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World’s Leading Authority on Aluminum Toxicity Has GoFundMe To Study Aluminum In Vaccines Shut Down

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In Brief

  • The Facts:

    Dr. Chris Exley is a Professor in Bioinorganic Chemistry and the world's leading expert in aluminum toxicology. He was recently denied by scientific authorities the funding to study aluminum in vaccines. His GoFundMe campaign was also taken down.

  • Reflect On:

    Why don't our federal health regulatory agencies conduct a study showing that it's safe to inject aluminum into babies and adults?

Dr. Chris Exley is a Professor in Bioinorganic Chemistry at Keele University and an Honorary Professor at the UHI Millennium Institute. He is a biologist with a PhD in the ecotoxicology of aluminum, and his research from 1984 until present has focused on an intriguing paradox: “How come the third most abundant element of the Earth’s crust (aluminum) is non-essential and largely inimical to life?” He goes on to explain how investigating this mystery has “required research in myriad fields from the basic inorganic chemistry of the reaction of aluminium and silicon to the potentially complex biological availability of aluminium in humans.” He also explains in his bio how he is “fascinated by the element silicon in relation to living things which, as the second most abundant element of the Earth’s crust, is also almost devoid of biological function. One possible function of silicon is to keep aluminium out of biology (biota) and this forms a large part of the research in our group. We are also interested in biological silicification.” (source)

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We now know that aluminum has no place in the human body. It doesn’t take a genius to know that aluminum, thanks to the work of Exley and many others, wreaks havoc on any biological system. It’s great stuff to make cars and airplanes out of, sure, but it clearly does not belong inside of the human body in any amount, as it’s extremely toxic and represents one of the most dangerous and neurotoxic substances known to man. Here’s a great little video from Dr. Christopher Shaw from UBC in Canada explaining that.

You can view a list of Exley’s publications HERE.

Exley recently started a GoFundMe to raise money to study aluminum in vaccines. Despite the fact that aluminum has been added into vaccines as the adjuvant to provoke an immune response, it’s never been evaluated for safety. You would think that our federal health regulatory agencies would conduct appropriate safety studies for all vaccine ingredients, but this isn’t the case, yet vaccines are marketed as completely safe for everybody.

His campaign was started after his appeal to scientific authorities for funding was rejected. Why would a study to evaluate aluminum in vaccines and the effect it has on the human body and little infants be shut down? Would a study like this not be in the best interests of humanity and human health? Why is science being shut down? Don’t we want to discover more?

Virtually every study that comes out claiming that vaccines are safe does not take into account human exposure to several vaccine ingredients and their bioaccumulation, meaning where they end up in the body and what they are doing. Conducting studies could put this issue to rest, and the hypothesis that must be tested is quite simple: ‘No aluminium in an infant’s brain results in no autism.’

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The British academic was recently blocked from raising funds, apparently after “protests by other scientists.” (source)  Robert F Kennedy Jr. made a great post regarding the recent blockage on his social media platforms, which is how I first became aware of it.

“He who stifles free discussion secretly doubts what he professes to believe in is really true.” — Wendel Phillips. GoFundMe today shut down Dr. Christopher Exley’s crowd funding campaign to study aluminum in vaccines. Dr. Exley, the world’s leading authority on aluminum toxicity angered the Pharma Cartel when his autopsies discovered astronomically high aluminum concentrations in the brains of children with autism. His other studies link aluminum in Merck’s Gardasil and other vaccines to dementia, Alzheimer’s and autism. Exley joins a long list of scientists silenced for questioning the Vaccine Orthodoxy. While White House Republicans censor climate science at the EPA, congressional Democrats clamor for censorship of vaccine science. It’s strange, to me, that these politicians don’t understand that censorship is incompatible with democracy. Given purchase, censorship will spread virally until it infects and kills democracy. SCOTUS Justice Potter Stewart called censorship “the hallmark of an authoritarian regime.” Heinrich Heine’s observed, “Where they have burned books, they will, in the end, burn human beings.” (source)

You Can Still Donate

Link to Keele University Donation Page.

Why It’s Quite Clear Exley’s Research is Much Needed

A study published in 2011 makes the issue quite clear:

Aluminum is an experimentally demonstrated neurotoxin and the most commonly used vaccine adjuvant. Despite almost 90 years of widespread use of aluminum adjuvants, medical science’s understanding about their mechanisms of action is still remarkably poor. There is also a concerning scarcity of data on toxicology and pharmacokinetics of these compounds. In spite of this, the notion that aluminum in vaccines is safe appears to be widely accepted. Experimental research, however, clearly shows that aluminum adjuvants have a potential to induce serious immunological disorders in humans. (source)

The key takeaway there is “medical science’s understanding about their mechanisms of action is still remarkably poor.”

After this study, more research came out to help us better understand what happens when aluminum is injected into the body. It has been found that injected aluminum does not exit the body; in fact, it stays in the body and travels to various organs in the brain, where it remains. This isn’t surprising since it’s the adjuvant, it’s designed to stay there or else the vaccine doesn’t work.

As the groundbreaking study in 2015 emphasized:

Evidence that aluminum-coated particles phagocytozed in the injected muscle and its draining lymph notes can disseminate within phagocytes throughout the body and slowly accumulate in the brain further suggests that alum safety should be evaluated in the long term.

Furthermore, in 2018, a paper published in the Journal of Inorganic Biochemistry found that almost 100 percent of the intramuscularly injected aluminum in mice as vaccine adjuvants was absorbed into the systemic circulation and traveled to different sites in the body such as the brain, the joints, and the spleen, where it accumulated and was retained for years post-vaccination. (source)

Exley has been interviewed multiple times about this subject, and all of these studies and his research point to the same findings: Aluminum in vaccines does not exit the body, and it has been linked to multiple diseases, which can develop immediately post-injection or up to decades later in life for certain neurological diseases such as Alzheimer’s.

A study by Exley and his team published in 2018 should have made headlines everywhere, as it discovered historically high amounts of aluminum in autistic brains. The study was conducted by some of the world’s leading scientists in the field. Five people were used in the study, four males and one female, all between the ages of 14 and 50. Each of their brains contained unsafe and high amounts of aluminum compared to patients with other diseases where high brain aluminum content is common like Alzheimer’s disease.

As you can see, there is more than enough evidence that clearly warrants further investigation into aluminum in vaccines. Why are these efforts constantly getting shut down? Why is there no funding? Why don’t our federal health regulatory agencies study aluminum in vaccines if it’s ‘completely safe’? Why not just do the study and debunk those who say it’s not? What’s going on here?

You can listen to long and detailed information shared by Exley the interview below, posted by Keele University, conducted by Del Bigtree.

CETV

CE Founder Joe Martino & myself  recently sat down for an episode on CETV, a platform we created to combat internet censorship and help us stay alive and able to put out the information that we do. We discussed the MMR vaccine specifically with regards to all of the mandatory vaccination initiatives that are happening right now.

The Takeaway

Why are further efforts to study aluminum being blocked? Regardless of the hurdles these scientists are going through and the resistance they face, in a real scientific community, studies on this would be welcomed. That being said, there is more than enough information on aluminum in vaccines to justify not vaccinating yourself and your child with aluminum-containing vaccines.

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Defending the Amazon, Indigenous Rights & Planetary Integrity

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As the Amazon Rainforest crisis persists, our inability to protect our planet poses an existential threat to all of Earth’s inhabitants. As the sky recently turned black over Sao Paulo, Brazil because of smoke (thousands of kilometers away) from the fires that is so thick it can be viewed by NASA space satellites, the world’s leaders were assembled at the G-7 summit in Europe, seemingly more interested in exchanging sophomoric insults than solving the world’s most pressing and urgent problems.  According to Brazil’s National Institute for Space Research, almost 73,000 forest fires have been documented this year alone. That’s an alarming 84% increase from what was observed in 2018. 
As Indigenous groups and conservationists scramble to defend the lungs of our planet, Brazil’ President Jair Bolsonaro audaciously shrugged off the news and blamed NGO’s and Indigenous groups for the glaring uptick in fires in the Amazon. Since taking office in January, Bolsonaro has promised to roll back environmental protections and indigenous rights in order to exploit the Amazon for increased farming and mining, and he has made good on that promise.
Invasion of indigenous territories are on the rise in Brazil, and indigenous groups are increasingly under threat as titans of industry within mining, logging, and animal farming continue to encroach upon indigenous land and destroy precious parcels of the Amazon for commercial exploitation.   Bolsonaro has emboldened these invasions. Recently, a group of heavily armed miners invaded indigenous land in Northern Brazil and assassinated one of the community’s indigenous leaders.
Indigenous peoples in Brazil are once again on the front lines today of one of the most brutal attacks on their rights and on the forest in recent history. We’re now seeing the drastic rollback of 30 years of progress on human rights and environmental protection in Brazil under Bolsonaro’s regime, which romanticizes Brazil’s past when military dictatorship took helm and presided over wanton destruction of the forest. The Munduruku people have been resisting encroachment and destruction of their land for centuries, and their fight (along with other indigenous groups and the very spirit of the Amazon jungle itself) is more urgent than ever as Brazil’s government and commercial industries continue to violate with impunity.

The tragedy currently taking place in the Amazon is indicative of a broader cultural problem in regards to our relationship with our planet. 1/5th of all the world’s plants and birds and about 1/10th of all mammal species are found in the Amazon. Earth has lost half its wildlife in the past four decades. Based on an analysis of thousands of vertebrate species by the wildlife group WWF and the Zoological Society of London, our way of life has presided over the destruction of 60% of our animal populations since 1970. The report calculates a global “ecological footprint,” which measures the area required to supply the ecological goods and services humans use. It concludes that humanity currently needs the regenerative capacity of 1.5 Earths to supply these goods and services each year.

With the planet’s population expected to grow by 2.4 billion people by 2050, the challenge of providing enough food, water and energy (while sustaining planetary health) will be difficult. This should be the real “RED ALERT” placated all over the media, as the shocking and rapid decline of planetary biodiversity poses an imminent catastrophe that plagues all of us, requiring urgent and bold alterations to our way of life.

That being said, we have more than enough resources to profit food and shelter to billions of people. Solutions done seem to be the problem, it’s human consciousness, greed and ego.

Outrage is an understandable response to the Amazon crisis, but not sufficient to redress the problem.  We need to take individual action in our daily lives by altering our lifestyles. One of the most under-reported aspects of Amazonian deforestation is our addiction to consuming meat. Beef, soy, palm oil and wood drive the majority of tropical deforestation.

Animal agriculture is devastating for the Earth. Raising livestock for meat, eggs and milk uses about 70% of agricultural land, and is a primary factor in the proliferation of deforestation, biodiversity loss, and water pollution.

“1.2 billion farmed animals are slaughtered globally every week for human consumption. In one week, more farmed animals are killed than the total number of people killed in all wars throughout history. Although these animals are treated as commodity, they are — in fact — sentient beings — like your pet cat or dog. We tend to assume that only vegans and vegetarians follow a belief system — but when eating animals is not a necessity (which is the case in much of the world today) — then it is a choice, and choices stem from beliefs. “Carnism” is a dominant philosophy — as eating animals is just the way things are — yet it runs contrary to core human values such as compassion, justice, and authenticity. And so — they need to use defense mechanisms that distort our thoughts and numb our feelings so that we act against our core values without fully realizing what we are even doing.” ~Dr. Melanie Joy  

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The challenges that face our planet, our indigenous family, and our own imminent future are immense. It is easy to feel discouraged, angry, and hopeless about the state of the world, but the ability to harness humanity’s intelligence, creativity and compassion to steer the planet in a new direction is with us right now. We can take individual responsibility today, which can resonate immediately and create waves of influence that can lead to a collective change in behavior and attitudinal shift towards our relationship with nature and with ourselves.  This change starts from within, and this work begins with each of us making the choice to defend and protect this wondrous planet which has so graciously hosted our livelihood.

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Suzy Amis Cameron’s ‘MUSE School’: Are They Taking Things Too Far With Kids?

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In Brief

  • The Facts:

    A parent of a child formerly enrolled in the MUSE school in California sent us an email detailing the school's use of the Process Communications Model (PCM), while observing that the school is not as inspiring as their promotional materials suggests.

  • Reflect On:

    How do you know when a fundamentally good idea is going too far?

A cursory glance at the ‘MUSE School,’ co-founded by James Cameron’s wife, and you see an educational institution that aspires to be inclusive, inspiring, and liberating for children of all ages. The motto on their school’s website is “Inspiring and Preparing Young People to Live Consciously with ThemselvesOne Another, and the Planet.”

There is much to admire about the goals of this school. It started off as a small group of kids whose parents were celebrities, including James Cameron’s own. The focus was a personalized curriculum based on learning through passion projects while being exposed to the practices of environmental sustainability. Since the program has grown, in-house vegan meals have been included in the annual tuition, which ranges from about $22,000 for pre-K children (2.3-4.9 years old) to about $33,000 for high school kids (grades 9-12).

The school was also founded by Suzy Amis Cameron’s sister Rebecca Amis, who was the first head of the school. Rebecca Amis had previously tried to start an early childhood education center called ‘childspot!’ in Witchita, Kansas, which Amis’ then-husband Scott Taylor was to be the business manager for. Surprisingly, there is no searchable information on the internet for childspot!, although our reader did provide this article from 1998 in which plans to start their early childhood education center were mentioned.

Introducing PCM To Students

A little while after co-founding the MUSE school in California, Rebecca Amis installed her new husband Jeff King as head of the school. He brought on board a new ‘communication’ methodology into the classroom. The introduction of this method to children as young as 2 years old is the main subject I will cover here. Instead of describing this methodology myself I will start off with testimony that was emailed to me from the parent of a former student to provide some background and reveal her feelings and experiences around the use of PCM in an academic setting:

“Jeff King is the one who introduced the ‘Process Communication Model’ (PCM) to the school, having himself obtained a master trainer title. Many families at this point left the school, not being comfortable with the idea of their kids being the subject of what was clearly an experiment. The school turned plant-based at the same time so they blamed the drop in numbers to people not being happy with the new menu  (which is completely false).

Now let me give you some background on PCM.

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Created by Dr Taibi Kahler, a psychologist from Arkansas, it was designed mainly for the corporate world. According to Kahler, there are six distinct personality types: HARMONIZER, THINKER, PERSISTER, IMAGINER, REBEL, AND PROMOTER. Each of us develops a predominant personality type early in life, and that does not change. It is our basic Personality Type all our lives. Each type has specific Motivators characterized by differences in Character Strengths, Psychological Needs and Perceptions.

Each personality comes with a set of psychological needs and specific communication ‘channels’ which include specific words, tone and facial expressions. Although it was never intended for children, Mr. King decided to make it the innovative tool that would differentiate his school from others.

This sounds all wonderful from the outside. What parent wouldn’t want their kids to have tools that will help them communicate better with one another and the world?

Unfortunately  the truth is far from that.

Since the personality test cannot be officially administered to the student until high school, they teach the lower grade students PCM through play and activities. The teachers (some brand new to PCM) use their own judgment to asses the kids’ personality so they can start using their appropriate channels with them. (I have plenty of pictures I can send you giving you examples of how they teach PCM to the kids).

The teachers are constantly applying PCM to the students and using what they believe is their specific channel. In return they expect the kids to respond in the teachers’ own channel. Some are pretty rude and direct and yet the kids are expected to learn to use such language. For example, if the teacher’s channel is “tell”, she expects the students to communicate in sentences that are “tell”. So instead of “may I please have a pencil”, the tell channel will be “give me that pencil”.

I have myself seen teachers snapping at students or at colleagues because they weren’t using the correct channels.

Last year the high school students voted to stop practicing PCM in the high school campus. Unfortunately, the younger children are subjected to this on a daily basis. Each child is labeled a personality type and their behavior is almost always excused to their personality label. The parents take the official PCM personality test and the results are then shared with all the faculty members (the parents are unaware of this and never were asked to sign a release form for that). The staff will then go out of their way to address you in the designated channel as they believe that’s what’s needed to keep you a happy customer.

Issues brought up by the students or their families are disregarded as they are seen as a sign of distress. Once that happens the main focus of the faculty is to get the parent or the child out of the system by using manipulation techniques mixed with PCM jargon.

Kids that are being bullied are made to believe that they are just as much at fault as the bully. Parents are constantly told that there are absolutely no issues to worry about and the ones that dare to protest end up always getting kicked out of school or forced to leave.

Discrimination is obvious based on your personality type, whether it’s a student or parent. There are a couple of personalities that are viewed as more troublesome and risky, and the school is keen to identify those individuals. PCM was born as a tool for the corporate world, not for a school and this is the only school in the world that uses it. It is very much a “cultish” atmosphere. The staff is so concentrated on listening carefully to your words and observing your body language in order to figure out what channel to use and if by any chance you have ‘phased’ to another personality then it becomes impossible to have a real honest conversation. And they do the same with the kids depriving them of an authentic connection or the tools to learn to connect with others.

By third grade kids and parents are in full mode PCM. The kids are robotic and set into their ‘personality’. They have a set language and manners which unfortunately the outside world does not always understand.

I wish you could meet some of the students. Some are like robots, they just seem to repeat scripts. There is no talk of consciousness or free thinking which I guess is ’normal’ in many schools, but PCM is close to brainwashing. It’s like an instruction manual on how you should behave, think and speak.

I watched our own child going through the struggle of mentally detoxing from it once we were out of the school. For a while my child was confused, lost in a way especially when the world didn’t respond to my child’s PCM channel, unable to relate. And we are talking about a healthy bright child with no social or personal issues.  And now my child doesn’t even want to hear the word PCM.

In my experience Mr. King (as per the book he published – Beyond Drama) enforces the belief that everyone is okay and there are no issues. In order to stay out of drama, individuals must believe that they are okay and everyone else is okay. So basically there are never any issues. They believe and support that philosophy to an extreme and therefore refuse to really acknowledge any real serious issue brought to them. So they hide the problems hoping time will make them go away without having to act on them.

Naturally when real issues are brought up to him by parents, the concerns are dismissed and seen as a sign of distress of the parent. At this point all effort are made to PCM the parent out of the distress and pretend all is good.

Same for students. He doesn’t for example seem to believe in bullying and I have personally watched a 5th grader who had just been repeatedly teased to tears by a classmate being told that he must have had a part in it to deserve it. Through what appeared in my opinion as clever manipulation, the kid and the parents left the meeting believing that there was no bullying in the first place.

Global Expansion. This year, coinciding with Suzy Cameron’s new book launch (One Meal a day) the school decided to create a new for-profit corporation, MUSE Global. Mr. King is their CEO (while retaining his position of Head of the School at MUSE, which is a non-profit). The company focuses on the expansion of the MUSE School’s model globally. Despite the original school being far from successful (people keep leaving, they are unable to raise funds and students score very poorly academically), they seem to be on a mission to convince the world that their module is the best a child can get. They have already signed an agreement with some investors in China and working on more.

Power, Manipulation and Scare Tactics. Numerous families are not happy but they are too scared to say anything for fear of their kids being kicked out (it has happened to many families that dared to challenge the system, 5 in the past school year alone). Some of those families tried to appeal to the school’s board of directors (a few of the members were MUSE parents themselves). The ones that tried to help those families were forced to leave the school, their kids included. The ones who refused to intervene explained, ‘Nothing we can do, they have us by the balls.”

Unfortunately they know how powerful they are and they appear to be using that power to keep families in a state of fear. Many of the students come from families that are in the show business and nobody wants to be on the wrong side of the Camerons, no matter what their children were put through.”–parent of a former MUSE School student

My Take

We must be careful in discerning one person’s testimony. We must look for signs of an inner consistency, and a plausibility that links facts and observations with the opinions this person holds. For me, this testimony has a high level of consistency, especially around the potential dangers of introducing a fully integrated system of labeling and classifying students and teachers in an academic setting.

“Once you label me, you negate me.”–Soren Kierkegaard

When I was doing my life-coaching training, many of the coaches who had already been working in the corporate world spoke highly of the Myers-Briggs type indicator and other tools that categorized a person’s personality type. As a life coach, I always had a resistance to any form of ‘typing’ of a client into a category. I felt it would limit my perception of a person, affect the ways I would challenge them to see things differently, and, most importantly, could limit the person’s belief in what they were capable of. Even when clients would give me their Myers-Briggs ‘identity,’ (i.e. “I’m an INTJ and that’s why I see things this way…”), I would not seek to capitalize on the information behind the client’s self-classification and would remain present to the identity being revealed through the person words, tone, expressions, and so on. Categorizing oneself as the fundamental guideline of one’s sense of identity is, in my opinion, very limiting.

I understand that these personality-typing tools can have some benefits for allowing managers in the corporate world to understand better what makes each individual employee tick. It can help them accept that people have different strengths and weaknesses, learn in different ways, and get satisfaction in different ways. These insights can lead a manager to work with greater compassion, patience, and flexibility. If the information is used to benefit the employee and enable them to get more satisfaction and fulfillment from their job, leading them to become more productive, then it is a win-win proposition.

However, these tools can very easily be used as means of manipulation in the hands of those who lack maturity or have a hidden agenda to control people rather than act in service to the people they are using these tools on. In a classroom setting with children as young as two, where the foundations of a child’s perception of reality are still in their formative stages, it is reasonable to fear that PCM has the potential to cause harm to a child, perhaps in ways even worse than described above by our parent.

These are subtle matters, but certainly worth thinking about. Below is a clip from a video from the MUSE school which promotes the use of PCM techniques in elementary classrooms.

 

Does this video leave you with the feeling that empowering communication is going on here, or manipulation? And if this is what is being touted as proof that the methodology works and is beneficial, can we see the potential for this methodology to go too far and lead to discrimination and some forms of mind programming?

To some extent, good teachers naturally learn to communicate with students in different ways based on their personalities. While I applaud MUSE’s philosophy of attempting to communicate with children in the ways that they respond to best and most comfortably, it is the formalization of this process that scares me. And certainly, when we hear that young children are truly being trained to see the world through the filter of PCM, and potentially can be rebuked if they don’t respond to teachers according to each teacher’s ‘channel,’ then we can understand why parents like our reader above have had serious concerns about PCM in an academic setting.

The reader who emailed us is not alone in their criticism of PCM and its implementation in the school. If you take a look at answers to the question ‘How would you rate your experience at this school?’ on greatschools.org from other parents whose children are/were in MUSE, you will see an interesting pattern: 55 top ‘5 star’ reviews, 16 bottom ‘1 star’ reviews, and only 7 in the 2,3,4 star category. Many of the 5-star reviews are cookie-cutter ‘agree’ comments on pre-written bullet points. Our reader told us, “During the PCM training new parents are asked to submit their reviews which at that point are generally amazing.”

The 1 star reviews tend to be long, thoughtful criticisms of many of the same points made by our reader. Some even bring into question the authenticity of many of the positive reviews: “Notice how the last 7 positive reviews were all posted on the same day, December 18, really??” If you are interested, I would highly recommend going through some of these reviews, both the good and the bad, to help you discern what you think is really going on inside the MUSE school.

The Takeaway

As I mentioned earlier, the stated goals of the MUSE school evoke hope and inspiration. Where the education of our young has long been criticized as a one-size-fits-all, cookie-cutter approach, the MUSE school has stepped boldly towards an approach to respect individual students’ differences and preferences. The only question is whether or not they are stepping too far.

If the high school students at MUSE voted to stop practicing PCM last spring, then one would suspect that this would cause school leaders to strongly question the use of PCM in earlier grades, especially Pre-K, where students obviously don’t have a voice in the matter themselves. Certainly, the MUSE philosophy speaks to a willingness to change and evolve based on the information at hand:

MUSE is ever-evolving. The MUSE community includes creative and critical thinkers who know that flexibility and adaptability are critical keys to our success. We enthusiastically embrace change and consistently challenge ourselves in our ongoing efforts to learn, grow, and improve.

However, our reader’s testimony gives the impression that rather than being listened to and incorporated, dissenting views and criticisms of the current system are shut down and dissenters are shut out of the process. Is the school’s ongoing evolution simply being fostered within an echo chamber? Do we see fear-based control mechanisms reminiscent of the operating structures of a cult?

With the development of the for-profit MUSE Global and the inclusion of PCM as one of the five pillars of the Global schools they are franchising out, we will need to keep our eyes and ears open to determine if the MUSE project is solely about “Inspiring and Preparing Young People to Live Consciously with Themselves, One Another, and the Planet,” or if there is another agenda afoot.

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Judicial Watch Sued To Get Footage of The ‘Plane’ Hitting The Pentagon On 9/11 (Video)

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In Brief

  • The Facts:

    Judicial Watch's Tom Fitton Tweeted today that he hopes to put 9/11 conspiracy theories to rest with the video of the AA plane hitting the side of the Pentagon on 9/11. The video doesn't seem to show a plane.

  • Reflect On:

    What does the image look like to you in the video? A plane? Or a missile? What seemed to create the hole in the Pentagon? A plane or a missile?

Finally, we can put to rest the theory that a plane hit the pentagon on 9/11. Tom Fitton from Judicial Watch released a video today on his Twitter showing what looks like a Tomahawk cruise missile going into the side of the Pentagon on 9/11. Although Fitton claims this was actually a plane that hit the Pentagon, the evidence doesn’t appear to support this at all.

The ‘plane hitting the Pentagon’ theory has been a question mark for so many people as the camera footage was instantly seized showing the entire event, and there were no plane parts to be found anywhere. Not to mention the plane would have to be flying completely parallel to the ground, JUST skimming the grass to make it into the side of the Pentagon. And of course the hole made in the Pentagon doesn’t match that of a plane at all. See image below.

Image of a Tomahawk cruise missile.

I have honestly been trying to figure out what Fitton is really up to witH this post, because I almost can’t believe he thinks this is a plane which leads me to think he is doing this on purpose to help people see the truth.

Have a look at his Tweet below, and the video below that.

Do you see a plane? Or do you see what looks a lot more like a Tomahawk cruise missile?

Related recent CE Article about 9/11: Fire Did Not Cause WTC7 To Collapse, New Study Finds

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