"MK-ULTRA CD"Released Through The Freedom of Information Act
These 17,000 documents gathered under the Freedom of Information Act are listed by dates, covering a period from 1943 to 1988.
At the height of the cold war the US government decide to take the offensive and pursue national security with in the minds of it's citizens.
This included the secret use of LSD on unsuspecting people and testing exactly what are the limits of hypnosis.
The results are shocking and in government documents released under the Freedom of Information Act.
One of the darkest chapters in America's history, MKULTRA was a top secret program in human experimentation and behavior modification. Based on actual classified government documents, this book exposes the lengths to which U.S. Government agencies had gone to develop and implement mind control, covert drug administration, and other human experiments in the name of national security. A shocking look into what is likely the most controversial government program in history, Dr. Andrews' book also includes pages of documents from other, more recent projects such as CIA drug testing, LSD experiments, and biological agent testing on human subjects.
On August 3rd 1977 the 95th U.S. Congress opened hearings into the reported abuses concerning the CIAs TOP SECRET mind control research program code named MK Ultra. On February 8th 1988, an MK Ultra victim, Cathy O'Brien, was covertly rescued from her mind control enslavement by Intelligence insider Mark Phillips. Their seven year pursuit of Justice was stopped FOR REASONS OF NATIONAL SECURITY. Trance Formation Of America exposes the truth behind this criminal abuse of the Unconstitutional 1947 National Security Act.
How
Power Persuasion: Using Hypnotic Influence to Win In Life, Love And Business
Prometheus Rising
TheMental Edge
PROFESSIONAL pickpocket Apollo Robbins has an uncanny ability to control minds. He can manipulate people to an extraordinary degree, drawing their attention away from his thieving hands as he purloins watches and wallets in plain sight. These days, Robbins gives his ill-gotten gains back - he has given up a life of crime to become an entertainer - but most of his victims still have no idea they've been robbed until it's too late.
Watching Robbins at work is like watching somebody with supernatural powers. Yet, like his fellow conjurors, Robbins deceives his targets using nothing more than a finely honed understanding of human psychology. "I think of myself as a folk psychologist," he says. "It's all about developing an instinct for how the human mind works."
After years of ignoring magic, researchers are starting to realise that the methods magicians use to manipulate the human mind might hold important insights into how it works. "We're all thinking about the same questions," says Christof Koch, a neuroscientist at the California Institute of Technology in Pasadena. "We just come at the problems from different angles."
Magic is all about appearing to break the laws of nature - making solid objects appear or disappear, sawing human beings in half, reading people's minds, and so on. The laws of nature, of course, are inviolable, which is why magicians target the human brain instead, packed as it is with glitches and weaknesses that can be exploited to create the illusion of doing the impossible. And they're brilliant at it: magic tricks only work if you fool all of the people all of the time.
Cognitive neuroscientists also have a long-standing interest in tricks of the mind, as these are a useful source of insight into how the brain works. Visual illusions, for example, have taught them a huge amount about how the brain processes visual information. Now they're dipping into the treasure chest of cognitive illusions provided by magic.
Over the past couple of years, neuroscientists and magicians have been getting together to create a science that might be called "magicology". If successful, both sides stand to benefit. By plundering the magicians' book of tricks, researchers hope to develop powerful new tools for probing perception and cognition. And if they find any tricks they can't explain, that could lead to new knowledge about how the brain works. Similarly, magicians hope that the collaboration will lead to new magic tricks by alerting them to perceptual or cognitive weaknesses that they didn't already know about. "The real proof that a science of magic has come of age will be when we can use science to build a better magic trick," says Richard Wiseman, a psychologist at the University of Hertfordshire in Hatfield, UK.
According to his fellow psychologist Gustav Kuhn at the University of Durham in the UK, a good starting point for the science of magic is the magicians' own classification of their art into three broad types of trick: misdirection, illusion and forcing.
Misdirection lies at the heart of magic. It is the art of diverting the audience's attention away from what magicians call the "method" - the act of deception itself
In neuroscience terms, misdirection relies on the fact that the brain has a very limited supply of attention. Over the past decade or so it has become clear just how scarce attention is: focusing on one thing can make you oblivious to other things that would otherwise be obvious. This bizarre phenomenon is called inattention blindness, and it was famously demonstrated in 1999 by psychologists Daniel Simons and Christopher Chabris of the University of Illinois at Urbana-Champaign. They made a video of six people in a circle bouncing two basketballs around. When asked to count the number of bounces, around half of the people who watch the video fail to notice a man in gorilla suit walking through the middle of the game and beating his chest (New Scientist, 18 November 2000, p 28).
Not surprisingly, magicians use this powerful effect all the time to pull off blatant deceptions right under our noses. Kuhn recently demonstrated this using a trick where he makes a cigarette and lighter "disappear". In truth he simply drops them into his lap when your narrow spotlight of attention is pointing elsewhere.
By tracking eye movements as people watched a video of the trick, Kuhn showed that people miss the deception even when they're looking directly at it. It works because, at the crucial moments, he makes attention-grabbing gestures and eye movements that divert attention (but not gaze) away from the action. If you watch the video a few times it's hard to believe that you could ever fall for it.
Magicians are so adept at manipulating attention that cognitive scientists have started bringing them into their labs to learn more. Susana Martinez-Conde of the Barrow Neurological Institute in Phoenix, Arizona, is one. "My hope is that the cognitive illusions of magicians can help scientists understand awareness, just as visual illusions have helped us to understand sight," she says. To that end she recently started working with Robbins.
During his training as a professional thief, Robbins was taught to use two types of hand motion to control his victims' attention. Slow, circular hand motions are good at engaging and keeping attention, while fast, straight ones are useful for quickly diverting it from one spot to another. The scientific basis of this difference is unknown, says Martinez-Conde. But she plans to find out.
Another mysterious way of manipulating attention is with humour. "When people laugh, time stands still," says magician John Thompson, aka The Great Tomsoni. He frequently uses jokes to conceal large movements that are particularly difficult to hide. Exactly why laughter disengages attention so efficiently is unknown.
A second key tool in the magic repertoire is illusions, particularly cognitive illusions. These rely on the fact that much of what you think you see is actually invented by your brain. Perception is not about capturing a full picture of reality, but taking snapshots of the world and making the rest up.
In the vanishing ball illusion, for example, a magician tosses a small ball up and down while following it with his eyes. He fakes a third toss, keeping the ball in his hand but still moving his eyes as if watching it. This reliably creates the illusion of the ball being thrown upwards - then disappearing into thin air.
Kuhn recently brought this trick into his lab to examine how it works. By tracking people's eyes as they watched it being done, he found something unexpected. On real throws, the eye movement of subjects followed the ball's trajectory. But on the trick toss, their eyes remain firmly glued on the eyes of the magician. This, says Kuhn, shows that the brain overrules the eyes and creates an image of an object that doesn't actually exist.
Why would it do that? Part of the answer lies in the power of social cues - in this case the magician's eyes - to set up expectations in the brain. Kuhn showed that the trick worked less well if he kept his eyes fixed on the throwing hand rather than tracking the arc of the nonexistent ball.
The trick also relies on another glitch in the visual system. Information captured by the retina takes about 100 milliseconds to reach the brain. To compensate for this lag, the brain predicts what the world will look like in the near future and acts on this prediction rather than the real information at its disposal. This is useful in real-world situations such as driving a car, but it also gives magicians an opening to exploit (Current Biology, vol 16, p R950).
A third tool up the magicians' sleeve is forcing. This is any technique that gives the target the illusion of free will when in fact they have none. The classic example is the "pick a card, any card" trick where the magician uncannily knows what you picked.
Ron Rensink, a psychologist at the University of British Columbia in Vancouver, Canada, says that forcing is one of the great mysteries of magic, as yet unexplained by cognitive neuroscience. "The degree to which a magician can control someone's mind tends to be far greater than anything we come up with in the lab," he says.
To find out more, Rensink has teamed up with professional magician Alym Amlani to test forcing scientifically. Amlani devised a trick of the "pick a card, any card" variety in which participants watch Amlani flick through a deck of cards, briefly exposing the face of each. The flip-through lasts only a few seconds, after which subjects are asked to name a card of their choice.
"We can get 70 to 80 per cent of our subjects to pick a specific card," says Rensink. That's because the deck is loaded; 10 out of the 52 cards are the same. Even though the cards fly by in an instant, this moderate bias has a powerful unconscious effect.
Rensink does not know why this trick works. But he hopes to strip it down to see how strong the principle of exposure is. "If you remove the magician and just show cards on a computer screen, would it still work?" asks Rensink. "How about if you use something other than cards?"
Forcing can also be achieved by another brain glitch that magicians learned about long before neuroscientists - false memory. During a trick, a magician will often describe what he has just done in a way that manipulates people's recollection of it.
Researchers have only scratched the surface of what magic has to offer. Already, though, they've been surprised by how much of "their" knowledge magicians have already discovered. "For years, scientists have been reinventing wheels that magicians have known about for ages," says Martinez-Conde.
As yet, science hasn't led to the creation of new tricks. Yet even if it doesn't there could be practical spin-offs, says Kuhn. Many of the techniques advertisers and politicians use to persuade us are straight out of the magician's book of tricks, so a better knowledge of them could arm us all against manipulation.
The danger, of course, is that scientists become the ultimate killjoys, stripping away the, er, magic of it all. But with so much trickery on their side, the magicians ought to be able to stay one step ahead. If not, they could always send Robbins in to steal wallets and watches until the scientists agree not to spill the beans.
http://www.agoracosmopolitan.com
Special to The Canadian
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Controlling the mind of the enemy is the ultimate weapon in any warfare. Apparently, a collection of researchers seek to interpret mind control techniques used by the UFOs and the extraterrestrials, not necessarily for the “good“ of humanity.
Variations of these techniques were regularly used in ancient wars, in legends and ancient religious mythologies, that were apparent in contact with various Manipulative Extraterrestrial groups.
Mind dominance is a method used to make the enemy surrender way before they provide a real fight. It can also convince the enemy to leave their position and run for cover.
According to researchers, Manipulative Extraterrestrials use these techniques all the time.
The whole clue to mind control and dominance lies in creation of artificial hypnosis effects in a generic sense. The environment in which these effects are created experience strange change in charged ions in the environment.
Scientists and Engineers find that UFOs are always associated with massive electrical fields and corresponding severe change in charged ions in the environment where UFO sightings are reported. Some even claim if the environment does not experience severe change in charged ion properties in the environment, the sightings were terrestrial and not extraterrestrial in nature.
Charged ions in the environment when allowed to bombard the brain cells in a sinusoidal oscillating pulse, creates a strange effect that is still undefined. Some hypnotherapies involve subjecting the human brain to such pulses in a more direct way. Complex computer algorithms can control the sinusoidal oscillations with varying the amplitude to create an environment of communication between the controlling source and the receiving mind. Appropriate complex adjustments as a function of time allow mind control and dominance. The technologies are reverse-engineered from the extraterrestrial UFOs but are far from perfected.
Health
1. Shake a leg. Lack of blood flow is a common reason for lack of concentration. If you've been sitting in one place for awhile, bounce one of your legs for a minute or two. It gets your blood flowing and sharpens both concentration and recall.
2. Food for thought: Eat breakfast. A lot of people skip breakfast, but creativity is often optimal in the early morning and it helps to have some protein in you to feed your brain. A lack of protein can actually cause headaches.
3. Food for thought, part 2: Eat a light lunch. Heavy lunches have a tendency to make people drowsy. While you could turn this to your advantage by taking a "thinking nap" (see #23), most people haven't learned how.
4. Cognitive enhancers: Ginkgo biloba. Ginkgo biloba is a natural supplement that has been used in China and other countries for centuries and has been reputed to reverse memory loss in rats. It's also suggested by some health practitioners as a nootrope and thus a memory enhancer.
5. Reduce stress + depresssion. Stress and depression may reduce the ability to recall information and thus inhibit learning. Sometimes, all you need to reduce depression is more white light and fewer refined foods.
Balance
6. Sleep on it. Dr. Maxwell Maltz wrote about in his book Psycho-Cybernetics about a man who was was paid good money to come up with ideas. He would lock his office door, close the blinds, turn off the lights. He'd focus on the problem at hand, then take a short nap on a couch. When he awoke, he usually had the problem solved.
7. Take a break. Change phyical or mental perspective to lighten the invisible stress that can sometimes occur when you sit in one place too long, focused on learning. Taking a 5-15 minute break every hour during study sessions is more beneficial than non-stop study. It gives your mind time to relax and absorb information. If you want to get really serious with breaks, try a 20 minute ultradian break as part of every 90 minute cycle. This includes a nap break, which is for a different purpose than #23.
8. Take a hike. Changing your perspective often relieves tension, thus freeing your creative mind. Taking a short walk around the neighborhood may help.
9. Change your focus. Sometimes there simply isn't enough time to take a long break. If so, change subject focus. Alternate between technical and non-technical subjects.
Perspective and Focus
10. Change your focus, part 2. There are three primary ways to learn: visual, kinesthetic, and auditory. If one isn't working for you, try another.
11. Do walking meditation. If you're taking a hike (#25), go one step further and learn walking meditation as a way to tap into your inner resources and your strengthen your ability to focus. Just make sure you're not walking inadvertently into traffic.
12. Focus and immerse yourself. Focus on whatever you're studying. Don't try to watch TV at the same time or worry yourself about other things. Anxiety does not make for absorption of information and ideas.
13. Turn out the lights. This is a way to focus, if you are not into meditating. Sit in the dark, block out extraneous influences. This is ideal for learning kinesthetically, such as guitar chord changes.
14. Take a bath or shower. Both activities loosen you up, making your mind more receptive to recognizing brilliant ideas.
Recall Techniques
15. Listen to music. Researchers have long shown that certain types of music are a great "key" for recalling memories. Information learned while listening to a particular song or collection can often be recalled simply by "playing" the songs mentally.
16. Speedread. Some people believe that speedreading causes you to miss vital information. The fact remains that efficient speedreading results in filtering out irrelevant information. If necessary, you can always read and re-read at slower speeds. Slow reading actually hinders the ability to absorb general ideas. (Although technical subjects often requirer slower reading.) If you're reading online, you can try the free Spreeder Web-based application.
17. Use acronyms and other mnemonic devices. Mnemonics are essentially tricks for remembering information. Some tricks are so effective that proper application will let you recall loads of mundane information years later.
Visual Aids
18. Every picture tells a story. Draw or sketch whatever it is you are trying to achieve. Having a concrete goal in mind helps you progress towards that goal.
19. Brainmap it. Need to plan something? Brain maps, or mind maps, offer a compact way to get both an overview of a project as well as easily add details. With mind maps, you can see the relationships between disparate ideas and they can also act as a receptacle for a brainstorming session.
20. Learn symbolism and semiotics. Semiotics is the study of signs and symbols. Having an understanding of the symbols of a particular discipline aids in learning, and also allows you to record information more efficiently.
21. Use information design. When you record information that has an inherent structure, applying information design helps convey that information more clearly. A great resource is Information Aesthetics, which gives examples of information design and links to their sources.
22. Use visual learning techniques. Try gliffy for structured diagrams. Also see Inspiration.com for an explanation of webs, idea maps, concept maps, and plots.
23. Map your task flow. Learning often requires gaining knowledge in a specific sequence. Organizing your thoughts on what needs to be done is a powerful way to prepare yourself to complete tasks or learn new topics.
Verbal and Auditory Techniques
24. Stimulate ideas. Play rhyming games, utter nonsense words. These loosen you up, making you more receptive to learning.
25. Brainstorm. This is a time-honored technique that combines verbal activity, writing, and collaboration. (One person can brainstorm, but it's more effective in a group.) It's fruitful if you remember some simple rules: Firstly, don't shut anyone's idea out. Secondly, don't "edit" in progress; just record all ideas first, then dissect them later. Participating in brainstorming helps assess what you already know about something, and what you didn't know.
26. Learn by osmosis. Got an iPod? Record a few of your own podcasts, upload them to your iPod and sleep on it. Literally. Put it under your pillow and playback language lessons or whatever.
27. Cognitive enhancers: binaural beats. Binaural beats involve playing two close frequencies simultaneously to produce alpha, beta, delta, and theta waves, all of which produce either sleeping, restfulness, relaxation, meditativeness, alertness, or concentration. Binaural beats are used in conjunction with other excercises for a type of super-learning.
28. Laugh. Laughing relaxes the body. A relaxed body is more receptive to new ideas.
Kinesthetic Techniques
29. Write, don't type. While typing your notes into the computer is great for posterity, writing by hand stimulates ideas. The simple act of holding and using a pen or pencil massages acupuncture points in the hand, which in turn stimulates ideas.
30. Carry a quality notebook at all times. Samuel Taylor Coleridge dreamed the words of the poem "In Xanadu (did Kubla Khan)...". Upon awakening, he wrote down what he could recall, but was distracted by a visitor and promptly forgot the rest of the poem. Forever. If you've been doing "walking meditation" or any kind of meditation or productive napping, ideas may suddenly come to you. Record them immediately.
31. Keep a journal. This isn't exactly the same as a notebook. Journaling has to do with tracking experiences over time. If you add in visual details, charts, brainmaps, etc., you have a much more creative way to keep tabs on what you are learning.
32. Organize. Use sticky colored tabs to divide up a notebook or journal. They are a great way to partition ideas for easy referral.
33. Use post-it notes. Post-it notes provide a helpful way to record your thoughts about passages in books without defacing them with ink or pencil marks.
Self-Motivation Techniques
34. Give yourself credit. Ideas are actually a dime a dozen. If you learn to focus your mind on what results you want to achieve, you'll recognize the good ideas. Your mind will become a filter for them, which will motivate you to learn more.
35. Motivate yourself. Why do you want to learn something? What do want to achieve through learning? If you don't know why you want to learn, then distractions will be far more enticing.
36. Set a goal. W. Clement Stone once said "Whatever the mind of man can conceive, it can achieve." It's an amazing phenomenon in goal achievement. Prepare yourself by whatever means necessary, and hurdles will seem surmountable. Anyone who has experienced this phenomenon understands its validity.
37. Think positive. There's no point in setting learning goals for yourself if you don't have any faith in your ability to learn.
38. Organize, part 2. Learning is only one facet of the average adult's daily life. You need to organize your time and tasks else you might find it difficult to fit time in for learning. Try Neptune for a browser-based application for "getting things done."
39. Every skill is learned. With the exception of bodily functions, every skill in life is learned. Generally speaking, if one person can learn something, so can you. It may take you more effort, but if you've set a believable goal, it's likely an achievable goal.
40. Prepare yourself for learning. Thinking positive isn't sufficient for successfully achieving goals. This is especially important if you are an adult, as you'll probably have many distractions surrounding your daily life. Implement ways to reduce distractions, at least for a few hours at a time, else learning will become a frustrating experience.
41. Prepare yourself, part 2. Human nature is such that not everyone in your life will be a well-wisher in your self-improvement and learning plans. They may intentionally or subconsciously distract you from your goal. If you have classes to attend after work, make sure that work colleagues know this, that you are unable to work late. Diplomacy works best if you think your boss is intentionally giving you work on the days he/she knows you have to leave. Reschedule lectures to a later time slot if possible/ necessary.
42. Constrain yourself. Most people need structure in their lives. Freedom is sometimes a scary thing. It's like chaos. But even chaos has order within. By constraining yourself — say giving yourself deadlines, limiting your time on an idea in some manner, or limiting the tools you are working with — you can often accomplish more in less time.
Supplemental Techniques
43. Read as much as you can. How much more obvious can it get? Use Spreeder (#33) if you have to. Get a breadth of topics as well as depth.
44. Cross-pollinate your interests. Neurons that connect to existing neurons give you new perspectives and abilities to use additional knowledge in new ways.
45. Learn another language. New perspectives give you the ability to cross-pollinate cultural concepts and come up with new ideas. As well, sometimes reading a book in its original language will provide you with insights lost in translation.
46. Learn how to learn. Management Help has a resource page, as does SIAST (Virtual Campus), which links to articles about learning methods. They are geared towards online learning, but no doubt you gain something from them for any type of learning. If you are serious about optimum learning, read Headrush's Crash course in learning theory.
47. Learn what you know and what you don't. Many people might say, "I'm dumb," or "I don't know anything about that." The fact is, many people are wholly unaware of what they already know about a topic. If you want to learn about a topic, you need to determine what you already know, figure out what you don't know, and then learn the latter.
48. Multi-task through background processes. Effective multi-tasking allows you to bootstrap limited time to accomplish several tasks. Learning can be bootstrapped through multi-tasking, too. By effective multitasking, I don't mean doing two or more things at exactly the same time. It's not possible. However, you can achieve the semblance of effective multitasking with the right approach, and by prepping your mind for it. For example, a successful freelance writer learns to manage several articles at the same time. Research the first essay, and then let the background processes of your mind takeover. Move on consciously to the second essay. While researching the second essay, the first one will often "write itself." Be prepared to record it when it "appears" to you.
49. Think holistically. Holistic thinking might be the single most "advanced" learning technique that would help students. But it's a mindset rather than a single technique.
50. Use the right type of repetition. Complex concepts often require revisting in order to be fully absorbed. Sometimes, for some people, it may actually take months or years. Repetition of concepts and theory with various concrete examples improves absorption and speeds up learning.
51. Apply the Quantum Learning (QL) model. The Quantum Learning model is being applied in some US schools and goes beyond typical education methods to engage students.
52. Get necessary tools. There are obviously all kinds of tools for learning. If you are learning online like a growing number of people these days, then consider your online tools. One of the best tools for online research is the Firefox web browser, which has loads of extensions (add-ons) with all manner of useful features. One is Googlepedia, which simultaneously displays Google search engine listings, when you search for a term, with related entries from Wikipedia.
53. Get necessary tools, part 2. This is a very niche tip, but if you want to learn fast-track methods for building software, read Getting Real from 37 Signals. The Web page version is free. The techniques in the book have been used to create Basecamp, Campfire, and Backpack web applications in a short time frame. Each of these applications support collaboration and organization.
54. Learn critical thinking. As Keegan-Michael Key's character on MadTV might say, critical thinking takes analysis to "a whole notha level". Read Wikipedia's discourse on critical thinking as a starting point. It involves good analytical skills to aid the ability to learn selectively.
55. Learn complex problem solving. For most people, life is a series of problems to be solved. Learning is part of the process. If you have a complex problem, you need to learn the art of complex problem solving. [The latter page has some incredible visual information.]
For Teachers, Tutors, and Parents
56. Be engaging. Lectures are one-sided and often counter-productive. Information merely heard or witnessed (from a chalkboard for instance) is often forgotten. Teaching is not simply talking. Talking isn't enough. Ask students questions, present scenarios, engage them.
57. Use information pyramids. Learning happens in layers. Build base knowledge upon which you can add advanced concepts.
58. Use video games. Video games get a bad rap because of certain violent games. But video games in general can often be an effective aid to learning.
59. Role play. Younger people often learn better by being part of a learning experience. For example, history is easier to absorb through reenactments.
60. Apply the 80/20 rule. This rule is often interpreted in dfferent ways. In this case, the 80/20 rule means that some concepts, say about 20% of a curriculum, require more effort and time, say about 80%, than others. So be prepared to expand on complex topics.
61. Tell stories. Venus Flytrap, a character from the sitcom WKRP in Cincinnati, once taught a student gang member about atoms, electrons, and protons by saying that an atom was one big neighborhood, and the protons and neutrons had their own smaller neighborhoods and never mixed. Just like rival gangs. The story worked, and understanding sparked in the students eyes.
62. Go beyond the public school curriculum. The public school system is woefully lacking in teaching advanced learning and brainstorming methods. It's not that the methods cannot be taught; they just aren't. To learn more, you have to pay a premium in additional time and effort, and sometimes money for commercially available learning tools. There's nothing wrong with that in itself, but what is taught in schools needs to be expanded. This article's author has proven that a nine-year old can learn (some) university level math, if the learning is approached correctly.
63. Use applied learning. If a high school student were having trouble in math, say with fractions, one example of applied learning might be photography, lenses, f-stops, etc. Another example is cooking and measurement of ingredients. Tailor the applied learning to the interest of the student.
For Students and Self-Studiers
64. Be engaged. Surprise. Sometimes students are bored because they know more than is being taught, maybe even more than a teacher. (Hopefully teachers will assess what each student already knows.) Students should discuss with a teacher if they feel that the material being covered is not challenging. Also consider asking for additional materials.
65. Teach yourself. Teachers cannot always change their curricula. If you're not being challenged, challenge yourself. Some countries still apply country-wide exams for all students. If your lecturer didn't cover a topic, you should learn it on your own. Don't wait for someone to teach you. Lectures are most effective when you've pre-introduced yourself to concepts.
66. Collaborate. If studying by yourself isn't working, maybe a study group will help.
67. Do unto others: teach something. The best way to learn something better is to teach it to someone else. It forces you to learn, if you are motivated enough to share your knowledge.
68. Write about it. An effective way to "teach" something is to create an FAQ or a wiki containing everything you know about a topic. Or blog about the topic. Doing so helps you to realize what you know and more importantly what you don't. You don't even have to spend money if you grab a freebie account with Typepad, Wordpress, or Blogger.
69. Learn by experience. Pretty obvious, right? It means put in the necessary time. An expert is often defined as someone who has put in 10,000 hours into some experience or endeavor. That's approximately 5 years of 40 hours per week, every week. Are you an expert without realizing it? If you're not, do you have the dedication to be an expert?
70. Quiz yourself. Testing what you've learned will reinforce the information. Flash cards are one of the best ways, and are not just for kids.
71. Learn the right things first. Learn the basics. Case in point: a frustrating way to learn a new language is to learn grammar and spelling and sentence constructs first. This is not the way a baby learns a language, and there's no reason why an adult or young adult has to start differently, despite "expert" opinion. Try for yourself and see the difference.
72. Plan your learning. If you have a long-term plan to learn something, then to quote Led Zeppelin, "There are two paths you can go by." You can take a haphazard approach to learning, or you can put in a bit of planning and find an optimum path. Plan your time and balance your learning and living.
Parting Advice
73. Persist. Don't give up learning in the face of intimdating tasks. Anything one human being can learn, most others can as well. Wasn't it Einstein that said, "Genius is 1% inspiration and 99% perspiration"? Thomas Edison said it, too.
74. Defy the experts. Dyslexia, in a nutshell, is the affliction of mentally jumbling letters and digits, causing difficulties in reading, writing and thus learning. Sometimes spoken words or numbers get mixed up as well. In the past, "experts" declared dyslexic children stupid. Later, they said they were incapable of learning. This author has interacted with and taught dyslexic teens. It's possible. Helen Keller had no experience of sight, sound, or speech, and yet she learned. Conclusion: There is more than one way to learn; never believe you cannot.
75. Challenge yourself. People are often more intelligent than they realize. In a world that compartmentalizes and categorizes everything, not everyone is sure where they fit in. And genius can be found in many walks of life. If you honestly suspect that there's more to you than has been "allowed" to be let out, try an IQ test such as the one offered by MENSA. It's unlike the standardized IQ tests given in many schools. You know the kind — the ones which traumatize many young students into thinking they are stupid, simply because the tests don't really assess all student's knowledge and learning ability. And the ability to learn is far, far more important than what you already know.
76. Party before an exam. Well, don't go that far. The key is to relax. The worse thing to do is cram the night before an exam. If you don't already know a subject by then, cramming isn't going to help. If you have studied, simply review the topic, then go do something pleasant (no more studying). Doing so tells your brain that you are prepared and that you will be able to recall anything that you have already learned. On the other hand, if you didn't spend the semester learning the ideas you need, you might as well go party anyways because cramming at the last minute isn't going to help much at that point.
77. Don't worry; learn happy. Have a real passion for learning and want to share that? Join a group such as the Joyful Jubilant Learning community [via LifeHack].
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In his weekly column, rapper John Brown—the self-proclaimed “King Of Da Burbz”—will be offering his insight into politics and current events to the Complex readers. Check out “Politickin With John Brown” every Thursday.
So everybody and their mother-in-law is trying to hit D.C. next Tuesday to participate in the largest expression of celebratory gluttony of our time. Continuous warnings of potential horror stories amid human gridlock and white-guilt catharsis has failed to halt the dreams of many Americans eager to “witness history”. Unlike HOT 97’s Peter Rosenberg, not all of us have access to the actual inauguration, or even Jay-Z’s concert on the “eve of change.” But there’s still plenty of places to experience Mr. 44 getting indoctrinated into the illuminati. Here are my suggestions…
5. HIT THE BARS
• You could just keep it simple and get plastered in some grimey hole-in-the wall before chanting “U-S-A!” when Obama hits the stage. There’s also the more sophisticated lounge option. If you’re in NYC, the famous promoter, Roxy Cottontail, is hosting a celebration.
4. ATTEND A FUNDRAISER
• Ah yes, the fundraiser. A feel-good way of contributing to the spirit of positivity while getting a complimentary cocktail. I think it’s only appropriate to help raise money for a cause while watching Obama spend the $27 million he raised for his inauguration.
3. HIT UP A CONCERT
• Humans love to watch someone on a stage remind them that they’re experiencing a profound moment in history. Even though there’s some decent shows throughout the country on Jan 20th, I can’t front. The hip-hop related events in D.C. alone make Summer Jam seem like the Bowery Poetry Club.
2. GO TO A STRIP CLUB
• Not much is better than getting a lap dance while watching Bush get evicted. Word on the street is that the disillusioned GOP faithful are heading to Las Vegas to drink away their sorrows and spend holiday bonuses at the Bunny Ranch.
1.STAY HOME AND SIT ON YOUR COMPUTER
• For the socially inept or fiscally pragmatic there is always the virtual approach. It’s good to know that CNN and Facebook aren’t being excluded while everyone else cashes in on “being part of history”.
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Jason Mitchell, the 29-year-old Christian television producer who electrified the right with his 13-minute Video Portrait of Barack Hussein Obama, is back with a 60-second "TV ad" (read "YouTube clip") that blows the lid off the biggest cover-up since the CIA faked the moon landing: Obama isn't an American!
To be sure, the claim -- that the president-elect was born in Kenya, and faked his Hawaiian birth certificate -- is nothing new: if you had internet during the election campaign, this chestnut is as familiar as an old friend who won't get off your couch or take a shower.
But the stellar production values coupled with the gravely-serious presentation of a thoroughly debunked smear makes this the most entertaining attack video to come from Mitchell's Illuminati Pictures in months.
"I like the narrator's voice," raves BoingBoing's Mark Fraunfelder. "It sounds like 1970s Saturday Night Live."
Here is a cute little gift for you that you can put on your desk as a conversation piece.Dantalion Jones
PS: I would LOVE a pic of you with this pyramid. Email me a Picture of you and your cut-out pyramid and I'll put in on the web site!! Email it to support@mindcontrol101.com
The big Record Labels are all controlled by the same Elite of people, and they run their business through the Occult, and are the heads of Secret Societies like the Freemasons and the OTO.
To sign up as a musician for the big Record Companies, you have to be willing to work toward their Agenda, which is to eventually obtain total control over the World Population, or, like in many cases, you are already mind controlled before you start your career. This doesn't mean that all artists that sign up are aware of the Agenda, but they are tied to strict rules and regulations by the Industry. In a free world, the artist would be able to express him/herself the way he/she wants, but if your want to make it in the Industry, you have to adjust to rules, regulations and censorship. Still, the Art Business and Hollywood are only two examples of industries the Illuminati control. For more information, see www.illuminati-news.com/index.htm.
The famous artists, who get the most promotion, are themselves often mind controlled victims, who have split, multiple personalities and are controlled by a Programmer or a Handler (who quite often is the Manager). This is to keep the artist "on track", so that he/she keeps following the course that is set out for him/her. If the artist tries to drift away from the "cause", he/she is getting threatened, "re-programmed", denied to make more records (fired), or even killed. The Art Business has maybe one of the highest death statistics of all professions. Why?
Many artists are themselves involved in the Occult and members of secret societies like the ones mentioned above, and the Church of Satan. They are practicing Occultism and Black Magic (like Marilyn Manson, Ozzy Osbourne, Led Zeppelin to name a few), and this web site has the ambition to reveal what is behind the "glamour". Their task is to demoralize our youth, to create a society where no one is able to think for themselves (contrary to what the pop culture is trying to teach us, that rock music is rebellious and good for us). The musicians are often acting degraded and high or low on drugs, so their fans start acting the same, because if the celebrities are doing it, it is cool; the purpose is to create apathy and decay. Quite a few artists also put subliminal backward messages in their music, like Led Zeppelin, Michael Jackson, The Eagles, and more ... Here is a website that tells you more about Backmasking: http://www.nauglefest.net/backmask.htm.
Does this all sound crazy? Unbelievable? Yes, it certainly does - for most people. However, hopefully the readers will change their minds after have read the information on this website, and the powerful testimonies from people who themselves are/were working in the Music Industry. My ambition is NOT to put a stop to music, but to try putting a stop to the evil agenda that rules the Industry, and prevent them from picking young, talented people and have them "Sell their Souls to Rock And Roll (And Mind Control)" in exchange for money and glory. The truth is, that those rich and famous artists cannot enjoy their wealth and glory at all, as they are very trapped and controlled and feel miserable most of the time. This, of course, is nothing new. You can read about miserable artists all the time in the newspaper. Only problem is that no one is asking the question why they are so miserable although they seem to "have it all"...The truth is, you can not be happy if you are constantly traumatized and controlled; it doesn't matter how many millions you have on your bank account.
And who am I? I am Wes Penre, a former rock musician and composer. I am one of those who did not fit into the Agenda of the Elite. I am one of those who at that time didn't understand why my revealing lyrics and melodic songs were not appreciated by the big Record Companies. Now I know better. And no matter what some people might think, I am NOT a bitter, failed musician, who wants to "get even" with the Industry. I live a life I am very happy with, and even if I had the chance again, I would not sign up to be a professional musician. In a better world I would, but I will NOT sacrifice my body and soul to make big bucks for the Illuminati.
Now, enjoy your research into this field! Unfortunately, not many researchers seem willing to confront this topic, so when I write this, I am one of the few who exposes this without having a religious or personal agenda. Whatever you may think of the following, it will definitely open your eyes, and next time you see an interview with one of those artists, listen to a concert, or listen to a CD, you will recognize some of what is written here. Again, my intention is not to have you stop listening to music. I still find much of the rock music being great, and I listen to it daily - but with a new insight ...
Thank you,
Wes Penre
