By David Noakes
Laurence-Moon-Bardet-Biedl syndrome (LMBBS) is a rare genetic disorder in which the body does not make cilia properly (cilia are microscopic “hairs” that perform a number of functions including cell signaling) and there is no cure. The symptoms are similar to Chronic Fatigue Syndrome; you can barely get out of bed and have little hope of holding a job down, you usually go blind by your mid-twenties, often suffer from a poor immune system, and can have kidney problems often along with chronic obesity.
Nigel Robson is the father of two young adults with LMBBS. He asked Immuno Biotech – the producer of GcMAF – if GcMAF would help, to which I (its CEO) replied "I have no idea, but it has no side effects, never does harm, and you have nothing to lose by trying." GcMAF is, after all, a human protein, produced in every healthy person’s body, and frankly a human right. It successfully treats fifty diseases and all tumor cancers (which is 90% of cancers). It has no side effects.
Nigel gave it to himself first. To his surprise, in two weeks it got rid of severe chronic acne he had had on his back for 40 years. In February 2014, he gave it to his son and daughter. Two months later they had normal energy levels, got themselves jobs, and places in further education. Nearly all symptoms of the disease had disappeared. More surprisingly, Nigel was able to track slow improvements in their macular degeneration: their eyesight was improving.
Quite excited, Nigel contacted the LMBBS Society (www.lmbbs.org.uk) in Britain. A scientist himself, he asked if he could make a presentation at the annual conference so that the 300 other people with the disease in Britain could get their lives back too. Although he had previously attended the conference, the Society flatly refused. Immuno Biotech then approached the Society, willing to provide the GcMAF without charge, as nearly all sufferers have no income. The LMBBS Society refused Immuno Biotech’s request to make a presentation, and also said that Immuno Biotech representatives would be thrown out of the conference if they even attended.
So, the company had a meeting with Professor Philip Beales, Britain's only LMBBS Professor, at the University College of London (UCL). Four scientists from his side, two from Immuno Biotech, eight people in total, met. Professor Beales agreed that he would test GcMAF on mice with LMBBS. Immuno Biotech was disappointed as it had hoped there would be a possibility to provide human patients with GcMAF soon, in order to relieve their suffering as quickly as possible.
Six months later, Nigel produced a scientific poster showing the results of GcMAF on his children, and the Ciliopathy scientific conference at the Institute Pasteur in Paris agreed to publish it. LMBBS is the worst of the Ciliopathy diseases. Nigel Robson and I both attended the conference, which was held 18-21st November 2014. I offered scientists at the conference to accept GcMAF without charge to research why it has a positive effect on LMBBS' symptoms. On the second morning, I was approached by Professor Philip Beales and two security men, and Professor Beales directed the security men to remove me from the conference. Professor Beales stated it was because I had been trying to sell the GcMAF. I explained that was untrue, but Professor Beales persisted in having me leave the conference. I asked Beales if he had ever grown and tested those mice. The answer was No. Afterwards Immuno Biotoech emailed all 180 Scientists who had attended the conference, offering each and every one of them GcMAF without charge. Not one bothered to reply. And that is where it ended.
Over a year later, Professor Beales and the LMBBS society are to all appearances still concealing GcMAF from sufferers, as it appears that they have not conducted any research on GcMAF nor published any information concerning it, thus preventing sufferers from learning about the hope they might have with GcMAF. Unfortunately, though, such rejection is a typical experience for Immuno Biotech. Vested interests are continually blocking the company's path and condemning people to lives with disease, or, in the case of cancer, condemning sufferers to death. It is important to remember that not all companies are bad companies, many truly do care about their customers’ health and wellbeing.
By Marguerite Dunne
After a rather spirited Saturday discussion in a Starbucks with an editor I’d recently met, I decided to take her advice and dig deeply to find statistics, statistics, and yet more statistics in order “to legitimize” my empirical herbal advice on transitioning the Attention Deficit Disorder (ADD) child to alternative health. Currently, the sales of medications for ADD/ADHD in the United States alone are $12.9 billion annually, projected to grow to $17.5 billion annually by 2020.1
As one of the top categories of psychopharmaceutical drugs, it would appear that this health issue, attention deficit disorder, would be front and center in global research. Not so. Since cultures based on high achievement, like Israel, China and Saudi Arabia, are revving up their purchasing of pills to press Junior’s focus into submission, the real story lies in the fact that statistics about other countries’ spending on ADD drugs are not to be found. While the Centers for Disease Control can tell you State-by-State the percentage of children who have been told they need these medications, finding a list/chart/table on how often other countries diagnose and spend on the issue is, shall we say, challenging. How is it that “ADD/ADHD” is overwhelming the resources of the American school system as well as boosting the sales of prescription drugs and other countries don’t miss a beat hyperventilating about the issue? Other countries are not drugging their kids, not like we are in America.
“First used for youth in the 1930s, psychostimulant medications enhance dopaminergic and noradrenergic neurotransmission and provide symptom improvement in the clear majority of people who receive them. … New formulations, as well as efficacious nonstimulants, have taken up an increasingly large U.S. market share since the late 1990s.”2 Huh? How could a disease go from “needing stimulation” to “not needing stimulation” in such a short time? Sixty years is not so long in humankind’s history, and through those sixty years, we’ve had the benefits of scientists and educators being able to communicate via letters, books, newspapers, the telegraph, radio, television, film, newsreels, and the history-changing internet. Scientists love data and all of these are ways for data to be delivered from one laboratory to the next. And there is also travel, so much easier today than in Marco Polo’s time; hasn’t one family gone to one other country on the other side of the Globe and noticed the parents are not frantic over their child “quieting down and doing his school work”?
Concurrently within the 20th Century, the emerging academic field of social science mushroomed into anthropology, sociology, psychology, political science, and economics. Haven’t these social scientists been diagramming, dissecting, analyzing, evaluating, testing, and prescribing societal fixes for all the ills of poverty, dysfunctional families, war, social isolation, deviant behavior, and other nuances of abnormality? Actually, they have been; and having majored in sociology as an undergraduate, I also know that when a social scientist comes up with a conclusion that does not fit the political agenda, it is usually knocked down and marginalized; “they” put the kibosh on it.
There have been two classes I taught on a college level – literature and nutrition, each one providing grist for the creative mill and each one adding energy to the day. One semester, I had a very artistic, clever African-American young man in my intro-to-lit class who positively blew the roof off when the students were asked to write their own poems. His insight, his feelings, his great leaps in mindplay made everyone lean forward. Wow, a poet was born. When we talked after class, he told me he played guitar in a Greenwich Village jazz club every night, sitting in with all the old-time seasoned, cool cats, jamming from midnight to 3:00 a.m. I asked him what he was majoring in. “Accounting,” he replied forlornly. All I could come up with was, “Why?” Sadly, he explained that his mother demanded that he major in “something that will get you a job.”
While many parents are concerned about their children becoming "artists,” understandably many African-American parents are really concerned because their child may be the first one in the entire family to go to college; these parents don't want their children "wasting" a college degree on the arts. Ty hated his accounting coursework; he was failing. He'd come and sit in the back of my classroom at all hours and write lyrics for his songs. Finally, after the mid-semester, I told him, "You are welcome anytime, but I think you'd rather be in the Village right now, gigging with really good jazzmen." Ty just about flew out of the room and jumped on the subway to get down to The Blue Note. The last I’d heard, he was a regular studio guy, called on by lots of big-name singers for their next recording. And he's happy. Doing what you love and getting paid well for it – isn't that the definition of success? (I shudder to think what would have happened had he been under 18; dragged off to the doctor, doped up/down, and made to sit still and write term papers.)
During this presidential primary season, we hear promises and platitudes galore, and wonder if any candidate will come close to delivering. It was refreshing to hear one candidate bring up the academic/job issue, and get the conversation started. Marco Rubio said, “When did vocational training get such a bad reputation?” He was referring to the highly successful high-school vocational training programs we used to have in American high schools that led to real, ready, and plentiful jobs – electricians, plumbers, welders, carpenters, etc. (None of those jobs ever get sent to China; when you need a plumber, he, or even sometimes she, has to be down the street. And, everyone always gets really excited when that person walks in – “Great! The plumber is here!”) To answer Rubio’s question, vocation training got the axe at the end of the Civil Rights movement when “learning” was only equated with reading 30 textbooks a year and writing a thesis. If a student were not in that academic tract, it was “racist” and everyone had to be writing long, academic papers as evidence for “equality” in America.
But that conclusion is ignoring reality. The first semester I was in graduate school for education, the first thing they taught us was about the three modes of learning: visual, auditory, and kinesthetic. Everyone learns in all three modes, and 99% of the people in this World are dominant in one mode. One’s learning mode is something a person is born with, has nothing to do with race nor religion nor wealth, but it can be greatly influenced by the culture one is surrounded by. Culture can include the terrain a person lives in as well as the period of history the person lives in. Up until 200 years ago, the kinesthetic learner was the best farmer in the valley. Our auditory geniuses invented language and all the finer nuances of feeling, expression, and meaning. No hunter could survive without advanced kinesthetic prowess, and musicians and singers have enchanted us with their brilliant auditory gifts for thousands of years. Gatherers had to understand the relationship of plants to humankind, an intuitive kinesthetic skill that was cherished by all the people of the village. Great generals, leaders, shamans, teachers, and healers have used their auditory skills to help articulate to their followers the incalculable bond they needed to stay together and take the next steps. Pictures and art began when our ancestors combined kinesthetic and visual learning. Yes, our visual learners have given us writing and books and counting and graphs; it is simply one mode of learning, and it is the mode that has come to dominate our American culture and school system. It simply does not make sense to discount all of these previous skills and accomplishments.
There is a New Jersey public school district that only has children from the inner city. Their State test scores were so poor, the superintendent decided not to publish them in the newspaper. In order to impress the taxpayers, the district actually abolished every subject in the elementary schools one year, except for math and reading, the two subjects the State tested. At the end of that year, when the students had done nothing but math examples and reading questions, all day, everyday, every week, their annual State test scores went down. True story. All of the academic evidence points to the fact that unless the student has something to apply these raw visual facts to, there is no incentive for the mind to retain the knowledge. The district brought back art, music, history, and gym. The test scores went up.
Those test scores. As long as those test scores are selling real estate, they are going to push ADD/ADHD drugs on the children in an effort to quell their other interests (“mind wandering”) and attempt to turn them all into visual learners. My experience in the classroom was that every “attention-deficit” kid was an auditory-kinesthetic-intuitive-creative thinker whose mind was elsewhere or the child came from a home with enormous, personal family issues, which sadly were distracting the child from full concentration.
There are so many other countries today where the children are growing up just fine without ADD/ADHD drugs. In Europe, South America, Africa, Asia, and Australia, the culture of each country is not trying to use social engineering as a mode of repentance.
When I taught elementary school, I had a lively, pre-adolescent boy, Lars, Scandinavian-American, who had been dumped into special education, hated going to this extra reading class daily, and could fix anything with his hands. He got excited when we did science experiments and went right for the pottery clay during free time. One day I rolled out 20-foot long mural paper, put out different buckets of paint colors, and spread dozens of paintbrushes across the floor. I told the kids we were invoking springtime, and they could paint all the flowers, blooming trees, and dancing rainbows they wanted. Lots of giggling, happy chatter, and everyone was busy creating. Sitting on either side of the long mural were two of my top, “A” students, each boy in the gifted and talented program our school had additional funding for. (They wrote lots of papers.) As the painting playtime got underway, I noticed someone had left a bucket of bright orange paint right on the mural, a ten-inch-long paintbrush sticking up. With my teacher’s instinct, I knew this was a disaster waiting to happen, with the kids leaning over the mural and jumping back and forth, side to side. Just as I was about to say, “Gary, move the paint,” someone knocked over the paintbrush, the bucket spilled, and a bright orange river began rolling downstream, the whole mural under current, seconds away from being completely ruined. The two “gifted” learners sat there, watching the paint covering everyone’s hard work, frozen. Lars, though, made a flying leap across the room, grabbed the mural paper, pulled it up in the middle, and stopped the paint flow. He then told one of the boys to get the papers towels and the other boy to get the trashcan. That was kinesthetic genius at work, and there was no place on the report card to give Lars an “A.”
When Lars’ mother came for a teacher conference, I bragged to her about her son’s quick thinking. I want a kinesthetic genius to be my garage mechanic. I want an auditory genius to translate for all the political leaders when they sit down to discuss nuclear bombs and world peace.
We need a variety of educational programs to accommodate the variety of thinkers we have. And, as a society, we need to value and honor the tremendous contributions made by our auditory and kinesthetic learners to our complex, modern world.3
There are herbs to help quiet the mind, lemon balm and skullcap, and herbs to help focus, bacopa and gotu cola. I’m still looking for the herb to help defenestrate the folly of political correctness.
1. L. Whelan, “Sales of ADHD Meds Are Skyrocketing. Here’s Why,” Mother Jones Magazine, February 24, 2015, at http://www.motherjones.com/environment/2015/02/hyperactive-growth-adhd-medication-sales.
2. R. Scheffler, S. Hinshaw, S. Modrek, P. Levine, “The Global Market for ADHD Medications,” Health Affairs, Vol. 26, No. 2, March 2007, at pp. 450-457.
3. Jobs for the auditory and kinesthetic learners: sound engineer, house painter, scenery painter, costume designer, wardrobe mistress, translator, gardener, singer, composer, violin maker, bricklayer, blacksmith, airline pilot, cruise host or hostess, rancher, farmer, cowboy, tracker, zookeeper, horse whisperer, United Nations translator, chauffer, massage therapist, ski instructor, Ice Capades ice skating star, disc jockeys, journalists, poets, playwrights, dancer, forest ranger, firefighter, yoga instructor, customer service representative, speech therapist, and stained glass artist, just to name a few.
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