The Slippery Slope: If Facebook bans content that questions vaccine dogma, will it soon ban articles about toxic chemotherapy, fluoride and pesticides, too?

Image: The Slippery Slope: If Facebook bans content that questions vaccine dogma, will it soon ban articles about toxic chemotherapy, fluoride and pesticides, too?

In accordance with the company’s ongoing efforts to censor all truth while promoting only establishment fake news on its platform, social media giant Facebook has decided to launch full-scale war against online free speech about vaccines.

Pandering to the demands by California Democrat Adam Schiff, Mark Zuckerberg and his team recently announced that they are now “exploring additional measures to best combat the problem” of Facebook users discussing and sharing information about how vaccines are harming and killing children via social media.

According to an official statement released by Facebook, the Bay Area-based corporation is planning to implement some changes to the platform in the very near future that may include “reducing or removing this type of content from recommendations, including Groups You Should Join, and demoting it in search results, while also ensuring that higher quality and more authoritative information is available.”

In other words, the only acceptable form of online speech pertaining to vaccines that will be allowed on Facebook is speech that conforms to whatever the U.S. Centers for Disease Control and Prevention (CDC) says is “accurate” and “scientific.” Anything else, even if it comes from scientific authorities with a differing viewpoint, will be classified as false by Facebook, and consequently demoted or removed.

Facebook’s censorship tactics are becoming more nefarious by the day. To keep up with the latest news, be sure to check out

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Facebook is quickly becoming the American government’s ministry of propaganda

Facebook’s rationale, of course, is that it’s simply looking out for the best interests of users who might be “misled” by information shared in Facebook groups suggesting that the MMR vaccine for measles, mumps, and rubella, as one example, isn’t nearly as safe as government health authorities claim.

And that’s just it: There are many things that the government is wrong about, but that have been officially sanctioned as “truth” by government propagandists. If Facebook bows down to these government hacks with regards to vaccines, there’s no telling what the company will try to ban from its platform in the future.

As we saw in the case of Cassandra C. from Connecticut, the government actually forced this young girl to undergo chemotherapy against her will, claiming that the “treatment” was absolutely necessary to “cure” her of non-Hodgkin’s lymphoma.

Not only did the government deny young Cassandra the right to make her own medical decisions, but it also overrode the will of her parents, who also opposed taking the chemotherapy route. In essence, the government forced Cassandra to undergo chemotherapy at gunpoint, and now it’s trying to do the exact same thing with Facebook.

If little Adam Schiff is successful at forcing Facebook to only allow information on its platform that conforms with the official government position on vaccines, the next step will be to outlaw the sharing of information on the platform about the dangers of chemotherapy, as well as the dangers of fluoride, pesticides, and other deadly chemicals that the government has deemed as “safe and effective.”

Soon there won’t be any free speech at all on Facebook, assuming the social media giant actually obeys this latest prompting by the government to steamroll people’s First Amendment rights online. And where will it end?

“The real national emergency is the fact that Democrats have power over our lives,” warns Mike Adams, the Health Ranger.

“These radical Leftists are domestic terrorists and suicidal cultists … they are the Stasi, the SS, the KGB and the Maoists rolled all into one. They absolutely will not stop until America as founded is completely ripped to shreds and replaced with an authoritarian communist-leaning regime run by the very same tyrants who tried to carry out an illegal political coup against President Trump.”

Basic Life Support and Advanced Cardiac Life Support: Knowledge of Medical Students in New Delhi

Background: The chain of survival includes basic life support (BLS) as an important element. Knowledge of CPR is an important part of medical student’s training but there is still no routine training included in medical undergraduate teaching in developing countries like India, thus, medical graduates often face difficulty in emergency situations.
Aim: To assess BLS/ACLS knowledge among medical students from different professional years in New Delhi.
Methodology: A multi-centric study was planned as an analytical cross-sectional study with study sample drawn from medical students enrolled in various professional years and interns during the session 2012-2013 at 5 medical colleges of New Delhi. The sample was randomly drawn from each professional year and interns of 5 teaching hospitals of New Delhi. The study was conducted from May to August 2013.A predesigned self-administered objective questionnaire was distributed and15 minutes were given to each participant. Twenty questions were based on BLS while ten on ACLS.
Results: The data from 288 responders was analyzed using Microsoft Excel 2010 and Stata S.E 9.0.The mean scores of first-year students in BLS and ACLS were the lowest, 4.56 + 2.76 and 1.65 +  1.35 respectively while the mean scores of second-,third- and final-year students in BLS and ACLS were 6.28 +3.03 and 2.6 + 1.68, 7.75 + 3.34 and 3.62 + 2.47, 10.17 + 2.4 and 6.1 + 2.04 respectively. The mean scores of interns were the highest, 10.85 +1.83 in BLS and 6.35 + 2.59 respectively(p<0.001). The mean score of study sample was 7.416 + 3.55 in BLS and 3.7 + 2.66 in ACLS.
Those who received a formal training in BLS/ACLS had a mean score of 11.07+ 1.86 compared to those who had not received formal training and had a score of 6.99 + 3.43(p<0.001).
Conclusion: The study revealed that the medical undergraduates (UGs) had inadequate knowledge in BLS and ACLS. Most of them support the idea of training in BLS/ACLS to be a part of the UG curriculum. Those who were performing CPR (interns) had a significantly higher knowledge than those who didn’t. The knowledge of formally trained students is significantly higher than untrained students.
Despite important advances in prevention, cardiac arrest remains a substantial public health problem and a leading cause of death in many parts of the world.[1]In the United States and Canada, approximately 3,50,000 people per year (approximately half of them admitted in-hospitals) suffer a cardiac arrest and receive attempted resuscitation. This estimate does not include the substantial number of victims who suffer an arrest without attempted resuscitation. While attempted resuscitation is not always appropriate, there are many lives and life-years lost because appropriate resuscitation is not attempted.[2]
Cardiopulmonary resuscitation (CPR) is a series of life-saving actions that improve the chances of survival, following cardiac arrest.[3] Successful resuscitation, following cardiac arrest, requires an integrated set of coordinated actions represented by the links in the Chain of Survival. The links include the following: immediate recognition of cardiac arrest and activation of the emergency response system, early CPR with an emphasis on chest compressions, rapid defibrillation, effective advanced life support (ALS), and integrated post-cardiac arrest care.[4] The likelihood to achieveROSC increases with drug therapy, advanced airway management and physiological monitoring.
Return to a prior quality of life and functional state of health is the ultimate goal of a resuscitation system of care.In 1966 the AHA developed the first CPR guidelines which have been followed by periodic updates, the latest one being of 2010.[5]
Knowledge of CPR is an important part of medical student’s training but there is still no routine training included in the medical UG teaching in developing countries like India, thus, medical graduates when they become interns and post graduates often face difficulty in emergency situations. In this study we aimed at finding the awareness of medical students of various professional years and interns regarding BLS and ACLSwhich can be provided by either trained medical personnels,emergency medical technicians or by ordinarypeopletrained in BLS. This ability to recognize and treat a respiratory or cardiac arrest is a basic skill that all doctors are expected to have mastered. However,not many junior doctors are competent to carry out effective CPR.[6] There’s a lack of structured pattern of BLS/ACLS training in medical curriculum.[7]Thus, they are not completely confident when they suddenly face a situation of resuscitation.There are not many studies to assess the knowledge of medical students regarding resuscitation, especially in India. Hence this study was conducted to assess BLS/ACLS knowledge among them.
AIM:To assess BLS/ACLSknowledge among medical students from different professional years inNew Delhi.
Study Design: A multi-centric study was planned as an analytical cross-sectional study.
Study sample: It included medical students enrolled in various professional years and interns during the session of 2012-2013 at 5 medical colleges of New Delhi. The samplewas randomly drawn from each professional year and interns of 5 teaching hospitals of New Delhi. Permission was taken from the head of institutions (Table 1).
Study Time:The study was conducted over a 4-month period from May to August 2013.
Study Tool: A predesigned self-administered objective questionnaire was given to each participant. Twenty questions were based on BLS while ten were based on ACLS.A questionnaire was prepared by the authors that encompassed 3 domains:
1. Demography and formal training of the participants in BLS/ACLS
2. Theoretical and practical knowledge of the participants related to BLS,a set of self-prepared 20 MCQs with 4 options based on BLS For Healthcare Providers Student Manual,2010.
3.Theoretical and practical knowledge of the participants related to ACLS,a set of 10 MCQs with 4 options based on Advanced Cardiovascular
Life Support (ACLS) Provider Manual, 2010American Heart Association Guidelines for CPR and ECC.
Each student was given 15 minutes for 30 questions.
Data Analysis: The collected data were calculated using Microsoft Excel and then statistical analysis was made by Stata S.E 9.0. Student’s independent ‘t’ test was applied and p value <0.05 was considered statistically significant.
Out of 300 questionnaires filled,12 were excluded as they were incomplete and remaining 288 were included in the study. Table 1 gives us the demographic details of the participants.
Participants (96%) felt BLS and ACLS training should be a part of routine training in UG curriculum.
The mean scores of first-year students in BLS and ACLS were the lowest, 4.56 + 2.76 and 1.65 + 1.35 respectively while the mean scores of second-,third- and final years in BLS and ACLS were 6.28 +3.03 and 2.6 + 1.68, 7.75 + 3.34 and 3.62 + 2.47, 10.17 + 2.4 and 6.1 +2.04, respectively. The mean scores of interns were the highest, 10.85 + 1.83 in BLS and 6.35 + 2.59, respectively. The mean score of study sample was 7.416 + 3.55 in BLS and 3.7 + 2.66 in ACLS(Table 2).
An association was seen between the qualification of medical students/internsand their knowledge in BLS (p value <0.005) (Table 2).
Also an association was observed between the trained participants in BLS/ACLS and their mean scores(p<0.001) (Table 3).
Figures 1 and 2 show us the percentage score of the study group in BLS and ACLS respectively.Tables 4 and 5 show us theoretical and practical knowledge of the participants in BLS and ACLS respectively.
The study results showed that medical students in Delhi failed to show adequate knowledge in both BLS and ACLS (see Tables 4 and 5). Percentageof students who scored less than 50% in BLS was 65, only 2%(6) students scored 70%-79% and only 1% (3) studentsscored>80% (see Figure 1). Similar results were shown by ShantaChandrasekaran et al where none of the participants scored above 85% while 85% of participants scored less than 50%.[8]Only (48.1%) of the students from Switzerland could give correct answers on knowledge based questions.[9] Similarly low levels (54.3%, 25%) of knowledge have been reported from medical students in Poland and interns from southern India, respectively.[10],[11]
Early institution of CPR can double or triple the victim’s chances of survival fromsudden cardiac arrest.[12]However in our study only 41% had knowledge about the AED usage (see Table 5).In other study by Avabratha KS et al 37.4% of medical interns were aware of the AED usage.[13]
The newest development in the 2010 AHA Guidelines for CPR and ECC is a change in the BLS sequence ofsteps from airway, breathing, chest compressions (ABC) tochest compressions, airway, breathing (CAB) for adultsand pediatric patients (children and infants, excluding newborns) as the highest survival rates from cardiac arrest are reported among patients of all ages with witnessed arrest and a rhythm of VF or pulseless ventricular tachycardia (VT). In these patients the critical initial elements of CPR are chest compressions and early defibrillation.[5] However, in our study only 4% of the participants were able to answer all questions regarding chest compressions correctly.
Very few participants (9%) had undergone formal training in BLS and only 3.6% in ACLS. HN Harsha Kumar et al have also shown poor level of training among the UG medical students.[14]Low levels of training have been reported from Pakistan and the UK.[15],[16]
Statistically significant correlation was seen between the formal training of the participants and their knowledge in both BLS and ACLS(see Table 3).Shrestha Roshana et al. also showed that CPR training significantly influenced BLS knowledge of the participants as those who had received some CPR training within 5 years obtained the highest mean score of 8.62±2.49.[17]Other studies have also concluded  that the knowledge of trained personnels was better than those of untrained ones.[18]
Also a significant correlation was observed between the qualification of medical students and their knowledge (see Table 2).Interns who get training in BLS in their anaesthesia rotations had a significantly higher knowledge than the medical UGs who had no such exposure. Chaudhari A et al showed improvement in knowledge and skill of CPR followinga BLS training.[19]Elif et al also observed that past experience in real life resuscitation improved the awareness.[20]
According to the General Medical Council of the UK, preregistration house officers shouldhave training in BLS before they join their post and that theyshould receive ACLS training during the first year.[21]The royalcollege of physicians has also stated that ALS should be taught in theUG courses and the preregistration house officers should be capable ofinstituting ALS.[22]Participants (96%) felt BLS and ACLS training should be a part of routine training in the UG curriculum which is similar to other study, thus, reflecting that these are “felt needs” of the students.[14]
Training of resuscitation skills is poor due to lack of resources in developing countries like India.[23],[24]Moreover, as the guidelines are updated every 5 years, the need for repetitive training is a must so as to ensure that these changes are implemented. Medical schools are expected to produce well-trained doctors who are competent in clinical practice which include the techniques ofbasic resuscitation, thus, it is time that we standardize training in BLS and ACLS and make it a mandatory component of all medical UG curricula. The Medical Council of India has already incorporated emergency medicine as a separate speciality. Spreading awareness and teaching the basics of ALS to the medical and paramedical team as well as teaching BLS and first aid to the community will be the prime responsibility of this new emergency specialty.[13]
In conclusion, this study has revealed a critical issue that medical students in New Delhi lack adequate knowledge in BLS and ACLS which should be addressed promptly. Since prior CPR training and
clinical exposure influence the retention of knowledge, standard BLS/ACLS training should be incorporated in the UG curriculum and should be repeated periodically. It is also necessary to evaluate and update the knowledge of medical students in BLS and ACLS for better patient outcome and bringing about uniformity in healthcare delivery.
  1. Lloyd-Jones D, Adams RJ, Brown TM, et al; American Heart Association Statistics Committee and Stroke Statistics Subcommittee. Heart disease and stroke statistics–2010 update: a report from the American Heart Association. Circulation.2010;121:e46-e215.
  2. Nichol G, Thomas E, Callaway CW, et al. Regional variation in out-of-hospital cardiac arrest incidence and outcome. JAMA. 2008;300:1423-1431.
  3. Sasson C, Rogers MA, Dahl J, Kellermann AL. Predictors of survival from out-of-hospital cardiac arrest: a systematic review and meta-analysis. CircCardiovascQual Outcomes. 2010;3:63-81.
  4. Lee K. Cardiopulmonary resuscitation: new concept.TubercRespir Dis (Seoul).May 2012;72(5):401-408.
  5. John M. Field, Mary Fran Hazinski, Michael R. Sayre, et al.Part 1: Executive summary 2010 American Heart Association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care.Circulation. 2010;122:S640-S656.
  6. Skinner D, Camm A, Miles S. Cardiopulmonary skills of preregistration house officers.BMJ.1985; 290: 1549-1550.
  7. Zaheer H, Haque Z. Awareness about BLS (CPR) among medical students: status and requirements. JPMA.2009; 59(1):57-59.
  8. Chandrasekaran S, Kumar S, Bhat SA, et al. Awareness of basic life support among medical, dental, nursing students and doctors. Indian J Anaesth. 2010;54:121-126..
  9. Businger A, Rinderknecht S, Blank R, Merki L, Carrel T. Students’ knowledge of symptoms and risk factors of potential life-threatening medical conditions. Swiss Med Wkly. 2010;140:78-84.
  10. Chojnacki P, Ilieva R, Kolodziej A, Krolikowska A, Lipka J, Ruta J. Knowledge of BLS and AED resuscitation algorithm amongst medical students–preliminary results. AnestezjolIntensTer 2011;43:29-32.
  11. Sharma R, Attar NR. Adult basic life support (BLS) awareness and knowledge among medical and dental interns completing internship from deemed university. NUJHS. 2012;2:6-13.
  12. Larren MP, Eisenberg MS, Cummins RO, Hallstrom AP. Predicting survival from out of hospital cardiac arrest: a graphic method. Ann Emerg Med.1993; 22:1652-1658.
  13. K.ShreedharaAvabratha, Bhagyalakshmi K, GanapathyPuranik,VaradarajShenoy,SanjeevaRai.A study of the knowledge of resuscitation among interns.Al Ame en J Med Sci (2 012 )5 (2 ) :1 5 2 -1 5 6
  14. HN Harsha Kumar, P SwasthikUpadhya, P Shruthi Ashok.A cross-sectional study on awareness and perception about basic life support/cardio-pulmonary resuscitation among undergraduate medical students from coastal South India.Int J Med Pub Health. 2013(3) ;146-150.
  15. Zaheer H, Haque Z. Awareness about BLS (CPR) among medical students: status and requirements. J Pak Med Assoc. 2009;59:57-59.
  16. Mastoridis S, Shanmugarajah K, Kneebone R. Undergraduate education in trauma medicine: the students’ verdict on current teaching. Med Teach. 2011;33:585-587.
  17. Shrestha Roshana1, Batajoo KH, Piryani RM, Sharma MW.Basic life support: knowledge and attitude of medical/paramedical professionals.World J Emerg Med, vol 3, no 2, 2012.
  18. Abbas A, Bukhari SI, Ahmed F. Knowledge of first aid and basic life support amongst medical students:a comparison between trained and un-trained students. JPMA.2011; 61: 613-616.
  19. Chaudhary A, Parikh H, Dave V. Current scenario: knowledge of basic life support in medical college. Natl J Med Res. 2011; 1: 80-82.
  20. Elif AA, Zeynep K. Knowledge of basic life support: a pilot study of the Turkish population by Baskentuniversity  in Ankara. Resuscitation.2003; 58: 187-192.
  21. Philips PS, Nolan JP. Training in basic and advanced life support in UK medical schools: questionnaire survey.BMJ.2001; 323(7303): 22-23.
  22. Royal College of Physicians of London.Resuscitation from cardiopulmonary arrest.J R Coll Physicians Lond.1987; 21:175-182.
  23. Garg RH. Who killed Rambhor?:the state of emergency medical services in India. J Emerg Trauma Shock. 2012;5:49-54.
  24. Jakob de Vries. Learning by (re)searching.J Young Med Researchers. 2013.

The development and validation of an internet-based training package for the management of perineal trauma following childbirth:MaternityPEARLS.


Background Birth-related perineal trauma has a major impact on women’s health. Appropriate management of perineal injuries requires clinical knowledge and skill. At present, there is no agreement as to what constitutes an effective clinical training programme, despite the presence of sufficient evidence to support standardised perineal repair techniques. To address this deficiency, we developed and validated an interactive distance learning multi-professional training package called MaternityPEARLS.

Method MaternityPEARLS was developed as a comprehensive e-learning package in 2010. The main aim of the MaternityPEARLS project was to develop, refine and validate this multi-professional e-learning tool. The effect of MaternityPEARLS in improving clinical skills and knowledge was compared with two other training models; traditional training (lectures + model-based hands on training) and offline computer lab-based training. Midwives and obstetricians were recruited for each training modality from three maternity units. An analysis of covariance was done to assess the effects of clinical profession and years of experience on scoring within each group. Feedback on MaternityPEARLS was also collected from participants. The project started in January 2010 and was completed in December 2010.

Results Thirty-eight participants were included in the study. Pretraining and post-training scores in each group showed considerable improvement in skill scores (p<0.001 in all groups). Mean changes were similar across all three groups for knowledge (3.24 (SD 5.38), 3.00 (SD 3.74), 3.30 (SD 3.73)) and skill (25.34 (SD 8.96), 22.82 (SD 9.24), 20.7 (SD 9.76)) in the traditional, offline computer lab-based and e-learning groups, respectively. There was no evidence of any effect of clinical experience and baseline knowledge on outcomes.

Conclusions MaternityPEARLS is the first validated perineal trauma management e-learning package. It provides a level of improvement in skill and knowledge comparable to traditional methods of training. However, as an e-learning system, it has the advantage of ensuring the delivery of a standardised, continuously updated curriculum that has global accessibility.

Source: PMJ. BMJ


Breathe In The Solar Winds.

The sacredness that you yearn to be, comes forth in the Solar Winds as you breathe in the possibilities of your evolution. The winds of change come an issuance, a declaration of knowledge that has been hidden and now sets itself free to bee seen in the light of a new day.  Exposing itself, overlapping the borders of non-disclosure, entering you via the air you breathe, and the sky you live under.

You each hold and house records of what has been, records of what will come, records that exist akashically and inter-dimensionally. You hold within you ancient truths that float to the surface of your humanness confusing the five senses. Use these escaped truths as a platform, a base, and a Voice. Decree precisely your heart thoughts, that which you seek, Bypassing the chaos of manifestation.

All thoughts in your hearts, and everyday world are asking for solutions.  You house and host the truths, the wisdoms, and the solutions to all problems within your sphere of existence. Everything that is issued to you in thought, in action, or in decree can be solved by you in thought, in action, in decree! When you ponder injustices, you awaken a cellular vibration and knowledge of every experience throughout time that particular injustice existed. At that point of awakening you can strengthen or dilute the injustices by each thought. Your woes, your wants, and your non-solutions can command the elements into disaster or peace.

You inherently hold all questions and all answers simultaneously. When you have a completed thought that involves a person’s decisions, a place, or disease, or injustice – your light essence is asking you to add your thoughts of completion to it in order to move it forward into a place of positive outcomes. Do not hold on to the negativity / injustice or ask why the problem situation was created to begin with.

Each time your thoughts go forth into a place of “why something is or is not” then you to become a team player with the problem not the solution. Your destiny is to be part of the fluid solution. When the energy comes to you, it is asking for your help. You have the deciding energetic vote. You have the deciding quantum particle that will shift the situation from problem to solution. Do you see how much power is involved in this knowledge?

With each thought throughout your day, you are influencing the outcome of humanity, of this solar system that you exist in, and this universe that you play in. You think that you do not make a difference but you do. Every thought you have is a deciding vote. Every desire you have to make right, to do good, is a deciding vote in favor of illumination ascension, and peace. Vote from heart. Make a difference from heart. Decree from heart. Hold the focus on what you want to see. You are the deciding celestial vote in everything that you wonder about.