Choose Wisely

by Tricia Pollok

"We are on the edge of a major paradigm shift that will radically divide Christendom into those who walk as the Messiah did/does and those who turn to apostasy. There will be a VERY clear division with the former being persecuted unto death by the latter.
All around me I find over and over people who know that they are missing something in the church and the Father, by His Spirit, has led them to the Torah and the ancient paths. I fully expect this trend to accelerate, though the ones who truly take the plunge will still remain as only a remnant." (quote by Pete Rambo)
History repeats itself. Looking back into who was responsible for martyring the TRUE believers in Yeshua who walked as He walked throughout time is SHOCKING. These murderers called themselves Christians and believed what Christianity believes today.
I often think of Yeshua's death on the stake...and how it's playing out all over again. Yeshua was the Living Word/Torah and He was executed by those who followed man's traditions and didn't recognize Him for who He was. His taught ones (disciples) were also martyred for His Name and all He was. Today, the same thing is happening. Yeshua (the Living Torah) is being crucified ALL over again by those who follow man's traditions and doctrines in place of Him. They are rejecting Him yet think they love Him. Today, they are murdering (or just standing by, idly watching) the reputations and names of those who follow Him wholeheartedly, and at some point, there will be a betrayal and physical martyrdom of some of these set-apart ones as well.
Christians will have to choose. They will not be allowed to ride the fence. There are only two sides. Many think there are three. He does NOT have two Peoples and two sets of Instructions depending on when you were born. Choose wisely Christianity.
“These words I have spoken to you, so that you do not stumble. They shall put you out of the congregations, but an hour is coming when everyone who kills you shall think he is rendering service to Elohim. And this they shall do to you because they did not know the Father, nor Me. But I have said these words to you, so that when the hour comes you remember that I told them to you. And these words I did not say to you at the beginning, for I was with you." John 16:1-4

How I pray for eyes to be opened to receive TRUTH!!

Alternative Health Practitioner Jef Harvey; Dead

This information did not make mainstream news sources, but it has been confirmed.  Jef Harvey died Monday, August 3, 2015.

I am also not promoting his religious philosophy or that of the author in the link.  The simple fact is, he was healthy, young, and brilliant.  Now he's dead.

http://projectcamelotportal.com/kerrys-blog/2621-jef-harvey-died-today-alternative-health-practitioner

A Biblical Point of View – Homosexuality

                                 Found on Social Media  Gloria Christ

Homosexuality and the Schools
THE PROMOTION OF HOMOSEXUALITY in public schools has become increasingly common. Gay activists and even educators see this as a civil rights issue. Others see it as a safety issue. And these tactics have been successful—who would be against making the public schools a safer environment?
Many of the school and university programs that are used to promote the homosexual agenda spread myths about the homosexual lifestyle. That's why it is important to know the truth about homosexual behavior.
What Are Some of the Myths Being Spread About Homosexuality?
Students hear lots of false information about homosexuality from media and education. Here we will look at four common myths that are often repeated in school programs promoting the gay lifestyle. It is important to know what they are and how to respond to them.
Myth #1: "Homosexuality Is Normal and Healthy."
This is simply not true. Basic biology contradicts this. Males and females were designed to complement each other both physically and psychologically.
Engaging in homosexual behavior is not a healthy activity. Numerous studies show that those students who do engage in homosexual behavior are a much greater risk for sexually transmitted diseases, including AIDS; alcoholism and drug abuse; depression; emotionally exhausting relationships; and a shortened lifespan. 
Myth #2: "If You're Attracted to Someone of the Same Sex, Then That Means You're Gay or Lesbian."
Having feelings toward someone of the opposite sex does not necessarily mean you are homosexual. Rather, it may reveal certain unmet needs for love and attention. These should have been met earlier in life but were not. Having emotional feelings toward other people, of both sexes, is also a normal part of adolescent development, a normal part of transitioning emotionally from childhood to adulthood.
Myth #3: "You Were Born Gay, so You Can't Change."
As we will see in the next chapter, there is no scientific evidence that anyone is born gay. This claim has been made so often that most people tend to believe it. But the evidence of science contradicts the first assumption. Christian counseling also contradicts this conclusion. Thousands of people who were once gay have experienced real and significant changes in their attractions and behavior. Change in sexual feelings is possible.
Myth #4: "Embrace Your Homosexuality Because Gay Life Is Cool."
For many homosexuals, the gay lifestyle is not gay (fun). Those in ministry to homosexuals have heard many heartbreaking stories about the dark side of intense and difficult relationships, relational patterns of disillusionment and breakups, and physical and emotional unhealthiness. Countless people say they wish they had never entered the gay community in the first place, but they often find it hard to leave.
How Is the Gay Agenda Advanced in Public Schools?
Since the early 1990s gay activists and various homosexual groups have worked hard to gain greater access to public schools. Usually the focus of their efforts is upon making schools a safer place for gay, lesbian, bisexual, transgender, and transsexual students—thereby justifying the introduction of materials and speakers on the subject of homosexuality. And the establishment of homosexual clubs on campuses provides a platform for introducing and promoting homosexuality to students.
Two key organizations active in this regard are the Gay, Lesbian and Straight Education Network (GLSEN) and Parents, Families and Friends of Lesbians and Gays (PFLAG). Both have helped prohomosexual speakers, programs, and curricula gain a foothold in schools.
Perhaps the most effective wedge used by gay activists to open the door to the public schools has been concern over student safety. Kevin Jennings, the executive director for GLSEN, explained in a speech how the "safety" issue was a most effective strategy:
In Massachusetts, the effective reframing of this issue was the key to the success of the Governor's Commission on Gay and Lesbian Youth. We immediately seized upon the opponent's calling card—safety—and explained how homophobia represents a threat to students' safety by creating a climate where violence, name-calling, health problems, and suicide are common. Titling our report "Making Schools Safe for Gay and Lesbian Youth," we automatically threw our opponents onto the defensive and stole their best line of attack.
This framing short-circuited their arguments and left them back-pedaling from day one. 
The strategy has obviously been successful because no one would want to be against creating a safer environment in public schools. It almost doesn't matter whether the allegations are true.
Once you raise the concern of safety, most administrators, teachers, and parents quickly fall in line and cooperate with gay activists.
There is an irony in all of this. Many of the behaviors that are taught and affirmed in these school programs and clubs are unsafe in terms of public health. For example, Pediatrics (journal of the American Academy of Pediatrics) reported on a Harvard study that found more than 30 risks positively associated with self-reported gay-lesbian bisexual (GLB) orientation. So it is indeed ironic that the idea of "safety" is often used as a means to introduce the teaching and discussion of behaviors that have been proven to be quite unsafe.
A lesson plan in the San Francisco Unified School District for kindergarteners and first graders redefines families in an effort to promote homosexuality. It is called "My Family" and is distributed through the district's Support Services for Gay, Lesbian, and Bisexual Youth Department. It defines a family as a "unit of two or more persons, related either by birth or by choice, who may or may not live together, who try to meet each other's needs and share common goals and interests." 
Another effective strategy has been the formation of gay clubs on campuses. More than 3000 such clubs have been formed in high schools (and some middle schools) around the nation. They provide a platform for information distribution and even recruitment on public school campuses.
What Are the Goals of GLSEN?
The mission statement of GLSEN is straightforward: "The Gay, Lesbian & Straight Education Network strives to assure that each member of every school community is valued and respected regardless of sexual orientation or gender identity/expression." It is a growing, well-funded homosexual organization that promotes homosexual identity and behavior on campus. It has been very successful in gaining access on campuses by working with such influential groups as the National Education Association.
Anyone who takes the time to read some of the materials recommended by GLSEN will quickly find that it condones sexual themes and information that would be disturbing to most parents. One researcher who has taken the time to review these materials and investigate various school programs came to the following seven conclusions: 
1. GLSEN believes the early sexualization of children can be beneficial. This means that virtually any sexual activity—as well as exposure to graphic sexual images and material—is not just permissible but good for children as part of the process of discovering their sexuality. 
2. "Coming out" (calling oneself or believing oneself to be homosexual) and even beginning homosexual sex practices at a young age is a normal and positive experience for youth that should be encouraged by teachers and parents, according to GLSEN. 
3. Bisexuality, "fluid" sexuality, and sexual experimentation is encouraged by GLSEN as a right for all students. 
4. Meeting other "gay" and "questioning" youth, sometimes without parental knowledge, is a frequent theme in GLSEN materials. At these meetings, minors will come into contact with college-age people and adults who practice homosexuality. 
5. In GLSEN material, the "cool" adults, parents, teachers, and counselors are those who encourage students to embrace homosexuality and cross-dress. They also allow adult-level freedoms and let children associate with questionable teens or adults. 
6. GLSEN resources contain many hostile, one-sided, anti-Christian vignettes and opinions as well as false information about Christianity and the Bible's position on homosexuality. This encourages antagonism against biblical morality and increases the risk that youth will experiment with high-risk behavior. It also increases prejudice against Christians and Jews. 
7. The spirituality presented positively in GLSEN resources is heavily laced with occult themes and nightmarish images. 
Each of these seven conclusions was documented by the researcher with paragraphs and footnotes of examples.
What Are the Goals of PFLAG?
PFLAG is a national organization of parents, families, and friends that "promotes the health and well-being of gay, lesbian, bisexual and transgender persons." This organization actively promotes, at the local level, its views of human sexuality in schools, churches, and various youth organizations. Although there is a strong emphasis on rights and tolerance, PFLAG's message about sexuality would disturb most parents. A researcher who has taken the time to review their brochures and other materials came to the following five conclusions: 
1. PFLAG believes in total sexual license for people of all ages. This means that virtually any sexual activity as well as exposure to graphic sexual images and material is not just permissible but good for children as part of the process of discovering their sexuality. 
2. "Coming out" (calling oneself homosexual or cross-dressing) at a very young age, and even beginning homosexual sex practices at an early age, is a desirable goal in the world, according to PFLAG. 
3. Bisexuality, fluid sexuality, and sexual experimentation is encouraged by PFLAG. The group believes it's important for all students to learn about these options. 
4. Meeting with other "gay" and "questioning" youth, usually without parental knowledge, is a frequent theme in PFLAG materials. At these community meetings, 13-year-olds come into contact with college-age youth and adults who practice homosexuality. 
5. PFLAG spreads false information about the Bible, religious faith, and the restoration of heterosexuality through faith. This misinformation closes the door of change for many young people and stirs up anti-Christian and anti-Jewish bias and hostility. 
What Are the Goals of Gay Clubs?
In the mid-1990s, there were a few dozen Gay-Straight Alliance (GSA) clubs in U.S. high schools. Today there are 3200 registered clubs. 
A Gay-Straight Alliance (GSA) is a student-run club that provides a meeting place for student talk about homosexuality and homosexual behaviors. It is also provides a platform for outside speakers to address various topics and for students to organize a "Pride Week" on campus.
Some GSA clubs might organize a "Teach the Teacher" day, during which faculty are told how they can be more under standing of gay, lesbian, bisexual, transgender, or transsexual students. Once a year, many of the students in these clubs also participate in "The Day of Silence." On this day, the students stay silent as a way of acknowledging the silence induced by those who oppose homosexuality.
Administrators and teachers who are approached by students who want to form a gay club should know about what may take place in that club based upon the past behavior of other such clubs. One researcher uncovered the following seven common trends among these gay clubs: 
1. Misinformation favorable to homosexuality is disseminated 
2. The students' "rights" to "be who they are"—i.e., to participate in homosexual behavior—is constantly reinforced 
3. Constant emphasis on what the group believes constitutes harassment or discrimination by other students or teachers 
4. Encouragement toward activism and activist training 
5. Traditional religions that disapprove of homosexuality are regularly trashed 
6. Cross-dressing and even sex-change surgery are said to be defensible activities for teens 
7. Social activities are planned for homosexual teens—and their adult advisors 
What Is the Potential Legal Liability of Homosexual Education?
Is there any legal liability when schools permit and even promote homosexual education on a campus? One group (Citizens for Community Values) believes there is a potential liability. This group has published a manual documenting the potential liability that schools, administrators, and teachers might face. They argue that the "safe school" message of many of these homosexual groups "is nothing more than a deceptive ploy designed to preach safety while actually encouraging sexual behaviors that are quite unsafe." 
Their argument rests on the following assumption: A legal liability (a tort of negligence) exists when school officials grant gay activist groups access to students and those same students subsequently suffer physical or mental harm. A tort of negligence exists when: (1) there is a duty or obligation to protect another from unreasonable risk, (2) there is a failure to observe that duty, (3) there is a causal connection between the failure and the alleged injury, and (4) actual loss or damage has taken place.
Is there potential for physical and mental health risks when homosexual education is promoted within the schools? As we have already noted in the previous chapter, there are studies that indicate that certain risks can and do occur when an individual engages in homosexual behavior. The following is a brief summary of much more information that can be found in the document "The Legal Liability Associated with Homosexual Education in Public Schools." 
Life expectancy—The International Journal of Epidemiology found that gay and bisexual men involved in homosexual behavior cut off years from their lives. One study showed:
In a major Canadian centre, life expectancy at age 20 years for gay and bisexual men is 8 to 20 years less than for all men. If the same pattern of mortality were to continue, we estimate that nearly half of gay and bisexual men currently aged 20 years will not reach their 65th birthday. Under even the most liberal assumptions, gay and bisexual men in this urban centre are now experiencing a life expectancy similar to that experienced by all men in Canada in the year 1871. 
Sexually transmitted diseases—The danger of various STDs, including HIV infection, has been well documented through many studies. This statement by the Medical Institute for Sexual Health provides a good summary of the various STD risks in homosexual relationships:
Homosexual men are at significantly increased risk of HIV/AIDS, hepatitis, anal cancer, gonorrhea and gastrointestinal infections as a result of their sexual practices. Women who have sex with women are at significantly increased risk of bacterial vaginosis, breast cancer and ovarian cancer than are heterosexual women. 
Other health risk behaviors—A study by Harvard University of over 4000 ninth-to twelfth-grade students found that gaylesbian-bisexual "youth report disproportionate risk for a variety of health risk and problem behaviors." The study found that such youth "engage in twice the mean number of risk behaviors as did the overall population." 
Mental health—A study published in the Archives of General Psychiatry found that those who engage in homosexual behavior have a much higher incidence of mental health problems. "The findings support the assumption that people with same-sex sexual behavior are at greater risk for psychiatric disorders." 
Permitting and promoting homosexual activity through on-campus programs and clubs will certainly increase homosexual behavior among students. Administrators, teachers, and parents should reconsider the impact these programs, and the subsequent behavior, will have on the student body.
How Is the Gay Agenda Promoted at Universities?
At a time when college costs have gone through the roof, many wonder if students and their parents are getting their money's worth with some of the rather unusual courses being taught. Some of these courses lend themselves to the promotion of the gay agenda.
For example, an Occidental College course called The Phallus covers a broad study on the relation "between the phallus and the penis, the meaning of the phallus, phallologocentrism, the lesbian phallus, the Jewish phallus, the Latino phallus, and the relation of the phallus and fetishism." Students at the University of Pennsylvania can take a course on adultery novels and read a series of nineteenth-and twentieth-century works about adultery and watch "several adultery films." And students at University of Michigan can study the development of "Native feminist thought" and its "relationship both to Native land-based struggles and non-Native feminist movements."
There are also classes that specifically focus on homosexuality and gay studies. UCLA offers a course called Queer Musicology, which explores how "sexual difference and complex gender identities in music and among musicians have incited productive consternation" during the 1990s. Music under consideration includes works by Schubert and Holly Near, Britten and Cole Porter, and Pussy Tourette.
University of California at Berkeley has a class called Sex Change City: Theorizing History in Genderqueer San Francisco, which explores "implications of U.S. imperialism and colonization for the construction of gender in 19th-century San Francisco's multicultural, multiracial, and multiethnic" community. The course also covers "contemporary transgender, queer, genderqueer, and post-queer cultural production and politics" and "the regulation of gender-variant practices in public space by San Francisco's Anglo-European elites."
University of Colorado-Boulder students can take the course Introduction to Lesbian, Bisexual, and Gay Literature. It introduces some of the forms, concerns, and genres of contemporary lesbian, bisexual, and gay writing in English. Hollins University's course Lesbian Pulp Fiction examines "a literary genre that critics once deemed 'trash' and moralists commonly found 'scandalous,' but that formed a crucial part in the burgeoning canon of queer literature."
Courses and professors promoting homosexuality and the gay lifestyle can be found on nearly every college campus. What is unfortunate is that these courses displace valuable course material that used to be part of a university education. All of this is taking place at a time when only one in four Americans can name more than one of the five freedoms protected by the First Amendment. By contrast, more than half can name at least two family members on The Simpsons.
Even more astounding is the report in The Washington Post that only 31 percent of college grads could read and comprehend complex books. It doesn't appear that the classes on lesbian, bisexual, and gay literature are helping university students become more proficient in reading and comprehension.

"The Green Thing"

found this posted by JerryMarcia Richardson

Checking out at the store, the young cashier suggested to the much older lady that she should bring her own grocery bags, because plastic bags are not good for the environment.
The woman apologized to the young girl and explained, "We didn't have this 'green thing' back in my earlier days."

The young clerk responded, "That's our problem today. Your generation did not care enough to save our environment for future generations."

The older lady said that she was right -- our generation didn't have the "green thing" in its day. The older lady went on to explain:
Back then, we returned milk bottles, soda bottles and beer bottles to the store. The store sent them back to the plant to be washed and sterilized and refilled, so it could use the same bottles over and over. So they really were recycled. But we didn't have the "green thing" back in our day.

Grocery stores bagged our groceries in brown paper bags that we reused for numerous things. Most memorable besides household garbage bags was the use of brown paper bags as book covers for our school books. This was to ensure that public property (the books provided for our use by the school) was not defaced by our scribblings. Then we were able to personalize our books on the brown paper bags. But, too bad we didn't do the "green thing" back then.
We walked up stairs because we didn't have an escalator in every store and office building. We walked to the grocery store and didn't climb into a 300-horsepower machine every time we had to go two blocks.

But she was right. We didn't have the "green thing" in our day.

Back then we washed the baby's diapers because we didn't have the throw away kind. We dried clothes on a line, not in an energy-gobbling machine burning up 220 volts. Wind and solar power really did dry our clothes back in our early days. Kids got hand-me-down clothes from their brothers or sisters, not always brand-new clothing.

But that young lady is right; we didn't have the "green thing" back in our day.
Back then we had one TV, or radio, in the house -- not a TV in every room. And the TV had a small screen the size of a handkerchief (remember them?), not a screen the size of the state of Montana. In the kitchen we blended and stirred by hand because we didn't have electric machines to do everything for us. When we packaged a fragile item to send in the mail, we used wadded up old newspapers to cushion it, not Styrofoam or plastic bubble wrap. Back then, we didn't fire up an engine and burn gasoline just to cut the lawn. We used a push mower that ran on human power. We exercised by working so we didn't need to go to a health club to run on treadmills that operate on electricity.

But she's right; we didn't have the "green thing" back then.

We drank from a fountain when we were thirsty instead of using a cup or a plastic bottle every time we had a drink of water. We refilled writing pens with ink instead of buying a new pen, and we replaced the razor blade in a r azor instead of throwing away the whole razor just because the blade got dull.

But we didn't have the "green thing" back then.

Back then, people took the streetcar or a bus and kids rode their bikes to school or walked instead of turning their moms into a 24-hour taxi service in the family's $45,000 SUV or van, which cost what a whole house did before the"green thing." We had one electrical outlet in a room, not an entire bank of sockets to power a dozen appliances. And we didn't need a computerized gadget to receive a signal beamed from satellites 23,000 miles out in space in order to find the nearest burger joint.

But isn't it sad the current generation laments how wasteful we old folks were just because we didn't have the "green thing" back then?

Jackson's Story

Contributed by Tricia Pollok

"There is no doubt in my mind that your son has autism."

The words stung as hot tears burned my eyes.  My mind was spinning, reeling;  The doctor responded to my tears as if he was surprised I was so emotional.  I got the feeling by the way he coldly shattered my world, that he had been giving this devastating news to parents multiple times a day for a very long time.  All I could think was "How did this happen?  How did my beautiful, happy and very normal baby, hitting all of his milestones up until age 15 months turn into the screaming, perseverative, empty shell of a child that I no longer recognized?"  Dr. Solomon, the top autism specialist in the state of Michigan, continued writing his recommendations as the pain spilled down my cheeks.  I looked over at my precious 2 year old, sitting on the floor, the spark gone from his eyes.  Why did he look through me instead of lighting up when I came into the room like he used to?  Why couldn't I get him to play anymore?  What happened to him?  I often caught him laying on the floor, staring into space,  pulling clumps of his hair out,  or perseverating on unusual objects.  He entertained himself by complusively finding ways to reach the light switches so he could insistently and obsessively flick the light/ceiling fan switch on and off...on and off...on and off...all day long if we let him...staring at the repetitive and captivating movement. He would grunt and whine at the door to the garage, begging us to open the door so that he could hit the garage door button to watch it go up and down...up and down...all day long if we let him...

And the screaming...

I couldn't deny it anymore.  The reality of diagnosis was staring me in the face.  I had lost my son to autism.  The very essence of who he was, was gone.  The gut-wrenching pain, sent me plummeting into an overwhelming pit, encompassing me, and severing all of my hopes and dreams for my son and our family.  A darkness I could feel swept over me and during many suffocating moments on this journey, I didn't think I would ever be able to pull myself out of it.  I had already known deep inside that something went terribly wrong just after Jackson's first birthday, and now I had confirmation that there was a reason the light in my son's eyes had disappeared; a reason he had deteriorated into a shell of a child I didn't know.  Jackson's health and development changed, occurring suddenly, soon following his 15 month well-baby checkup.   Over the course of a few months, I watched his life crumble in front of me, taking mine with him. Jackson kept losing more and more of his cognitive abilities, his personality; his sweet, gentle countenance, his quick smile and contagious laugh... it was all gone. He was unrecognizable to me.  My boy, once vibrantly full of life, now a screaming, violent, distant, perserverative, and excessively fearful child, was about to teach me that my days of trusting the medical community were over.

In excruciating desperation and bewilderment, I prayed and prayed that Jackson would come back...that I would find him again...somewhere deep down inside himself.  But the agony continued to increase, as I found he didn't want anything to do with me anymore.  He screamed when I tried to hold him or join in his play.  I desperately searched for glimpses of Jackson all the time, but as he continued to reject me, I drifted farther and farther away from him emotionally, distancing myself from the source of the pain. Although Jackson had very little expressive language, with most of his language consisting of parroting what he heard on a video, he sure knew how to say "I hate you mommy."  I never figured out which Thomas the Train video he heard that on.  There were times I doubted he would ever respond positively to me again, and my heart just couldn't bear it.   Emotionally detaching from him, I was being consumed with despair.  I wondered if he would ever love me again...I could never utter those words out loud...

 "Dear God, why?" I grieved.  There were many days when I wondered if Jackson would ever learn to carry on a conversation, or have a friend, or learn to read, or eat normal food.   Would he ever show the intelligence we saw he had at his young age?  Secretly I wondered if he would be so out of control someday that I would no longer be able to care for him in my home. At 2 he was already hurting Mallorie and at times, he seemed to have a strength beyond what his age should possess.

Following the diagnosis, I started to question some things about Jackson's health.  He not only had severe behavioral, communication and social impairments, he was physically sick.  I had stopped nursing him when he was 4 months old, yet at age 2 and a half, he was still having explosive diapers.  Although he had been eating solid food for quite some time, his bowel movements were far from solid.  In fact, Jackson had never had a solid bowel movement.  His stomach was very bloated all the time, and I suspected that some of his screams were from pain, although he didn't have the language to tell me how he was feeling.  I knew that Jackson's problems had begun just after his 15 month well-baby check.  I remembered that day that my pediatrician had told me it was time for Jackson's vaccinations, which I never questioned.   It never occured to me that they could harm him, and I hadn't heard anything negative about vaccines in the news.  Jackson received 9 vaccinations (5 injections) that day, and he was never the same.  I've had people tell me that vaccines didn't cause my son's autism because "science" proves that vaccines don't cause autism.  That is a lie.  There are studies that prove vaccines CAN and DO cause autism.  The medical doctors who have discovered the link between vaccines and autism (and other auto-immune diseases and conditions including ADHD, allergies, asthma, RA, MS and SIDS) are considered quacks and their research debunked by those in the medical community who have something to gain by administering vaccinations.  Many of the doctors who have found the link between vaccination and autism have a vaccine-injured child on the autism spectrum.

 

I began to research and learn all I could about vaccine injury.  I discovered that some of the things recommended to me following vaccination further injured Jackson.  I was told by my doctor to give Jackson Tylenol to bring down a vaccine-induced fever.  Unfortunately, Tylenol lowered Jackson's glutathione levels, which impaired his ability to fight free-radicals, further damaging his immune system.  Between 15 and 18 months, he had a series of ear-infections, as his immune system had been impaired by vaccination, and he was promptly put on antibiotics.  This caused the perfect storm inside of him.  Without a strong probiotic, the antibiotics destroyed Jackson's natural gut flora, causing yeast overgrowth.  His gut was a mess.  He developed leaky gut syndrome, gut dysbiosis (bad intestinal gut flora), and severe food intolerances.  I was now dealing with a severely impaired immune system from the vaccines, which was causing auto-immune responses (his body was attacking itself), and a severly impaired gut, which affected his ability to digest normally, and severely impaired his brain function.  Gut and brain health are very closely connected and when the gut is suffering, the brain tremedously suffers (think about what alcohol does to your brain when it reaches your digestive tract).  I was devastated when I learned that all of Jackson's issues were preventable.  Guilt set in.  I blamed myself for blindly trusting my doctor.  My precious sweet baby was impaired for life because I allowed him to be injected with poisonous substances and neurotoxins including aluminum, mercury, formeldahyde, and human and animal DNA.  Aborted fetal tissue DNA was in my child.  I was horrified.

 

For 3 years, autism consumed my life, and I was determined to beat it.  By day, I fought autism, and by night I researched autism, many nights until 2 or 3am, reading every website I could find about autism and vaccine injury,  trying every treatment and protocol, and devouring every book I could find that would give me any ounce of hope for recovery.  I was giving Jackson more than 20 supplements a day for his starving brain, injecting methyl B12 into him before bed to repair his methylation cycle as he wasn't detoxing metals, running him to speech therapy, and sending him to preschool for kids with autism.  I hired a play therapist to teach ME how to teach him how to play, and then I attempted to actually play with him the prescribed 20 hours a week, yet struggled to even want to spend ANY time with him. I was keeping daily food journals of what he was eating because I had to figure out which foods he was reacting to.  It took me 9 months to figure out the severity of his food intolerances, but because of his intestinal disease that just wasn't improving, I changed his diet multiple times before finally settling on an intense diet called the Specific Carbohydrate Diet (SCD). For 6 months, Jackson ate a handful of specific and very cooked fruits and veggies, and beef meatballs.   Because of his intolerance to eggs, nuts and chicken which were allowed on SCD, this was all that his breakfast, lunch, dinner menu consisted of, and he digested these foods very fast.  He was always eating, and I was always cooking.  Then, there was a turning point.

When he was 4, one of Jackson's preschool teachers and I started praying together. Although there are a lot of details I am leaving out, at some point, I began to surrender Jackson's life to the Father. It was an emotional rollercoaster to say the least, as I was trying desperately to maintain control. I would give up the situation one day, and then worry the next...Surrender takes great faith. Faith I wanted, but didn't have.

I began to ask for it. Faith, that is. I began to ask for a LOT of it. I was on my knees in my closet more than I could even fathom to guess. That carpet has permanant tear stains I think. Oh if only those walls could speak...I prayerfully agonized in there. I was a prisoner to autism and I knew that my only hope of freedom was to be down on my knees, asking the Father for answers and healing.  Realizing that I needed to stop relying on myself for Jackson's healing, I began to replace my autism books with my Bible, and I couldn't get enough of the Word. After many, many weeks of seeking Him FIRST, and believing that He would take care of our needs as I did that, Abba began showing me some things that I hadn't considered before. Things that were quite hard for me to accept. He started showing me that I needed to believe Him for the impossible, and that maybe Jackson's autism was more than just a physical problem. As I began to put pieces together, I realized that Jackson's terrifying pleas in the middle of the night to "come sleep in your bed" were not because he was having nightmares. My husband and I would often hear Jackson scurrying down the stairs at 2am and find him standing in the living room with a desperate look of fear on his face.  After him talking about a Disney character for over a year, we suddenly realized that his many questions about Baloo the Bear from the Jungle Book, and his experiences he was telling us he was having with Baloo weren't just a boy with an "imaginary friend". Abba blessed us with some very serious and descriptive conversations with Jackson, ones that I am still amazed took place since he had such a limited expressive language at that time.   I finally accepted that Jackson was being visited and essentially traumatized by an evil spirit that talked to him when he was alone. Sometimes it would appear to him in his room just before bed, and sometimes it would wake him up.

I share all of the above, not to glorify a dark time in our lives, or the evil we experienced, but to show you how AMAZING the Father is! Once I knew the truth about what Jackson was experiencing, I began to seek Him like I never had before. I spent hours and hours in my Bible, seeking Truth. I began to hope and believe for a miracle. I asked Abba to supernaturally heal Jackson because I knew HE deserved ALL the credit, and I had been doing a LOT of things that others could potentially attribute a healing to. I wanted there to be NO DOUBT that Abba Father was the One who healed him, and not me.

On February 20, 2010, after almost 3 hours of praying, fasting, singing, and believing, Jackson was healed and delivered from the oppressive spirit and all of the intestinal disease. Instantly.

There is no physical explanation why Jackson was healed of the vaccine injury.  It was not a gradual healing.  It was spontaneous and nothing short of miraculous.  Abba knew that I needed something tangible that would show me and others when doubt crept in, that He conquered Jackson's diseases.  Two days earlier on the 18th, Jackson had a very severe case of diarrhea while still on the SCD, proving his gut was not naturally healing itself.   Although quite discouraging, recent test results revealing that his gut dysbiosis and yeast was off the charts and had not improved a bit was further proof that my efforts had not healed him.  Stepping out in complete faith, we began giving Jackson foods that very day, that would've sent him reeling behaviorally and set him back months physically.  There were no reactions at all.   We checked his metals, yeast, and bacteria levels.  All of the disease was ALL gone.  The evidence that the spirit left that day was extremely obvious as many of the behaviors we thought were linked to the autism instantly disappeared.  He was taken off the autism spectrum that year as the same autism specialist who diagnosed him at age 2 undiagnosed him with these words...

"He is unrecognizable to me."

Those words, that I once used to describe my son when he became trapped inside himself, were now used to say there were no recognizable autistic traits in him!!

Today, Jackson is thriving. He is a normal 10 year old boy, with a very determined (and sometimes stubborn) personality...He reads, memorizes scripture very quickly, eats a normal diet, makes friends easily, plays on a basketball team and swims competitively. He loves karate, making movies with his Playmobil sets, drawing, sharing his faith with others, snuggling with mom (woo hoo) and adores his older sister Mallorie enough to be her best friend and indulge her love of American Girl and Littlest Pet Shop. Jackson will tell you he hates math, but he is a math whiz, often solving tough problems in his head, completely showing his intelligence and cognitive abilities that were hidden and suppressed for so long. He is a fierce protector of Mallorie and me.  Abba gave him his life back and Jackson knows it. After the deliverance, Jackson would often dress up in what he called his "warrior costume".  Evidences of Abba's unfathomable love for us peek through each and every day.

 

Yes, buddy, you ARE a warrior. Abba has gifted you with so many gifts and I truly believe you WILL overcome in this life. I am just so so grateful to have you back.

"You turned my wailing into dancing; you removed my sackcloth and clothed me with joy, that my heart may sing your praises and NOT BE SILENT. Oh Abba my Elohim, I will praise you forever." Psalm 30:11-12

In 2004, vaccine injury was not in the news.

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The Obituary of Collen McCullough

My thought as I began reading this obit:  The individual who write this must be "deeply superficial!"

Some of the comments following the article are simply priceless.

http://news.yahoo.com/australian-paper-mocked-obit-thorn-birds-author-025055008.html