Go to 15:10 to see it all as it was recorded on the nestcam:
http://www.ustream.tv/recorded/22353672
Since the introduction of major tranquilizers like Thorazine and Haldol, “minor” tranquilizers like Miltown, Librium and Valium and the dozens of so-called “antidepressants” like Prozac, Zoloft and Paxil, tens of millions of unsuspecting Americans have become mired deeply, to the point of permanent disability, in the American mental “health” system.
Many of these innocents have actually been made “crazy” and often disabled by the use of – or the withdrawal from – these commonly prescribed, brain-altering and, for many, brain-damaging psychiatric drugs that have been, for many decades, cavalierly handed out like candy – often in untested and therefore unapproved combinations of two or more.Remember Cuckoo's Nest? Doesn't matter if you do, really because this article will scare the shit out of you. Your doctor is just waiting for his chance to suck you into an evil "system" and knock your brains out of your head with meds. These "innocents" have done nothing wrong, and neither have you. After all, the mental health "system" is a form of punishment, not a system dedicated to making sick people well. None of the people who are receiving multiple drugs could be drug addicts gaming the system, oh no no no. Forget Anna Nicole and Michael Jackson and Whitney Houston, and anyway people who aren't famous can't become addicted to prescription drugs.
Trusting and unaware patients have been treated with potentially dangerous drugs by equally unaware but well-intentioned physicians who have been likewise trusting of the slick and obscenely profitable psychopharmaceutical drug companies aka, BigPharma, not to mention the Food and Drug Administration, an agency that is all-too-often in bed with the drug industry that they are supposed to be monitoring and regulating. The foxes of BigPharma have a close ally inside the henhouse.Ding ding ding ding! We have a
That is the conclusion of two books by a courageous investigative journalist and health science writer named Robert Whitaker. His first book, entitled Mad in America: Bad Science, Bad Medicine and the Enduring Mistreatment of the Mentally Ill, noted that there has been a 600 percent increase (since Thorazine was introduced in the U.S. in the mid-1950s) in the total and permanent disabilities of millions of psychiatric drug-takers.
This uniquely First World mental health epidemic has resulted in the taxpayer-supported, life-long disabilities of large numbers of psychiatric patients who are now unable to be happy, productive, taxpaying members of society.
Whitaker has done a powerful service to humanity, albeit an unwelcome one for various healthcare-related industries, by presenting previously hidden, but very convincing evidence from the scientific literature to support his thesis: that it is the drugs and not the so-called “mental illnesses” that are causing the epidemic of “mental illness” disability.
Many open-minded physicians and many aware psychiatric patients are now motivated to be wary of any and all synthetic chemicals that can cross the blood/brain barrier because all of them are capable of altering the brain in ways totally unknown to medical science, especially with long-term medication use
Astonishing Rise of Mental Illness
In Whitaker’s second book, Anatomy of an Epidemic: Magic Bullets, Psychiatric Drugs, and the Astonishing Rise of Mental Illness in America, the author provides overwhelming proof regarding this sobering assertion.
He documents the history of the powerful forces behind the relatively new field of psychopharmacology and its major shapers, promoters and beneficiaries, namely BigPharma and those groups and individuals who benefit financially
More evidence to support Whitaker’s well-documented claims are laid out in two other important new books written by practicing psychiatrist and scholar Grace E. Jackson, MD. Jackson has done yeoman’s work in researching and documenting, from the voluminous basic neuroscience literature (which is often ignored by mental health clinicians), the unintended and often disastrous consequences of the chronic ingestion of any of the major classes of psychiatric drugs.
Jackson’s most powerful book, in my opinion, is her second one, Drug-Induced Dementia: A Perfect Crime, which proves that any of the five classes of psychotropic drugs that are commonly used to alter the brains of psychiatric patients (antidepressants, antipsychotics, psychostimulants, tranquilizers and anti-seizure/”mood-stabilizer” drugs) have shown microscopic, macroscopic, radiologic, biochemical, immunologic and clinical evidence of brain shrinkage and other signs of brain damage, especially when used long-term.
Long-term use can result in clinically diagnosable, probably irreversible dementia, premature death and a variety of other related brain disorders that can mimic mental illnesses “of unknown cause.”
Dr. Jackson’s first book, Rethinking Psychiatric Drugs: A Guide for Informed Consent, was an equally sobering warning about the many hidden dangers of psychiatric drugs, dangers that are commonly not mentioned to patients when they get their first prescriptions.
After reading and studying all these inconvenient truths, mental health practitioners must consider the medicolegal implications for them, especially if the information is ignored by practitioners who are often tempted to dismiss out of hand new, clinically-important information that challenges or disproves their old belief systems.
Those who are hearing about new data for the first time need to pass the word on to others, especially their healthcare practitioners. This is important because the opinion leaders in the highly influential psychiatric and medical industries have often been bribed or marketed into submission, without considering all the facts that might some day reveal that they are guilty of malpractice
Long-term, high dosage or combination psychotropic drug usage could be regarded as a chemically traumatic brain injury (cTBI) or, as “antipsychotic” drugs were known in the 1950s and 1960s, a “chemical lobotomy.”
TBI or chemical lobotomy can be a useful way to conceptualize this serious issue of drug-induced toxicity, because such neurologically brain-altered patients can be indistinguishable from those who have suffered physically traumatic brain injuries or been subjected to ice-pick lobotomies which were popular before psych drugs came on the market in the 1950s – and before the huge epidemic of mental illness that America is experiencing
America’s health epidemic in mental illness is grossly misunderstood. And the epidemic is worsening, not because of a supposed disease progression, but because of the chronic use of neurotoxic, non-curative drugs that are, in America, erroneously regarded as first-line “therapy.”So... other than his two authors and their five books, there are NO references to any authority, no references to studies, or to peer-reviewed articles, or even to any data. The whole thing is pure bunk, based on faulty reasoning and intended to scare people.
God vs. Science
"Let me explain the problem science has with religion." The atheist professor of philosophy pauses before his class and then asks one of his new students to stand.
'You're a Christian, aren't you, son?'
'Yes sir,' the student says.
'So you believe in God?'
'Absolutely '
'Is God good?'
'Sure! God's good.'
'Is God all-powerful? Can God do anything?'
'Yes'
'Are you good or evil?'
'The Bible says I'm evil.'
The professor grins knowingly. 'Aha! The Bible! He considers for a moment. 'Here's one for you. Let's say there's a sick person over here and you can cure him. You can do it. Would you help him? Would you try?'
'Yes sir, I would.'
'So you're good!'
'I wouldn't say that.'
'But why not say that? You'd help a sick and maimed person if you could. Most of us would if we could. But God doesn't.'
The student does not answer, so the professor continues. 'He doesn't, does he? My brother was a Christian who died of cancer, even though he prayed to Jesus to heal him. How is this Jesus good? Can you answer that one?'
The student remains silent. 'No, you can't, can you?' the professor says. He takes a sip of water from a glass on his desk to give the student time to relax. 'Let's start again, young fella. Is God good?'
'Er...yes,' the student says.
'Is Satan good?'
The student doesn't hesitate on this one... 'No.'
'Yes, but - where does Satan come from?'
The student falters. 'From God'
'That's right. God made Satan, didn't he? Tell me, son. Is there evil in this world?'
'Yes, sir.'
'Evil's everywhere, isn't it? And God did make everything, correct?'
'Yes'
'So who created evil?' The professor continued, 'If God created everything, then God created evil, since evil exists, and according to the principle that our works define who we are, then God is evil.'
Again, the student has no answer. 'Is there sickness? Immorality? Hatred? Ugliness? All these terrible things, do they exist in this world?'
The student squirms on his feet. 'Yes.'
'So who created them ?'
The student does not answer again, so the professor repeats his question. 'Who created them?' There is still no answer. Suddenly the lecturer breaks away to pace in front of the classroom. The class is mesmerized. 'Tell me,' he continues onto another student. 'Do you believe in Jesus Christ, son?'
The student's voice betrays him and cracks. 'Yes, professor, I do.'
The old man stops pacing. 'Science says you have five senses you use to identify and observe the world around you. Have you ever seen Jesus?'
'No sir. I've never seen Him.'
'Then tell us if you've ever heard your Jesus?'
'No, sir, I have not.'
'Have you ever felt your Jesus, tasted your Jesus or smelt your Jesus? Have you ever had any sensory perception of Jesus Christ, or God for that matter?'
'No, sir, I'm afraid I haven't.'
'Yet you still believe in him?'
'Yes'
'According to the rules of empirical, testable, demon-strable protocol, science says your God doesn't exist... What do you say to that, son?'
'Nothing,' the student replies.. 'I only have my faith.'
'Yes, faith,' the professor repeats. 'And that is the problem science has with God. There is no evidence, only faith.'
The student stands quietly for a moment, before asking a question of His own. 'Professor, is there such thing as heat? '
' Yes'.
'And is there such a thing as cold?'
'Yes, son, there's cold too.'
'No sir, no, there isn't.'
The professor turns to face the student, obviously interested. The room suddenly becomes very quiet. The student begins to explain. 'You can have lots of heat, even more heat, super-heat, mega-heat, unlimited heat, white heat, a little heat or no heat, but we don't have anything called 'cold'. We can get down to 458 degrees below zero, which is no heat, but we can't go any further after that. There is no such thing as cold; otherwise we would be able to go colder than the lowest -458 degrees. Every body or object is susceptible to study when it has or transmits energy, and heat is what makes a body or matter have or transmit energy. Absolute zero (-458 F) is the total absence of heat. You see, sir, cold is only a word we use to describe the absence of heat. We cannot measure cold. Heat we can measure in thermal units because heat is energy. Cold is not the opposite of heat, sir, just the absence of it.'
Silence across the room. A pen drops somewhere in the classroom, sounding like a hammer.
'What about darkness, professor. Is there such a thing as darkness?'
'Yes,' the professor replies without hesitation. 'What is night if it isn't darkness?'
'You're wrong again, sir. Darkness is not something; it is the absence of something. You can have low light, normal light, bright light, flashing light, but if you have no light constantly you have nothing and it's called darkness, isn't it? That's the meaning we use to define the word. In reality, darkness isn't. If it were, you would be able to make darkness darker, wouldn't you?'
The professor begins to smile at the student in front of him. This will be a good semester. 'So what point are you making, young man?'
'My point is, your philosophical premise is flawed to start with, and so your conclusion must also be flawed.'
The professor's face cannot hide his surprise this time. 'Flawed? Can you explain how?'
'You are working on the premise of duality,' the student explains.. 'You argue that there is life and then there's death; a good God and a bad God. You are viewing the concept of God as something finite, something we can measure. Sir, science can't even explain a thought. It uses electricity and magnetism, but has never seen, much less fully understood either one. To view death as the opposite of life is to be ignorant of the fact that death cannot exist as a substantive thing. Death is not the opposite of life, just the absence of it.' 'Now tell me, professor. Do you teach your students that they evolved from a monkey?'
'If you are referring to the natural evolutionary process, young man, yes, of course I do.'
'Have you ever observed evolution with your own eyes, sir?'
The professor begins to shake his head, still smiling, as he realizes where the argument is going. A very good semester, indeed.
'Since no one has ever observed the process of evolution at work and cannot even prove that this process is an on-going endeavor, are you not teaching your opinion, sir? Are you now not a scientist, but a preacher?'
The class is in uproar. The student remains silent until the commotion has subsided. 'To continue the point you were making earlier, let me give you an example of what I mean.' The student looks around the room. 'Is there anyone in the class who has ever seen the professor's brain?' The class breaks out into laughter. 'Is there anyone here who has ever heard the professor's brain, felt the professor's brain, touched or smelt the professor's brain? No one appears to have done so.. So, according to the established rules of empirical, stable, demonstrable protocol, science says that you have no brain, with all due respect, sir. So if science says you have no brain, how can we trust your lectures, sir?'
Now the room is silent. The professor just stares at the student, his face unreadable. Finally, after what seems an eternity, the old man answers. 'I guess you'll have to take them on faith.'
'Now, you accept that there is faith, and, in fact, faith exists with life,' the student continues. 'Now, sir, is there such a thing as evil?' Now uncertain, the professor responds, 'Of course, there is. We see it everyday. It is in the daily example of man's inhumanity to man. It is in the multitude of crime and violence everywhere in the world.. These manifestations are nothing else but evil.'
To this the student replied, 'Evil does not exist sir, or at least it does not exist unto itself. Evil is simply the absence of God. It is just like darkness and cold, a word that man has created to describe the absence of God. God did not create evil. Evil is the result of what happens when man does not have God's love present in his heart. It's like the cold that comes when there is no heat or the darkness that comes when there is no light.'
The professor sat down.
If you read this all the way through and had a smile on your face when you finished, mail to your friends and family with the title 'God vs. Science'.
PS: The student was Albert Einstein.
Albert Einstein wrote a book titled 'God vs. Science' in 1921...
But if you wish to be more than just a rational theist whose belief is based on science and common sense, there is a way to know God more intimately. It is by personal revelation. If we sincerely turn to God, he will reveal himself in our hearts. He told us so himself: “Ask and it will be given to you; seek and you will find; knock and the door will be opened to you.”