keep you stymied…”

This is a grotesquery. The people who run this system should be in prison for the rest of their lives.

But regardless, the mothers know. They know when and how and why their child withdrew from the world, and was, afterward, never the same.

It was a vaccine.

An empire can be built, and has been built, to avoid that stark truth.

The CDC is the Orwellian Ministry of Truth of the empire. It lies about case numbers of diseases—inflating them—in order to sell vaccines.

It holds meetings to discuss how to frighten the public into getting vaccines.

It beats the drum every hour of every day to assure us that vaccines are the wonder of modern science. Safe and effective. Safe and effective.

The CDC’s propaganda allies and their chosen experts attack the “anti-vaccine people” as close cousins to terrorists.

At the center of this storm stand the mothers.

They know.

They live with their knowledge. They care for their children, who have been driven out of the futures they would have had by poison.

Nothing can shake the mothers’ knowledge.

Not the doctors, not the fake experts, not the government-compensation overseers, not the CDC, not smooth-talking television anchors, not teachers, not school counselors, not school administrators, not city “officials”, not neighbors, not friends, not family.

The mothers know.

And if by some great effort, against odds, as they continue to care for their vaccine-damaged children, they organize and rise up, you who are lying to them and passing them off as inconsequential will know they are coming.

You’ll feel the nightmare you’re perpetuating turn around and engulf you.

And somewhere inside you, you’ll recognize this is what justice is.

Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

Creating ADHD is the new education

That’s the goal

by Jon Rappoport

January 31, 2018

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“There is a form of mind control that is really mind-chaos. It shatters the processes of thought into, at best, vaguely related fragments. There is no direction, no development, no progress along a line of reasoning. This is how you disable a person. You disrupt his ability to move from A to B to C. At that point, he becomes passive. He’s willing to be programmed, because it’s easier. He wants to be programmed.” (The Underground, Jon Rappoport)

“I learned twenty-four new things today at school,” the child said. “One right after the other. I felt so happy. My teacher told me I was learning accelerated. I wrote on my iPad. I saw pictures. I did group harmony. I added. I divided. I heard about architecture. The teacher said we were filled with wonder at the universe. We solved a problem. We’re all together. I ate cheese. A factory makes cheese.”

The new education is ADHD.

It’s a method of teaching that surrenders ground on each key concept, deserting it before it’s firmly fixed in the mind of the student.

It hops around from idea to idea, because parents, teachers, administrators, students, departments of education, and educational publishers have given up on the traditional practice of repetition.

Repetition was old-world. For decades, even centuries, the time-honored method of instruction was: introduce an idea or concept or method, and then provide numerous examples the student had to practice, solve, and demonstrate with proficiency.

There was no getting around it. If the student balked, he failed.

There were no excuses or fairy tales floated to explain away the inability of the student to carry out the work.

For those students who have the desire to be in a classroom to receive instruction, repetition works. It may lack glitz, but it works because the vast majority of people can’t learn to read, write, or do math any other way.

You can’t gloss over these subjects with a broad brush and a lot of personality or caring. It’s all about digging in the dirt, one scoop at a time.

Some people would call it robotic education. I don’t think it is. It’s just doing what’s necessary—unless reading, writing, and math are deemed unimportant.

Now, these days, if you want to induce ADHD, teach a course in which each new concept is given short shrift. Then pass every student on to the next grade, because it’s “humane.”

Think of it this way. Suppose you want to climb the sheer face of a high rock. You know nothing about climbing. You engage an instructor. He teaches you a little bit about ropes and spikes and handholds. He briefly highlights each aspect and then skips to the next.

So later…while you’re falling five hundred feet to the ravine below, you can invent stories about why the experiment didn’t work out.

Since the advent of organized education on the planet, there has been one way of teaching young children…until recently. Explain a new idea, produce scores of examples of that idea, and get the students to work on those examples and come up with the right answers.

Subtraction, division, decimals, spelling, reading—it all works the same basic way.

For the last hundred years or so, however, we’ve seen the gradual intrusion of Teacher ADHD.

School text ADHD.

Not enough examples. Not enough exercises.

Education has nothing to do with a full frontal attack to “improve the self-esteem” of the student. It has nothing to do with telling children they’re valuable. It certainly has nothing to do with trying to embed social values and team spirit in children.

And no matter how many fantasies educators spin, schools can’t replace parents.

If what I’m writing here seems cruel and uncaring…look at the other side of the picture. Look at what happens when a student emerges from school with a half-baked, “dumbed-down” education.

He can sort of read. He can sort of write. He sort of understands arithmetic. He tries to skate through the rest of his life. He fakes it. He adopts a front to conceal the large territory of what he doesn’t know.

He certainly can’t think straight. Give him three ideas in succession and he’s lost. He goes on overload.

He operates on association. You say A and he goes to G right away. You go back to A and he responds with R. He’s up the creek without a paddle.

That’s what’s cruel.

Forty years ago, I was on the verge of landing a lucrative job with a remedial education company. The owner gave me a lesson plan and told me to write a sample program.

I did. He looked at it and said, “There are too many examples and exercises here. You have to move things along faster.”

I told him the students would never comprehend the program that way. They had to work on at least 20 exercises for each new concept.

He was shocked. “That’s not how it’s done now,” he said.

“Oh,” I said, “you mean now the student and teacher both fake it?”

And that was the end of that.

Several years ago, I explained much of what’s in this article to a sociologist at a US university. His response: “Children are different now. They don’t have patience. There are too many distractions. We have to operate from a new psychology.”

I asked him what that psychology was.

“Children are consumers. They pick and choose.”

While I was laughing at his assessment, he capped his display of wisdom with this: “There is no longer such a clear division between opinion and fact. They overlap.”

Perfect.

I know all about how the Carnegie and Rockefeller Foundations torpedoed education in America in the 20th century. But their major effort then was cutting off teachers and students from the history of the nation and the meaning of individual freedom.

What I’m talking about here is a different perversion. The unhinging of the young mind from any semblance of accomplishment and continuity. This goes far beyond the agenda of outfitting children to be worker-drones in a controlled society.

This is the induction of confusion and despair about what used to be called thinking. This is the imprinting of “gaps” that make it very hard for a person to operate, even as a drone.

In addition, if you seed children with all sorts of debilitating psychiatric drugs, and you have a profound and dangerous mess that only dedicated parents can undo, one child at a time.

People may wish it weren’t so, but that doesn’t change the facts of the matter.

The upside is, when you explain a concept to a child, and you then take him through a great many exercises designed to help him understand that concept, he’ll achieve a victory.

Then you’ll see the lights go on in his mind.

(My collection, The Matrix Revealed, has a Logic & Analysis course for High School students.)


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free emails at NoMoreFakeNews.com or OutsideTheRealityMachine.

Education and the dismantling of the mind

When the solution is worse than the problem

by Jon Rappoport

January 28, 2019

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Are there any States in the Union that allow public schools to opt out of providing sex education to children?

Of course, a counter-argument would be made that, although there was once a time when our country abounded in responsible two-parent families, that’s not the case anymore. Therefore, education about sex is lacking. Therefore, schools have to step into the breach and supply what is missing.

Otherwise, children won’t know about STDs, pregnancy, contraception, etc.

Over the last 40 years or so, school systems, under the aegis of government, have expanded their role. Using “duty” as the prow, these institutions have generated enormous programs to teach children what to think about everything from aluminum cans to bestiality.

Because it’s “right” and “important” and there is a “duty.”

Translation: outside groups with agendas worm their way into schools.

If I were obsessed with four-legged critters on the moon, and I had enough money and political clout and media/think-tank/foundation support, I could introduce Lunar Critterology as a vital subject into every public school in America.

If I were Bill Gates, I could push the need for computers in schools, despite the fact there is no credible evidence that computers improve literacy.

I went to school in the 1940s and 50s. At that time, the focus was simple. You learned to read, to write, and to do math. The textbooks were often old and worn. There were no visual aids. The lesson plans in every class were step-by-step. Learn a new thing, drill it to death, take a little quiz, learn the next new item, drill it, take a quiz.

It worked. It may have lacked glitz, but it worked because the vast majority of people can’t learn to read, write, or do math any other way.

You can’t gloss over these subjects with a broad brush and a lot of personality or caring. It’s all about digging in the dirt, one scoop at a time.

Some people would call it robotic education. I don’t think it is. It’s just doing what’s necessary—unless reading, writing, and math are deemed unimportant. In which case, you have a whole new idea about what education is.

If you spend time in the classroom on enterprises that are supposed to save the world or revolutionize society or build tolerance or cater to kids who don’t want to learn, then you take away hours from the core idea and practice of what learning is.

When I went to school, there could have been a better curriculum for history and science, but all in all, the teachers did a good job.

Now, we’re in a different world.

It’s assumed that most children are operating at a deficit, and they need to be brought up to speed on morals, on compassion, on sex, on greenness, on hope, on race and religion, on global concerns. At age five, eight, 12, 14.

And a great deal of this “new education” is about cashing in, for book publishers, for educrats, for federal overseers, for busybodies of all stripes who belong to agenda-driven groups that want their say and their moment in the sun.

I say this is all hogwash, and I believe anyone who consults national test scores and current levels of literacy would be compelled to agree.

Education is on the way out.

A few astute writers assert that, perhaps 80 years ago, the whole thrust of early education in America was altered intentionally, to produce worker-ants for a highly controlled society of the future. With all due respect, I think it’s worse than that. Because now we’re turning out kids who are essentially confused, badly schooled, drifting on the wind, lost in a mind-territory of fantasized entitlement. They aren’t androids ready to work on some non-existent assembly line. They’re just lost. They’re riddled with self-esteem that doesn’t work. They’re consumers looking for magic credit so they can buy their way into happiness. They’re loaded with sugar and other chemicals that scramble their synapses. They’re not only unsympathetic toward work, they have no passion of their own.

Logic? Imagination? Never heard of it.

When I went to school, there was virtually no classroom disruption of any kind. And my schools were attended by an economic, social, racial, and religious cross-section of students. We weren’t striving for diversity. We had it. The relatively few kids who were out of control and resisted any kind of discipline were herded into classes together, and teachers dealt with them.

The public schools of today lack the courage to say, “Look, if you’re here to learn, we want you. Otherwise, you’re out. Goodbye.”

If you need metal detectors at the school entrances, you went over the edge a long time ago. No one deserves to be subjected to that kind of environment.

The bullying problem? It’s an industry now. People with degrees write papers and books about it, and task forces gear up to study it and make recommendations. It’s a structure of carbuncles on the body-politic of education.

Once upon a time, no bully was allowed to attend school. If he pressed his attitude and his actions, he was expelled. Period. It wasn’t a question of why he bullied. He was gone. Learning couldn’t take place as long as he was on the scene.

And “gangs in schools?” I’m sorry, but there are no gangs in schools. There are schools in gangs—that’s what you have when groups of kids with violent tendencies inhabit classrooms and corridors. If you can’t expel them en masse, give up. Shut down the place.

If you want to make schools into six-hour-a-day baby-sitting machines, call it that. Try to obtain public funding for it. Hire guards and nurses and cops to staff it. Put it behind barbed-wire fences and install those metal detectors.

Or if schools are really lunch cafeterias, run them that way. Free public lunches. Have kids show up at noon, eat, and leave.

If you think kids of various religions should be allowed to commandeer a room to hold prayer groups, call it Government-Funded God. Rent a hall somewhere and schedule everybody from Christians and Jews to Muslims and Buddhists and Hindus and Zoroastrians.

“Well, we have these kids who are great football players, and they score very badly on all the tests, but we need them on the team.”

No you don’t. Start your own community team. Make up a name. Raise money for uniforms and coaches. Form a league. If these kids want to stay in school—which is a completely different matter—they’ll have to learn how to attain grades for real.

And this long-standing rule about passing kids on to the next grade, no matter how poorly they perform? Graduating them from high school even if they can’t read at fourth-grade level? Because they need to feel good about themselves? Because that’ll somehow help them wend their way through life later on?

Invent a new type of school for them and put it somewhere else. Bring in tutors. If that fails after an honest attempt, teach trades. Some of these kids will end up making more money in a trade than Harvard business-school grads.

All of the above, by the way, makes a good case for home schooling. Unless the parents themselves were shot out the top end of their schools, long ago, ill-prepared to handle reading, writing, and arithmetic.

No, the problem isn’t cookie-cutter education. It’s no education.

Now, of course, hovering over this revolution in education is the wider government becoming mommy and daddy to everyone. “Because they care.” Because they need to do this “caring” in order to obtain budget money for their departments. Because otherwise they would be useless.

And hovering over THAT is the program to convert everyone on the planet to a status much like an eternal patient with an eternal doctor.

This program is advancing based on the notion that “patient status” equals “more controllable.”

“Yes, we have to control you for your own good, because we care.”

No, they want control because they want control.


In my day, the subject that was conspicuously missing from the classroom was Logic. Once upon a time, it had been taught to children when their reading skills had progressed far enough. It was usually presented as a series of fallacies that infected the process of reasoning.

A few years ago, I decided to write a logic course to fill this gap. My strategy was to provide basic background lessons and then launch into a series of text passages seeded with fallacies and flaws. Students with the help of their teachers would find them and understand how they operated to derail lucid thinking.

I offered this 18-lesson course to home schoolers, and adults who wanted to use it for self-study.

Now it’s part of my new collection, The Matrix Revealed.

Twenty-four hundred years ago, in Athens, logic was, for the first time, explained in detail by Aristotle. It marked the beginning of a new era for humankind. Logic allowed a person to peruse a formal argument, differentiate between premises and deductions, and judge the validity of the reasoning process.

When students are taught this subject well, they turn into detectives. They realize that articles and books are more than mere lakes of information. They can trace the progress of a line of thought, and see that authors are offering evidence that leads to a conclusion.

It’s an awakening. I’ve seen it resolve what was foolishly diagnosed as ADHD. The student becomes grounded. He accrues real confidence. He can decide whether an argument is valid or invalid. He can spot flaws and describe them.

Armed with the tool of logic, he becomes independent.

This may explain why logic was dropped out of the secondary school curriculum.

God forbid the educational system should be turning out thousands of students who can really think for themselves, and think powerfully and consistently.

Note: I’m not covering the subject of college education in this piece, but I have an interesting anecdote for you. William E. Kennick taught philosophy at Amherst from 1956 to 1993. Amherst has consistently been rated as one of the top colleges in America. During his tenure, Kennick grew disturbed by the quality of papers his students were turning in. So he wrote and distributed a four-and-a-half page, single-spaced document titled, Some Rules for Writing Presentable English. The cream of the cream of American college students needed that on-the-fly tutorial to come up to basic speed. What other students at other colleges were/are producing in the way of written English is too horrible to contemplate.


So now we come to the central thesis. The modern vision of education, aside from the hard sciences, is all about unhinging or un-gluing the mind from its moorings, from its focus, from its ability to track complex thought.

Instead, we have education as: socialization; community; relativity.

This last factor is key. No particular piece of information is any more “valid” than any other piece, no more important, no more deserving of respect. Information is a soup into which one dips a spoon—coming up with whatever is there.

Over the range of society, you get young people wandering around with barely a clue. They’re dissatisfied, they’re upset, they’re resentful, they’re mystified, they’re rebellious.

To a degree, that describes every generation. But when the legs are missing, when the ability to concentrate and focus is absent, when the reasoning capacity is vastly underdeveloped, you get a stupendous crash.

It’s worse than cookie-cutter graduates heading for an assembly line. It’s the kind of trouble that spreads out in ripples, requiring assistance from the State. And that is the revelation.

That’s the society that’s being created.

For the elites who want to run things, globally, it’s not enough to gather up the most dependent people in a net and bring them over to the collectivist side with promises. No, what’s needed is a machine that PRODUCES huge numbers of newly minted dependents all the time.

Welcome to the educational wing of globalism.

Scour every textbook you can find at any level in the school system of your country. See if you can find the conjunction of the word “powerful” with the word “individual” where the implication isn’t pejorative. Where the thrust is positive. I know where my money is in that bet.

When political and economic collectivism is the goal of a society, certain things have to be done with the school system. Individualism has to be discouraged and sidelined. Status based on pure merit, achievement, and performance has to be minimized. And the core courses must lose their discipline.

Instead, group socialization, random expression of students’ opinions (based on nothing in particular), and bogus self-esteem must take center stage.

As a former teacher, I can tell you it’s rather easy to make this momentous shift. The starting point, from which the whole campaign unfolds, involves grouping together students in classes who are operating at significantly different levels of skill and ability.

For example, try teaching geometry to 20 kids who scored across a wide spectrum in their previous final exams in elementary algebra. Just try. Follow your day-to-day lesson plans and see what happens. It’s like crossing a bridge with drivers who never learned the difference between the brake and gas pedal. Chaos.

Jammed up in that baffling disorder, teachers will tend to gravitate to social concerns. They’ll encourage, wheedle, praise, empathize. They’ll try to draw out “the feelings” of students. What was once a very straightforward proposition will vaporize.

The pernicious effects of elementary-school teachers having failed to impart the basics of reading, writing, and arithmetic will explode in a tsunami by the first year of high school.

And what happened in the first place, in grades 1-5? The model of repetition, in which each new concept in a subject is drilled over and over, and tested, before moving on to the next concept, was abandoned.

When I was a child, in the 1940s, the model of repetition was intact. It was brick and mortar.

But somewhere along the line, the “person-centered psychology” of education was invented. Every child automatically became “special.” On the surface, this sounded good. It sounded like enlightenment.

But it was really a piece of psy-war. It glossed over the fact that, if each child is innately special, he/she doesn’t have to be informed of it over and over. He only has to be taught well and learn well. More than enough encouragement begins to confuse a child and make him impatient. He wants to get on with things. He wants to prove he can excel. He wants new knowledge.

The history of mainstream psychology can be boiled down to two movements. First, there were the experiments of Pavlov. Conditioned reflex. The human as machine. Then there was the therapeutic age. Endless muddled rumination on problems and difficulties, and the need for “re-enforcement.” Everyone is special. The child as beloved pet.

The arc went from robot to dependent. They were both gross failures.

When pet/dependent became the order of the day, psychiatrists proliferated their invention of mental disorders. ADD. ADHD. Oppositional Defiance Disorder. Clinical depression. Bipolar. And powerful toxic drugs came down the line, to scramble brains.

This is the real war on drugs, except the war is being fought against children by “mental-health professionals.”

Suddenly, childhood diseases which had been accepted for generations, which came and went and gave children stronger immune systems in the process, were claimed to be a horrific threat, and 20 or 30 vaccines had to be taken to prevent these illnesses.

Thus the shaping of a new and false and debilitating image of the child torpedoed children and their education.

Creating The Disabled is the cornerstone of Collectivism.

I need you. You need me. Everybody needs everybody. Whatever germs of truth lie in this ideal are crushed, because the “need” formula is artificially built. It’s a piece of debased architecture, whose real purpose is the inculcation of a reason to abandon self and individual power.

Once, the Carnegie and Rockefeller line of force viewed education as the assembly line for turning out objects that would produce other objects in mindless fashion. But that has changed. Now schools are built to become need-factories, breeding surreal socialized graduates who contemplate how political power has wronged them.

The new sign of intelligence is this: how many ways can you imagine you’ve been cheated?

And here is the kicker. Surprisingly little of this contemplation reveals the actual methods of manipulation.

But then, why would it? If children are engineered long enough, they’ll look everywhere for answers except at their hidden masters, the ones whose objective was to make them into children forever.


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

Shocker: the dangers of Ultrasound

A book by the great researcher Jim West

by Jon Rappoport

January 21, 2019

(To join our email list, click here.)

Every time Jim West (also here) releases a new finding, it is a revelation.

Some years ago, I wrote this about Jim:

“I always find it riveting to come across an independent investigator who is breaking new ground, against all odds. Jim West is such a person. His meticulous analysis of West Nile Disease [in fact caused by toxic pollution, not a virus] has turned the establishment on its head. We should all thank him for his work. If I were the king of Pulitzers, I would give him a dozen. He is what truly deep reporting is all about. In a sane world, his revelations would bring about the firing of scores of so-called medical journalists and disease researchers, and he would be sitting at the top of the heap — not in order to exercise arbitrary power, but simply because he has trumped the lazy and the incompetent and the lying professionals who are supposed to tell us what is going on.”

There are many other things I could say in praise of Jim’s work. Instead, I’ll present an excerpt from the notice of his new book. It’s a book you should have and read: “50 Human Studies, in Utero, Conducted in Modern China, Indicate Extreme Risk for Prenatal Ultrasound: A New Bibliography”.

It’s a book that should receive wide notice. It’s a book that should change standard medical practice. It’s a book that can save many lives.


Press Release: May 2015

Prenatal Ultrasound: A New Bibliography of Human Studies Conducted in Modern China

“50 Human Studies, in Utero, Conducted in Modern China, Indicate Extreme Risk for Prenatal Ultrasound: A New Bibliography”

Jim West has released his unprecedented Bibliography of critical ultrasound research, as a book, available at Amazon.com.

Ultrasound is a highly controversial topic. It can now be said, without hyperbole, that an understanding of its mysteries are essential to the well-being of the individual and the human species.

The word “ultrasound” commonly refers to diagnostic ultrasound, an acoustic technology utilized to view images of the fetus in real time, its position within the mother, and to view the mother’s reproductive organs. It is an economic boon to medical practitioners who advocate its routine use.

Diagnostic ultrasound is widely declared to be “harmless” to the fetus (*), despite some mothers describing via online forums such as The Thinking Mother’s Revolution, vaginal bleeding and pain, and others describing every detail related to ultrasound and pharmaceutical or vaccine associated damage to their child. Ultrasound is now being applied to most of the entire world population during its fetal stage. The health implications are vast in terms of physical and psychological health for the individual and society.

(*) See: “Fetal Ultrasound”, John Hopkins Medicine Health Library.

Ultrasound appears to have set the human specie on a tragic path, due to the subtle and not-so-subtle effects of ultrasound exposure. Critics argue, for example, that the exponential rise in autism incidence is a product of fetal exposure to ultrasound. If they are correct, then it may take many generations to recover from this misguided application of medical technology.

Technical History:

Ultrasound imaging technology for diagnostic examinations evolved from a type of echo-imaging, originally developed as SONAR, a technology invented to detect submarines by pinging sound waves off the submarine hull and electronically measuring the echo, the duration required to reflect ultrasound from the submarine hull back to the source of the ultrasound.

In the medical field, ultrasound has been in use for many decades, employed to generate “echo images” of the fetus. Ultrasound is not ordinary sound, however.

It is a highly unusual form of sound when used for the purpose of prenatal or obstetric diagnostic examinations. Humans ordinarily are capable of hearing sounds in the range of 20 to 20,000 cycles per second (hertz). Ultrasound for fetal examination carries a frequency in the range of 3 to 9 megahertz, millions of cycles per second, above the EMF frequencies of the AM radio band.

Ultrasound imaging technology has supplanted, to an extent, the earlier imaging technology, X-rays. That older technology is now known publicly to be hazardous, to be carcinogenic, however, it took decades for this knowledge to become public. The history of medical X-ray imaging may be a parallel for ultrasound history. X-rays were previously known to be a risk though continuously advocated as harmless by the medical profession.

Hazards Unconfirmed:

Ultrasound is known to have the potential to produce harmful biological effects in the fetus. This has been found via animal and cell studies. However, these hazards have supposedly not been confirmed by human studies. Funding for ultrasound studies has virtually disappeared since the late 1980s. despite the FDA raising ultrasound intensity limits in 1991.

Cibull et al (2013) provides definitive assurance.

“Although laboratory studies have shown that diagnostic levels of ultrasound can produce physical effects in tissue, there is no evidence from human studies of a causal relationship between diagnostic ultrasound exposure during pregnancy and adverse biological effects to the fetus.” — Sarah L. Cibull, BS, Gerald R. Harris, PhD, and Diane M. Nell, PhD. “Trends in Diagnostic Ultrasound Acoustic Output From Data Reported to the US Food and Drug Administration for Device Indications That Include Fetal Applications.” J Ultrasound Med 32 (2013): 1921–32.

Confirmed in China:

Unknown to Western scientists, the hazards of ultrasound have been confirmed in China since the late 1980s, where thousands of women, volunteering for abortion, thousands of maternal-fetal pairs, were exposed to carefully controlled diagnostic ultrasound and the abortive matter then analyzed via laboratory techniques.

From these human studies, Professor Ruo Feng, of Nanjing University, published guidelines in 2000:

“Commercial or educational fetal ultrasound imaging should be strictly eliminated. Ultrasound for the identification of fetal sex and fetal entertainment imaging should be strictly eliminated. For the best early pregnancy, avoid ultrasound.”

Feng is very clear. He is also gentle. He could have written bluntly, “For a lesser quality pregnancy, use ultrasound.” He could have written “fetus” or “child” instead of “pregnancy”.



A New Bibliography:

An unprecedented Bibliography of Chinese ultrasound studies by Jim West, is now available, published as a book with commentary, illustrative graphs and tables. This is a presentation of arcana, i.e., vitally important but unknown scientific studies. The title is, “50 Human Studies Indicate Extreme Risk for Prenatal Ultrasound: A New Bibliography”.

This is the most important bibliography and commentary ever compiled for the field of ultrasound criticism, though for legal reasons, its conclusions and implications should be suspended, pending trustworthy authoritative review.

The book presents human studies conducted in modern China, which examine the results of in utero fetal exposure to diagnostic ultrasound. They far exceed Western science in terms of technical sophistication, era relevancy, volume of work, and number of subjects. They bring empirical evidence for ultrasound hazards.

These studies involve the exposure of over 2,700 maternal-fetal pairs to diagnostic ultrasound. The number of scientists involved are approximately 100. Pregnant women were carefully selected and then exposed to controlled ultrasound sessions. Ethical concerns were carefully observed. Abortive matter was examined via state-of-the-art technology, e.g., electron microscopy, flow cytometry, and various biochemical analysis (immuno- and histo-). The results were compared against the results of sham-exposed pregnant women (exposed at zero intensity).

Chinese scientists measured damage to the brain, kidney, cornea, chorionic villi, and the immune system. They determined the amount of ultrasound exposure required to produce damage to the human fetus, and that amount was found to be very low. Ultrasound hazards to the human fetus were confirmed without doubt.

Western scientists had previously found hazards via animal and cell studies, however, their findings were deemed inconclusive because they were not confirmed by human studies.

Human studies can be of two types: 1) epidemiological studies, i.e., population reviews, and, 2) in utero exposure studies, where abortive matter is evaluated in a laboratory following diagnostic ultrasound exposure to the fetus in the mother.

Western scientists have conducted only a few epidemiological studies, and virtually no human exposure studies. Epidemiological studies are complex, have many statistical variables, and are thus highly vulnerable to biased interpretation. They are often published as moot or statistically insignificant, despite finding patterns of ultrasound damage.

Due to abortion ethics, in utero exposure studies were virtually banned in the Western realm. Within the entire world population, the medical industry has not reported one case of human damage. Thereby, without certain proof, authorities continued on with the assumption that humans were resistant to ultrasound toxicity.

The Chinese studies were unknown in the Western realm and little known even in the East. These represent 23 years of critical research, from 1988 to 2011. Unfortunately, these studies were overwhelmed by a tremendous flood of studies that promote medical and therapeutic innovations for ultrasound.

The Chinese studies have remained disconnected from the Western realm, beyond discussion outside of China, being the casualty of cultural and language gaps, and lacking a benefit for industry.

These studies are not generally available through global search engines or medical databases. Even if a researcher knew the titles, the studies would not be found, however, they are available through internal links within the Chinese databases.

The Research Path:

As of 2013, Jim West began his research out of frustration. He had experienced the impossibilities of discussion whenever the topic of ultrasound hazards was attempted, even with his nearest friends. He always brought eloquent documentation, though to no avail. He was met with reflexive blocks. These were passive and aggressive, apparently out of fear of the birth process and a belief that ultrasound would provide assurance.

Realizing that people require authoritative statements, Jim searched for a simple statement of empirical evidence that could not be denied.

After several months of intensive research within the Western scientific realm, he, like others, realized there was little definitive evidence that would satisfy the strict industrial requirements, that is, there were few human studies of any kind. Human studies had been deemed by authorities to be essential for confirmation of hazards. He was aware of the hundreds of animal and cell studies, but they were known to be ill-designed and inconclusive. Excellent critical studies were contradicted by competing studies that declared ultrasound safe. Jim did find a few very strong animal studies that had not been contradicted, but they were ignored or rejected by mere authoritative assertion.

Electrophoresis:

As a working research theory, Jim hypothesized that the ideal modern ultrasound study would utilize a very sensitive type of chromatography, called “electrophoresis”, to detect cell damage caused by ultrasound exposure. Electrophoresis is a simple technology, the moving of electric current through a sample of biological matter in order to draw its various components through a gel-covered plate. The various components separate out through the gel, creating visual patterns for analysis. Electrophoresis is used to analyze biological complexes such as nucleic acid (DNA or RNA). It is employed, for example, in DNA fingerprinting, to identify people, their DNA, to detect their prior presence at a location, by examining samples of blood, hair, or tissue and matching those analytical results with suspects who had been similarly analyzed.

Jim’s focus on electrophoresis lead to a Chinese electrophoresis study of ultrasound causation for DNA fragmentation in abortive matter. The study is published in pristine scientific format and published in English. The study’s references lead to an expanding tree of studies located in Chinese online databases such as CNKI. Though these studies are primarily in Chinese language, many contained an Abstract, translated into English manually or by machine software.

Many studies were reviewed by professor Ruo Feng, of the Acoustic Institute at Nanjing University. He determined guidelines from the studies, stipulating that routine ultrasound be avoided. Only if there were exceptional medical indications should ultrasound be allowed, and at minimum intensity. Sessions should be very brief, no more than 3 minutes, 5 minutes at most. Multiple sessions should be avoided because hazards are cumulative. Sensitive organs were found damaged at 1 minute exposure.

The Chinese studies echo and confirm the earlier, ignored and rejected, 1984 “Consensus Statement”, written and published by the National Institute of Health and signed by the preeminent American scientists of that era. (See: NIH, “Diagnostic Ultrasound Imaging in Pregnancy: NIH Consensus Development Conference Statement” (February 6, 1984))

Currently, the medical industry loudly claims that ultrasound is “harmless” while it advocates routine ultrasound for pregnant women and even prepubescent girls. It is not uncommon for ultrasound sessions to use intensities and durations far above those used in the Chinese studies.

Jim has done the math and graphically illustrates the evidence, for example, this comparison of Western critical studies and Chinese studies in terms of durations to damage, when subjected to the average device intensity for a common diagnostic ultrasound session in B-mode. These durations are approximated extrapolations.

Jim’s ultrasound causation model is fully compatible with the vaccine model, because it includes the concept of toxic synergy, and ultrasound is an effective synergist. Ultrasound is theoretically capable of initiating fetal vulnerabilities to subsequent toxic exposure. Thus the risk of subsequent exposure to vaccines, birth drugs, antibiotics and other environmental stressors would be raised by prenatal ultrasound, not in addition, but as a multiplier. (Emphasis added)


power outside the matrix


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free emails at NoMoreFakeNews.com or OutsideTheRealityMachine.

Mayor of New York is Karl Marxing again

by Jon Rappoport

January 16, 2019

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Tangential note: Prior to 2019, the Democratic [Socialist] Party of New York State “just” controlled one of the two chambers in the Legislature (the House), and the Governorship, and the Courts. Now, in 2019, on top of that, they also control the other chamber in the Legislature (the Senate). Now, day-by-day, in the just the past few weeks, New York State has been moving even more aggressively, putting more laws in place to further implement their socialist, “Californication” utopia agenda. Go to Empire Report New York for the fast-moving, daily coverage.

On to New York City. We have this from ZeroHedge (1/12/2019): “New York City Mayor Bill de Blasio took to the stage on Thursday to deliver his State of the City address – the sixth such one he has delivered since being in office. The theme was clear: money in the city is in the wrong hands and needs to be redistributed to others.”

On that note, let’s take a little trip down memory lane, taking a look again at De Blasio’s rhetoric and how socialism leaves the creative individual producers (the people) in the lurch…


The mayor of New York embraces Karl Marx

September 2017

“From each according to his ability, to each according to his needs!” (Karl Marx, 1875)

At infowars.com, Kelen McBreen has unearthed a stunning statement NYC Mayor Bill De Blasio made to New York Magazine:

De Blasio: “What’s been hardest is the way our legal system is structured to favor private property. I think people all over this city, of every background, would like to have the city government be able to determine which building goes where, how high it will be, who gets to live in it, what the rent will be. I think there’s a socialistic impulse, which I hear every day, in every kind of community, that they would like things to be planned in accordance to their needs. And I would, too. Unfortunately, what stands in the way of that is hundreds of years of history that have elevated property rights and wealth to the point that that’s the reality that calls the tune on a lot of development… Look, if I had my druthers, the city government would determine every single plot of land, how development would proceed. And there would be very stringent requirements around income levels and rents. That’s a world I’d love to see, and I think what we have, in this city at least, are people who would love to have the New Deal back, on one level. They’d love to have a very, very powerful government, including a federal government, involved in directly addressing their day-to-day reality.”

Boom.

The elimination of private property rights is one of the primary tenets of extreme socialism/Communism.

And of course, the disposition of private property—the takeover—would be achieved by government.

So for those people who think the rising tide of socialism is just a myth, you now have the mayor of the world’s most powerful city advocating it publicly and openly.

And the response of the mainstream press? A yawn, and silence.

Or to put it another way, bland acceptance.

Private property was one of the basic issues Ayn Rand, the most reviled and adored novelist of the 20th century, explored in depth. Here are several statements she uncompromisingly offered:

“Without property rights, no other rights are possible. Since man has to sustain his life by his own effort, the man who has no right to the product of his effort has no means to sustain his life. The man who produces while others dispose of his product, is a slave.”

“The doctrine that ‘human rights’ are superior to ‘property rights’ simply means that some human beings have the right to make property out of others; since the competent have nothing to gain from the incompetent, it means the right of the incompetent to own their betters and to use them as productive cattle. Whoever regards this as human and right, has no right to the title of ‘human’.”

“You cannot force intelligence to work: those who’re able to think, will not work under compulsion; those who will, won’t produce much more than the price of the whip needed to keep them enslaved. You cannot obtain the products of a mind except on the owner’s terms, by trade and by volitional consent. Any other policy of men toward man’s property is the policy of criminals, no matter what their numbers.”

In a half-sane society, private property rights would be debated in depth at every college, without interference. But that is no longer possible, owing to censorship of speech.

Beyond this restriction, students aren’t equipped with tools of analysis to approach the subject. Instead, they’re indoctrinated with vapid generalities.

As I’ve detailed in several recent articles (see tag:socialism here), the rank promotion of socialism has nothing to do with “power to the people.” Socialism is an elite strategy, boosted by Globalists as a way of gaining control of governments and populations.

Their pretense of “share and care” is a mask behind which they are instituting a worldwide management system. They, not the people, will own the means of production, and they will determine the distribution of goods and services.

Instead of solving the problem of predatory mega-corporations, “socialism” will elevate those corporations to even greater heights of power.

As just one example—what president of the US stood for, and promoted, the greatest degree of socialism? That would be Franklin Roosevelt, who presided over the New Deal and World War 2. How did he rein in corporations and prosecute their crimes? Are you kidding?

Consider Charles Higham’s classic, Trading with the Enemy:

“What would have happened if millions of American and British people, struggling with coupons and lines at the gas stations, had learned that in 1942 Standard Oil of New Jersey [part of the Rockefeller empire] managers shipped the enemy’s [Germany’s] fuel through neutral Switzerland and that the enemy was shipping Allied fuel? Suppose the public had discovered that the Chase Bank in Nazi-occupied Paris after Pearl Harbor was doing millions of dollars’ worth of business with the enemy with the full knowledge of the head office in Manhattan [the Rockefeller family among others?] Or that Ford trucks were being built for the German occupation troops in France with authorization from Dearborn, Michigan? Or that Colonel Sosthenes Behn, the head of the international American telephone conglomerate ITT, flew from New York to Madrid to Berne during the war to help improve Hitler’s communications systems and improve the robot bombs that devastated London? Or that ITT built the FockeWulfs that dropped bombs on British and American troops? Or that crucial ball bearings were shipped to Nazi-associated customers in Latin America with the collusion of the vice-chairman of the U.S. War Production Board in partnership with Goering’s cousin in Philadelphia when American forces were desperately short of them? Or that such arrangements were known about in Washington and either sanctioned or deliberately ignored?”

If you want a modern example of “socialism” at work, consider another soft promoter of this philosophy, President Barack Obama, and his response to one of the most predatory of corporations, Monsanto, and other food giants.

From Scott Creighton, “Obama Pitches India Model of GM Genocide to Africa”:

“At the G8 Summit held two weeks ago at Camp David, President Obama met with private industry and African heads of state to launch the New Alliance for Food Security and Nutrition, a euphemism for monocultured, genetically modified crops and toxic agrochemicals aimed at making poor farmers debt slaves to corporations, while destroying the ecosphere for profit.”

“But African civil society wants no part of this latest Monsanto aligned ‘public private partnership.’ Whatever will the progressives do now that their flawless hero has teamed up with their most hated nemesis [Monsanto] to exploit an entire continent like they did to India not that long ago?…”

“With a commitment of $3 billion, Obama plans to ‘partner up’ with mega-multinationals like Monsanto, Diageo, Dupont, Cargill, Vodafone, Walmart, Pepsico, Prudential, Syngenta International, and Swiss Re because, as one USAID representative says ‘There are things that only companies can do, like building silos for storage and developing seeds and fertilizers.’

“Of course, that’s an outrageous lie. Private citizens have been building their own silos for centuries. But it’s true that only the biowreck engineers will foist patented seeds and toxic chemicals on Africa.”

Obama? A socialist warrior against corporations on behalf of the people? It’s long past the time for ripping that false mask away.

Socialism? Power to the people? Share and care? Special concern for the downtrodden?

Socialism is a means for government to gain ironclad control of the means of production by colluding with mega-corporations.

That collusion, that tight partnership has been called fascism. And that’s what socialism turns out to be.

To the degree that governments are socialist, in England, the US, Germany, Sweden, Denmark, Russia, China, Canada, Australia and other countries, that’s the pattern.

It would evolve into the same pattern in New York, where Mayor Bill De Blasio is blowing smoke up everybody’s backside, with his remarks about people-power and strong government taking over private property.

If the mayor wants to prove otherwise, let’s see him go after the most mighty anti-people corporation in his city: Goldman Sachs. Let’s see him lead a no-holds-barred prosecution of that outfit’s crimes.

Let’s see him attack the company that is running a significant chunk of Donald Trump’s presidency.


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

Mind control and “the flu virus”

by Jon Rappoport

January 10, 2019

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On Monday, I exposed the fact that most “flu” is not the flu.

For example, here is a quite suggestive quote from Peter Doshi’s report, “Are US flu death figures more PR than science?” (BMJ 2005; 331:1412):

“[According to CDC statistics], ‘influenza and pneumonia’ took 62,034 lives in 2001—61,777 of which were attributable to pneumonia and 257 to flu, and in only 18 cases was the flu virus positively identified.”

OOPS.

Today, I want to look at the mind control aspect of this insanity.

If someone says, “You have the flu,” he means you have one thing and other people who have the flu have the same thing.

It is caused by a virus, and everyone who has the flu has that virus.

If you say, “No, the so-called flu could be caused by many different things,” people might appear to agree with you, but they’re still thinking, “The flu is one thing.”

They won’t let go. That’s called mind control.

Person A has a cough, fatigue, headache, and fever. Why? A combination of stress, exposure to cold weather, and contaminated indoor air.

Person B also has cough, fatigue, headache and fever. Why? A combination of junk food, nutritional deficits, and a toxic pain reliever.

Do persons A and B have the same thing?

No, they don’t. If they did, the causes would be the same. And they aren’t.

Now take 10,000 people who have the above list of symptoms. But none of them has the flu virus. Do any of them have the flu? No. Do they all have the same thing? No, because the combination of causes and the precise nature of each cause are not the same from person to person.

If 10,000 people have the flu virus, do they all have the flu? No. People with strong immune systems don’t get sick. People with weak immune systems do get sick. The determining factor is the condition of the immune system, not the presence of the virus. Therefore, the tight equation, “flu virus equals flu,” is false.

Understanding all these factors rearranges the thought process vis-à-vis “the flu.”

“Flu outbreak across America” is a generality. It doesn’t hold together. Once you take it apart, you see something different.

You’re no longer in a state of hypnosis about “the virus.”

“Yes, but all these people getting sick…showing up at hospitals…they must all have the same thing…”

No. They might have similar symptoms, but that doesn’t mean “they have the same thing.”

If you want one factor, which combined with other immune-suppressing factors, might be at work, why not start with the freezing weather across America? That could be a clue. But it’s far from the whole story.

Person C has cough, fatigue, headache, and fever. In his case, it’s caused by a combination of freezing weather, five toxic medicines on his night table at the nursing home, and a forced change of diet that increases the load of empty calories.

Person D has cough, fatigue, headache, and fever. In her case, it’s caused by grief over the loss of a loved one, a bad reaction to the flu vaccine, and a power outage that cut off heat in her home for two days.

And so forth, on and on.

Casually blaming “the virus” is a response dictated by the stimulus of news and government propaganda about “the flu.”

And the propaganda ignores the most important factor: the condition of a person’s own immune system. THAT is a non-medical situation; and increasing the power of one’s own immune response requires something the medical system refuses to recognize—all the actions a person could take under the general banner of “natural health.”

From which the medical system makes zero money.

This is called a clue.

“Let’s see. We can tell people that when they get sick with ‘flu symptoms,’ they have the flu, and it’s all about the virus. Then we can sell flu vaccines and drugs like crazy. OR we can tell them these so-called flu symptoms come from different combinations of causes, which in many cases are environmental and should be identified—and most importantly, we can tell them they need to strengthen their immune systems through ‘natural’ methods—and then we make no money and go out of business and end up pumping gas in Death Valley. Hmm. Which choice do we make? Let’s take a vote…”


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

Medical experts silenced when it comes to effects of vaccines on kids?

Enter Dr Andrew Zimmerman on the vaccine-autism connection

Vaxxed, the sequel”

by Jon Rappoport

January 8, 2019

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As many of my regular readers know, first there was CDC Researcher, turned whistleblower, William Thompson. Thompson saw and participated in violating the protocol of a Measles-Mumps-Rubella study. He was there. He helped his co-authors destroy documents that would have shown an MMR-autism link. A movie was made about this controversy. It’s called Vaxxed.

Now, there’s a new whistleblower, technically speaking. His name is Dr Andrew Zimmerman.

Dr Zimmerman is the focus of an explosive, must watch investigative report by Sharyl Attkisson on the vaccine-autism connection.

Produced in the award-winning, old-school 60 Minutes -style — in the days when 60 Minutes meant something (*cough*, you’d have to go back to pieces done in the 1970s), the story begins by introducing Rolf Hazlehurst, the father of a now-adult, severely brain-damaged young man, Yates Hazlehurst. Severely brain-damaged by vaccines (autism).

You sit there watching, and you slowly realize, this young man won’t be getting married and he won’t be starting a family — not to mention that he needs fulltime care, 24/7. You slowly realize he’s one of the many casualties in a perverse silent civil war being wage in America.

And, if you’re above a certain age, the story that Sharyl Attkisson gives you, and the way in which she gives it to you — and it’s there, unfolding before you eyes on your computer or iTelephone screen, will surely bring a tear to your eye.

Before sitting down to watch this 10-minute piece from beginning to end, put aside some time when you know you will not be interrupted, and, un-clutter your mind. And then, as you watch to the very end, you will come to Yate’s father’s one-sentence closing statement. I won’t spoil it for you. You have to watch.

And then watch the video again. And contemplate the high crimes… as your hair sets on fire.

“…a respected pro-vaccine medical expert [Dr Andrew Zimmerman] used by the federal government to debunk the vaccine-autism link, says vaccines can cause autism after all. He claims he told that to government officials long ago, but they kept it secret.”

More reading:

CDC Whistleblower case to resurface in 2019?


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.

Welcome to the Medical Matrix: the Flu isn’t the Flu

by Jon Rappoport

January 7, 2019

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There are many propaganda operations surrounding the flu. Here I just want to boil down a few boggling facts.

Dr. Peter Doshi, writing in the online BMJ (British Medical Journal), reveals one monstrosity.

As Doshi states, every year, hundreds of thousands of respiratory samples are taken from flu patients in the US and tested in labs. Here is the kicker: only a small percentage of these samples show the presence of a flu virus.

This means: most of the people in America who are diagnosed by doctors with the flu have no flu virus in their bodies.

So they don’t have the flu.

Therefore, even if you assume the flu vaccine is useful and safe, it couldn’t possibly prevent all those “flu cases” that aren’t flu cases.

The vaccine couldn’t possibly work.

The vaccine isn’t designed to prevent fake flu, unless pigs can fly.

Actually, most flu cases are “bacteria cases,” “fungal cases,” or “pollution cases,” or “tainted food” cases, or “eating GMO cases,” or “weak immune system” cases, or something else. But they aren’t the flu.

Here’s the exact quote from Peter Doshi’s BMJ review, “Influenza: marketing vaccines by marketing disease” (BMJ 2013; 346:f3037):

“…even the ideal influenza vaccine, matched perfectly to circulating strains of wild influenza and capable of stopping all influenza viruses, can only deal with a small part of the ‘flu’ problem because most ‘flu’ appears to have nothing to do with influenza. Every year, hundreds of thousands of respiratory specimens are tested across the US. Of those tested, on average 16% are found to be influenza positive.

“…It’s no wonder so many people feel that ‘flu shots’ don’t work: for most flus, they can’t.”

Because most diagnosed cases of the flu aren’t the flu.

So even if you’re a true believer in mainstream vaccine theory, you’re on the short end of the stick here. They’re conning your socks off.

In December of 2005, the British Medical Journal (online) published another shocking Peter Doshi report, which created tremors through the halls of the Centers for Disease Control (CDC), where “the experts” used to tell the press that 36,000 people in the US die every year from the flu.

Here is a quote from Doshi’s report:

“[According to CDC statistics], ‘influenza and pneumonia’ took 62,034 lives in 2001—61,777 of which were attributable to pneumonia and 257 to flu, and in only 18 cases was the flu virus positively identified.”

Boom.

You see, the CDC has created one overall category that combines both flu and pneumonia deaths. Why do they do this? Because they disingenuously assume that the pneumonia deaths are complications stemming from the flu.

This is an absurd assumption. Pneumonia has a number of causes.

But even worse, in all the flu and pneumonia deaths, only 18 revealed the presence of an influenza virus.

Therefore, the CDC could not say, with assurance, that more than 18 people died of influenza in 2001. Not 36,000 deaths. 18 deaths.

Doshi continued his assessment of published CDC flu-death statistics: “Between 1979 and 2001, [CDC] data show an average of 1348 [flu] deaths per year (range 257 to 3006).” These figures refer to flu separated out from pneumonia.

This death toll is obviously far lower than the parroted 36,000 figure.

However, when you add the sensible condition that lab tests have to actually find the flu virus in patients, the numbers of flu deaths plummet even further.

In other words, it’s all promotion and hype.

“Well, uh, we say that 36,000 people die from the flu every year in the US. But actually, it’s closer to 20. However, we can’t admit that, because if we did, we’d be exposing our gigantic psyop. The whole campaign to scare people into getting a flu shot would have about the same effect as warning people to carry iron umbrellas, in case toasters fall out of upper-story windows…and, by the way, we’d be put in prison for fraud.”

In 2009, Sharyl Attkisson (CBS News) discovered that the CDC had stopped counting the number of Swine Flu cases in America.

The CDC had stopped counting, because their tests on diagnosed flu patients showed so many who didn’t have the flu virus, who didn’t have the flu at all.

Atkisson’s reporting was explosive. It was threatening to expose the whole flu psyop. What would happen if it became common knowledge that most people diagnosed with the flu don’t have the flu? What would happened to the campaigns to get people to take flu vaccines?

What would happen if it became common knowledge that absurdly few people die from the flu?

Attkisson was muzzled. And the CDC doubled down and suddenly claimed there were undoubtedly TENS OF MILLIONS cases of Swine Flu in the US. This, after only several thousand cases had been reported.

This is on the order of saying a a dry creek-bed in the woods is actually the Mississippi River.

There’s much, much more to say about the flu. But this gives you a few basics that underlie the false reality painted for the public.


The Matrix Revealed

(To read about Jon’s mega-collection, The Matrix Revealed, click here.)


Jon Rappoport

The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free NoMoreFakeNews emails here or his free OutsideTheRealityMachine emails here.