Posts Tagged ‘Pediatrics’

“Again though, it’s also nearly impossible to distinguish between fake data and true data. So in the end, it’s difficult to know which scientific authors or papers to trust when researching immunization studies. To combat this, James and Lance have searched for consistency using papers from multiple authors in order to uncover true or accurate data.”

That’s one of my favorite quotes from our book VACCINE SCIENCE REVISITED: Are Childhood Immunizations As Safe As Claimed? – lifted from the book’s Foreword, which was penned by US medical laboratory scientist Elísabet Norris.

 

VACCINE SCIENCE REVISITED: Are Childhood Immunizations As Safe As Claimed? (The Underground Knowledge Series Book 8) by [Morcan, James, Morcan, Lance]

 

Other quotes from the book follow:

Focusing on our cellular levels is so important in this field of research because cells cover our entire body. So rather than narrowing our perspective solely to damage within one location of the body, we obtain a broader, more holistic view by studying the influence of vaccine ingredients on cells. It becomes clear when reading this book that what happens in one part of the body has consequences on other parts of the body as well.

A lifetime’s interest in health combined with our previous investigations into the medical sector, or sectors, had taught us that nature often finds ways to take care of itself, the human body included. We realized early on in our research there was a real concern about introducing the body to toxins it has never had to deal with before. Toxins that enter the body unnaturally and bypass our natural defense system.

…after we started reading the package inserts for each vaccine, we realized that all the inserts come with warnings on who should not be given vaccines. Check these package inserts out. They make for very interesting reading.

It’s an unfortunate truth that modern science, like mainstream medicine, has been shown to be corrupt at times, or unconsciously biased at other times, and is often fallible.

One good piece of advice we received from our medical advisory team was that after we found any research papers that met the qualifying criteria, we couldn’t just read the abstract or the conclusion. This, our experts informed us, was the problem for many health professionals. They simply don’t have the time to read the research, so they make do with the abstract or sometimes just the study’s conclusion. This forced us to read through entire research papers.

The vaccine types can be organized into four categories: live/attenuated (weakened) vaccines, inactivated/killed vaccines, toxoid vaccines and subunit/conjugate vaccines[66].

Vaccines that are manufactured this way are the rotavirus, measles-mumps-rubella (MMR), smallpox and chickenpox vaccines.

Technically, a virus is not a living thing, yet we consider them (viruses) living in terms of vaccines. Because virus is not alive, it can’t replicate on its own. So, in order to produce live viral vaccines, living cells are needed in order to do the replication for it.

Since we’re not really aware these viruses exist, we don’t know how they will affect the human body when injected, nor do we know how to test for them. These unintended viruses are often called passenger viruses.

The concern scientists had regarding passenger viruses was not unfounded. You may recall the disastrous SV40 monkey virus which contaminated the polio vaccines. There are scientists who claim this virus is the cause of multiple human cancers. On CDC’s website a page on vaccine safety, which was suddenly removed (archived copies exist), states that: “SV40 virus has been found in certain types of cancer in humans, but it has not been determined that SV40 causes these cancers.”[84]

The concern arises when these materials become a danger to our body, which becomes overwhelmed from being bombarded with toxins and protein particles. This attack is, for some children, too much to handle, and they suffer permanent ill health or lose the fight to live.

We understand that even before vaccinations, diseases killed huge numbers of people all over the world. As we mentioned at the end of the first chapter, when populations grew and people started living closer together, germs had more opportunities to spread amongst humans, especially where sanitation was a major problem. So, it makes us wonder if with improved living conditions would these diseases have been such a big issue? Did scientists become too focused on being a part of the medical revolution to see that perhaps the real solution lies in improving our environment?

 

To be continued

 

Vaccine Science Revisited  is available via Amazon:  https://www.amazon.com/gp/product/B07MQTN3CG/  

 

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When we began researching our book Vaccine Science Revisited: Are Childhood Immunizations As Safe As Claimed?  we weren’t quite able to figure out why babies receive so many vaccines before they start creating their own antibodies. We also wondered whether a vaccine would have a different effect on an infant than it would on a child with a fully developed immune system. Although we came up short on some of these concerns, we were able to get some answers, which we share with readers.

Interested? Here’s an excerpt from the book:

 

The helper cell 

“The best advisers, helpers and friends, always are not those who tell us how to act in special cases, but who give us, out of themselves, the ardent spirit and desire to act right, and leave us then, even through many blunders, to find out what our own form of right action is.”Phillips Brooks (American clergyman and preacher).

When a woman is pregnant, she carries a fetus which has its own sets of cells, its own DNA. It is its own individual being, which presents a problem for the immune system as it is designed to attack whatever is foreign in the body. This is an issue humans have dealt with since the beginning of time. 

Nature has forced the female body to adapt and accept new life growing within. The body has had a long time to evolve and improve. Long enough that it now has the mechanisms in place to deal with the conundrum of new life smoothly. Nature itself has prepared the female body to allow a foreign entity to grow inside it. 

In order to protect itself, the body uses many types of immune cells. One type is something called T-helper (Th or helper) cells. We have many different kinds of helper cells and their functions are distinguished by adding numbers to their names. 

The most significant Th cells in relation to this book are the Th1 and Th2 cells. The main function of a Th1 cell is to help destroy our cells already infected by germs. The Th2 cells balance this out by helping destroy the germs outside the cells before they get the chance to attack them. This creates a Th1/Th2 cell balance. In other words, Th1 cells recognize your infected cells and help kill them before they produce other corrupted cells. 
The Th2 cells recognize the free-floating germs and help create antibodies against them. 

In the case of the fetus, the Th1 cells are the problem. These cells believe the fetal cells are corrupt, so they signal an attack to destroy them. Since life has continued on this planet for who knows how long, it’s apparent that nature has taught the body to bypass this fetal destruction. The body’s immune system restructures its purpose in order to protect the fetus. It does this by suppressing the production of Th1 cells until after birth . This way, the body doesn’t have enough Th1 cells to attack what it believes to be corrupted cells. 

This means the Th1/Th2 balance is interrupted and the future mother now has tipped the scales towards Th2 cells. This also means the mother has mostly Th2 cells and very little Th1 cells available to share with the fetus. 
Therefore, the placenta transfers almost entirely Th2 cells to the fetus. 

It should come as no surprise that when we are born our immune system consists almost completely of Th2 cells. It’s not until the baby is exposed to the outside environment that Th1 cells become stimulated and start multiplying until they become a balanced part of the immune system again. 

We rely almost entirely on our mother’s antibodies until we are about six months old, which is when we slowly start developing a more complex immune system. As a baby starts building its own immunity, the mother’s antibodies disappear from the baby’s body. 

Something we weren’t quite able to figure out was why babies receive so many vaccines before they start creating their own antibodies. A vaccine is meant to encourage the body to create antibodies against it. We can see how vaccinating an infant that’s not good at creating its own antibodies yet, would only have limited protective effects. We also wondered whether the vaccine would therefore have a different effect on the infant than it would on a child with a fully developed immune system. Although we came up short on some of these concerns, we were able to get some answers we’ll share with you in this book.

Hunt, eat and destroy

The first line of defense is the surface of our skin. The average skin pH is 4.7, which is acidic and ideal for our normal skin flora . Another acidic location is our gut. Those of you who are gardeners will likely know how difficult it can be to grow plants in an acidic environment. It’s the same with germs. Many germs don’t survive being in contact with such acidic environment. 

If the skin is compromised in any way, an open cut for instance, it will allow germs to make their way inside. This is where the germs meet our macrophages (i.e. phagocytes). They are called phagocytes because they eat everything foreign (phago = eat, cyte = cell). They are the first ones to the scene and will grab hold of the invaders then devour and destroy them. They don’t distinguish between the foreign particles. They don’t care what it is, as long as it’s foreign. The macrophages then gather genetic information about the invader and bring it to the lymph nodes where the T cells and B cells hang out. 

A quick recap: The T cells in question are the Th1 and Th2 cells. Th1 cells help destroy the infected cells and the Th2 cells help B cells make antibodies to inactivate the germs floating around outside our cells. 

We never forget

As we just mentioned, B cells and Th2 cells work together in antibody production.

Some B cells go by the name of memory cells because they remember information about the invader for the rest of our lives (or close thereto). This means that when the same invader attacks again, the memory B cells are alerted much quicker. The B cells carrying the information begin cloning themselves and start spitting out antibodies at a much faster rate. 

It will not pass

In nature, a germ is introduced to the body via the mucosal route such as the eye, nose or throat. When antigens (foreign invaders) enter the body naturally, the first defenders, which are a part of the innate immune system, respond instantaneously. 

Vaccines are designed to skip the first responders (innate immunity) and go straight for the antibody producing responders (acquired immunity). 

What’s worth noting is if a vaccine manufacturer states that its vaccine elicits T cell response, it doesn’t necessarily mean the vaccine elicits response from all types of T cells. This is because there are different types of T cells. 

We have explained that Th1 and Th2 are promoting an action and not actually performing the task itself. Hence the name helper cell. 
Like the Th1 cells. When we look at their function a little closer, their job is to relay instructions that tell Killer-T cells what to do. 
The Killer-T cells receive the instructions, multiply themselves until they are an army carrying the same instructions and then they go kill the corrupted cells they were instructed to kill. 

Once the Killer-T cells have destroyed corrupted cells, the macrophages come over to clean up the mess. The same goes for the Th2 cells. They carry instructions for the B-cells. After receiving instructions, the B cells will multiply until they are an army of cells carrying the same instructions. 

What good is a titer?

The way physicians check to make sure your body has become properly immunized against a specific disease is to send you to the lab for a blood draw. Then your blood will be tested for the presence of the antibodies against specific antigens. A quick reminder, B cells produce antibodies. 

When checking for vaccine immunity, the antibodies are often measured in titers. When we learned how vaccine immunity is measured in titers, we knew it was measuring the activity of Th2 cells and the B cells. What was completely missing was the activity performed by the Th1 cells and the Killer-T cells. 

Given the way vaccinations are presented to our system, it seems to us there may be other factors than antibody concentration to consider. We found an interesting older study in The Lancet that tested individuals who were unable to produce their own antibodies . When these individuals came down with measles, they showed all the natural signs and symptoms of natural disease. After the course of the illness, they became immune to measles. 

The scientists conducting this study had blood drawn from these patients and tested it for antibody levels. There were no antibodies for measles in the blood (serum) samples. This goes to show that the immune system can create immunity against a disease without producing antibodies. And this means the immunity had nothing to do with Th2 cells or B cells, which are a part of the acquired (adaptive) immunity. 

This study could be an example of the great importance of our first responders, the innate immune response, which reacts to the initial exposure of a disease. Our innate immune system is nonspecific, it attacks anything foreign. Our acquired immunity, the one that produces antibodies, the one lacking in the individuals in above study, consists of cells which only attack what they’re instructed to attack. 

The adjuvant rejuvenant

Most vaccines contain either inactivated germs or portions germs – an antigen nonetheless. If it were to be injected into the body all by itself, nothing would happen. It would just float uselessly around and the body wouldn’t view it a threat. 

The immune system needs to be artificially triggered and tricked into attacking these useless invaders. As a solution to this problem, scientists came up with the idea of attaching a substance to the vaccine antigen that would trigger B cells to produce antibodies. This substance is called an adjuvant.

Up until the early 2000s, mercury was often used as an adjuvant. As a result of some severe consequences and pressure from concerned citizens, mercury was eliminated from most vaccines. 

The scientists knew the vaccine still needed an adjuvant if it was going to elicit an immune response. So, they added aluminum (Al) instead to do the job. 

An adjuvant is designed to shock the B cells (and Th2 cells) into antibody production. Each vaccine antigen is coated with an adjuvant. 

This raised two important questions for us: How many antigens are there in a vaccine; and when injecting multiple vaccines simultaneously, could this accumulation of adjuvants be more harmful – especially for infants? 

Unfortunately, there are far too many antigens in a vaccine to be counted. 

When adjuvants trigger antibody production for multiple antigens, the B cells are instructed to produce a wide variety and magnitude of antibodies. Keep in mind, it isn’t natural for the body to be exposed to a variety of diseases all at the same time, especially all bypassing the innate immune system (first responders). And yet how many times have you heard of children being naturally sick with multiple childhood diseases all at the same time? 

The CDC’s recommended childhood vaccine schedule recommends 69 shots up until age 18. This is not 69 different diseases. As you may recall, some vaccines require booster shots, so this count includes each booster as well. Some of these will be combined in the same vaccine. For example, measles, mumps & rubella (MMR) would be considered three shots as would diphtheria, tetanus & acellular pertussis (DTaP). 

If the foreign antigens are too numerous and overpower the immune system, they will have the opportunity to run wild, and multiply within the body and vandalize it. Whatever the body is unable to eliminate stays there. 

Once the vaccine ingredients are inside the body, is the body able to take care of them? Are they being excreted or are they accumulating? If they are accumulating, where are they, where are they going and are they causing damage? We hope to satisfactorily answer these questions and more in the coming chapters.

References for Chapter 8: The helper cell:

Sykes, L., MacIntyre, D. A., Yap, X. J., Ponnampalam, S., Teoh, T. G., & Bennett, P. R. (2012). Changes in the Th1:Th2 cytokine bias in pregnancy and the effects of the anti-inflammatory cyclopentenone prostaglandin 15-deoxy-Δ(12,14)-prostaglandin J2. Mediators of inflammation, 2012, 416739.
Lambers H., Piessens, S., Bloem, A., Pronk, H., and Finkel, P. (2006). Natural skin surface pH is on average below 5, which is beneficial for its resident flora.” International Journal of Cosmetic Science, 28(5), 359-370. 
Burnet F.M. (1968). Measles as an Index of Immunological Function. The Lancet, 292(7568), 610-613. 
Centers for Disease Control and Prevention. (2018, May 14). Recommended Immunization Schedule for Children and Adolescents Aged 18 Years or Younger, United States, 2018. Retrieved from https://www.cdc.gov/vaccines/schedule…
Center for Disease Control. (n.d.). Recommended Immunization Schedule for 
Children and Adolescents Aged 18 Years or Younger, UNITED STATES, 2018. Retrieved from https://www.cdc.gov/vaccines/schedule…

VACCINE SCIENCE REVISITED: Are Childhood Immunizations As Safe As Claimed? (The Underground Knowledge Series Book 8) by [Morcan, James, Morcan, Lance]

Vaccine Science Revisited is available via Amazon:  https://www.amazon.com/gp/product/B07MQTN3CG/

 

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VACCINE SCIENCE REVISITED: Are Childhood Immunizations As Safe As Claimed? (The Underground Knowledge Series Book 8) by [Morcan, James, Morcan, Lance]

Amazon No.1 bestseller.

 

“Easily the most comprehensive work I have read on the subject of vaccine safety. This book is truly a masterpiece!” -Amazon Reviews

“Thought-provoking and very readable (with) 740 references with hyperlinks to the original papers.” -Pro-vaccine author and mom Lee Murray

“Possibly the most well-referenced work yet to explore this contentious healthcare subject.” –Medical Laboratory Scientist Elísabet Norris (B.S.)

“Essential book for any Medical Professional and/or parent trying to navigate the confusing world of childhood vaccines.” -Ila in Maine

 

To see all Amazon reviews for VACCINE SCIENCE REVISITED: Are Childhood Immunizations As Safe As Claimed?  go to: https://www.amazon.com/gp/product/B07MQTN3CG/

 

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In the following excerpt from our bestselling, new release book, VACCINE SCIENCE REVISITED: Are Childhood Immunizations As Safe As Claimed?, we highlight germs and different types of vaccines. You’ll see we discovered the differences between some vaccine types doesn’t seem to be clearly understood by many we’ve come across in the medical field.

 

“Without laboratories men of science are soldiers without arms.” -Louis Pasteur (French biologist)

 

Some inactivated vaccines use the entire germ, while others use disease-causing portions of the germ. In vaccines containing the whole germ, scientists will inactivate or kill the germ in order to prevent viral replication. They do this by using chemicals. A chemical that’s very good at this job is formaldehyde (FA) or formalin (liquid form of FA).

Even though the germ is killed and can no longer replicate, it’s still whole, so our immune system is able to recognize it and attack it.

Unfortunately, the killed germ doesn’t keep our body immune as long as a living germ will, so we need to get booster shots every so often to keep the immune response up. Examples of vaccines using killed germs are Hepatitis A and polio (shot).

Inactivated toxins (toxoids) vaccine

When the disease is caused by bacteria, it’s often not the actual bacteria itself causing the sickness, but rather a toxic component of the bacteria. The goal of this vaccine is to inactivate the toxic component (toxoid), so it can be injected into our body without harming it. Toxoids are not quite the same as toxins. Toxins are the pure product of the bacteria and toxoids are the toxins after they have been chemically altered or inactivated in the lab.

Examples of toxoid vaccines are diphtheria and tetanus.

Subunit/conjugate/recombinant vaccine

The differences between these types of vaccines (subunit/conjugate/recombinant) doesn’t seem to be clearly understood by many we’ve come across in the medical field.

Subunit vaccines use only portions of the germ or as the NIH website explains it, they “include only the antigens that best stimulate the immune system.”

The conjugate vaccines, on the other hand, use only the bacterial sugar coat in order to “disguise a bacterium’s antigens so that the immature immune systems of infants and younger children can’t recognize or respond to them.” The coating also contains the information that makes us sick.

But this is not an actual germ, so if it is just injected into the body by itself, we won’t recognize how dangerous the coating is. To solve this problem, the scientists attach it to a toxic molecule that will stir up our immune system. In order to attach the coating to the toxin, they need other chemicals to finish the job. By using a chemical, the coating material attaches to a carrier protein. Examples of these types of vaccines are the Hib, HPV, pneumococcal and meningococcal vaccines.

The recombinant vaccines, use carriers or vectors “to introduce microbial DNA to cells of the body.” These carriers/vectors are weakened viruses or bacteria, meaning they mix and match DNA from different sources into one germ or cell.

There are different ways to produce these vaccines. One way is to isolate a specific piece from a germ and use it in the vaccine. Another way is via genetic engineering. Here the germ is inserted into plasmid that has been manipulated by scientists. This type of plasmid is circular segments of DNA extracted from bacteria to serve as a vector. Scientists can add multiple genes and whatever genes they want into this plasmid. In case of vaccines, this includes a genetic piece of the vaccine germ and normally a gene for antibiotic resistance.

This means that when the toxic gene is cultured inside the yeast, it has been designed with a new genetic code that makes it resistant to the antibiotic it’s coded for.

The gene-plasmid combo is inserted into a yeast cell to be replicated. When the yeast replicates, the DNA from the plasmid is reproduced as a part of the yeast DNA. Once enough cells have been replicated, the genetic material in the new and improved yeast cell is extracted and put into the vaccine. Examples of this vaccine are the acellular pertussis and hepatitis B vaccines.

One thing that doesn’t seem to concern scientists is the fact that the manmade genetic combination becomes the vaccine component. This mixture of intended and unintended genetic information may cause our immune system to overreact. This can be especially complicated for a child with compromised immune system.

Another concern is that this new genetic code can become integrated with our own genetic material. Yeast, for instance, is very much like human DNA. It shares about one third of our proteins.

What have they done?

Here you have substances that are designed to aggravate the immune system towards an attack. So, that’s what it does. Our immune system launches an attack on the invader. Sometimes the invader, like yeast, has many of the same protein codes as us. Our immune system downloads these protein codes and labels them as enemies. It signals a full-on attack on everything with that code in our body. Unfortunately, when the codes are similar, we don’t always know how to distinguish between vaccine proteins and our own proteins.

Trace elements

Trace components that end up in the final product and become a part of the vaccine are usually left-over elements from the manufacturing process.

These components were added during production in order to either keep cells alive or kill them or keep them free from contamination or to alter genetic materials during production. Other components are added to stir up our immune system to respond to the vaccine. As you perhaps can see, the materials scientists purposely add to the vaccine-making process serve the purpose of keeping us as safe as possible.

The concern arises when these materials become a danger to our body, which becomes overwhelmed from being bombarded with toxins and protein particles. This attack is, for some children, too much to handle, and they suffer permanent ill health or lose the fight to live.

What is it exactly that ends up in the vaccines our children are given, and what happens when these vaccines enter their bodies? We attempt to answer these questions in the next chapter.

 

References for Chapter 6: Altered germs:

World Health Organization. (n.d.) Module 2: Types of Vaccine and Adverse Reactions. Retrieved from https://vaccine-safety-training.org/s

 

VACCINE SCIENCE REVISITED: Are Childhood Immunizations As Safe As Claimed? (The Underground Knowledge Series Book 8) by [Morcan, James, Morcan, Lance]

Amazon #1 Bestseller in Emergency Pediatrics: https://www.amazon.com/gp/product/B07MQTN3CG/

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“Vaccine Science Revisited is highly recommended – especially for physicians and other medical personnel,” according to Amazon Hall of Fame Top 100 reviewer Grady Harp.

In his review of this new release book, Harp says the authors once again take on controversial subject matter and offer bold questions about the universal use (or misuse) of immunizations through vaccinations…(and) their roles become those of investigative journalists.

Further excerpts from his review follow:

After a solid and affirming Foreword introduction by Medical Laboratory Scientist Elísabet Norris the authors open their investigation with a warmly familiar reminiscence: ‘ Remember those infamous pox parties where parents deliberately exposed children to diseases such as the flu virus, measles and chickenpox? They were especially popular in the United States and in Britain at one stage – the idea being that children build immunity after being exposed to an infectious disease like chickenpox, which is more dangerous to adults than children. That was back in the day, before vaccinations were available, although it seems such activities persist to the present day in some quarters if mainstream media reports are accurate.’

The vaccines that are studied and discussed are DPT, Polio, Hepatitis A and B, H. influenza, Meningococcal and Pneumococcal, MMR, Varicella, Rotavirus, and the roles of DNA, genetics, epigenetics, and a fine explanation of our immune systems.

Under the banner of ‘It’s definitely time for society to revisit the subject of vaccines and vaccine safety, especially where our children are concerned, and open up the scientific debate once more’ – Lance and James Morcan present one of the most sensitively and honestly researched platforms for the discussion regarding the validity or misuse of the vaccination concept and practice. Yes, there will be many who disagree with their premise initially, but read carefully and follow the logic and find a different way of viewing the entire concept if immunology.

Highly Recommended – especially for physicians and other medical personnel. -Grady Harp

 

VACCINE SCIENCE REVISITED: Are Childhood Immunizations As Safe As Claimed? (The Underground Knowledge Series Book 8) by [Morcan, Lance, Morcan, James]

 

VACCINE SCIENCE REVISITED: Are Childhood Immunizations As Safe As Claimed?   is available via Amazon: https://www.amazon.com/dp/B07MQTN3CG/

 

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