week 4 course overview
Course Syllabus Assignment Overview
The textbook would be my textbook, I am the author. I say this since I have already written more than 200,000 words and need to put those words into different packages in order to present to academics. A few months with a solid editor and I have a history of psychology textbook ready to go.
I can easily build a second history class (as in about 500,000 words already done) about the Pyramids, Janus, the Egyptian Old Kingdom the Conscious Mind East Directed Skull, and the Sub Conscious West directed Skull. Graphics available.
A series of graphics, with the Pryamids/Janus (same exact subject) and the connections already created. Some have detailed explanations Also the whole Shu, Nut, Geb Egyptian thing merged with and or from Janus. The location of the Janus Temple just outside Rome Proper, its location is extremely controversial, its location has described enumerable times can only be in one location. That one location was literally erased from existance shortly after the year 33 ce by the beyond petrified with fear Roman Senate. The temple of Janus is based on a huge amount of research and following the information presented by Leonardo Da Vinci and the other architects who remodeled the Vatican in the 1500s, the location was approximately where the Dome of St Peters Basilica is. Additional evidence for this comes directly from the numerous descriptions from 700 plus years of stories about the Memento Mori, which is a specific ceremony which had to be adjusted after 33 ce.
Actually, a third and fourth class can be shaped out of the above information.
Every single point above when applied to Wundt’s work reshapes every single idea from psychology created from 1840-present. This is where Wundt found his information, inside these waves and waves of information he read out of the Ogle family library.
Remember in 1830 an upper end e.g. post PhD level scholastic book; a Rolls Royce was less expensive. Not a bottom end cheapy Rolls Royce, but a custom built, gold inlaid, built to a customer’s specifications, etc. Rolls Royce was in metaphor less expensive than one top end post PhD level scholastic book in 1830. Heidelberg library was several floors full of bookcases full of post grad level PhD books. The GDP of Europe at the time for a couple decades would not be enough to purchase that library; the slave trade was still in active operation, would be for another 3 decades. That was not enough to purchase that library, which the Ogles owned several. The Heidelberg library was actually one of their smaller libraries. Newcastle, St Johns, Edinberg, Harvard, Columbia, were some of their larger libraries. Most minus Newcastle were seized by cultures more than willing to commit genocide to obtain said library.
The information uncovered is only a small portion of the above mentioned, that information is an entire multiple PhD degree process. That is an entire science all by itself, evidence that is the science that built the pyramids. That science makes medicine look like an easy no big deal 2 decades to learn, subject.
· intro
o Course description
o introduction into psychology
o I have a strong, and with some people and books, a rather violent disagreement with how the history of psychology is taught.
o namely Wundt in his brilliance just poof the ideas for psychology out of his genius.
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· Classroom management rules and expectations regarding student participation
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· Course rationale
o To provide the students a complete grounding in the basics of the concepts of psychology. Most especially and specifically the concept of what references are and why where did you get the information from applications, which means a huge emphasis on history.
o Every single Medical Doctor
· prerequisites
o English 101
o this course is not designed to be a general intro into psychology, this is an all-encompassing course which only has a few classes after Eng. 101. A few choose your class. but the rest of the bachelor’s degree is a solid focus on these subjects.
o
· assignments DQ
o Daily Questions
o every week shall be either 1 or two questions.
· paper
o Every week a paper, some weeks just a small one, other weeks a large one.
o A huge paper
o week 2, oc and cr
o week 6 Wundt; where did he get his notes from
o week 10, capstone
o week 11 what will you do with what you have learned
· no tests
o this course is not about tests. this course is about expressing education through daily questions and papers.
· grading criteria
o copy the industry standard rubric the 5 gradschools I have attended use almost identical grading criterial and rubrics. just copy it over since it appears to be the industry standard for the board of education from which those schools belong.
o
· engagement criteria
o student website
§ create a student website, where each student will need to be required to actually build an interactive website. A scholar’s own in effect library.
§ have the students DQs posted in a sequence
§ have the students papers also be posted by default to be graded and of course to be
§ a sequence of what references and citations the student usually uses.
§ as the student completes work, have the students work be formed into that students website. that way
§ encouraging others to come and make comments, add artwork, etc. turn each scholars library into their own in effect encyclopedia. not unlike other social media platforms. in that persons professional life, they need to continue learning.
o ask provocative questions
§ extra points for the most innovative and or substantive posts. example
§ “I like how you expanded on your idea of raising hands in class to answer a question in this reply, by making it personal to the socio-cultural variables that could impress upon that specific learning environment. I too agree, making it personal makes the material presented that much more relatable and understandable.” A more detailed and using more words to say “I agree” is not substantive.
o allow students to if need be turn in assignments
· Assignments
o dqs
§ week 1 1
§ week 2 2
§ week 3 1
§ week 4 2
§ week 5 2
§ week 6 1
§ week 7 1
§ week 8 2
§ week 9 2
§ week 10 1
§ week 11 2
§ week 12 2
o papers
§ increase the first weeks from 800-1050 words,
§ 3-6 weeks 1050-1275
§ 6-9; 1275-1700
§ 9-12 1700-2100 word count
§ week 1 paper
§ week 2 no paper
§ week 3 paper
§ week 4 no paper
§ week 5 paper
§ week 6 no paper
§ week 7 paper
§ week 8 paper
§ week 9 paper
§ week 10 no paper
§ week 11 paper
§ week 12 no paper
§
· weeks of the class
o week 1 The Scientific Method
§ Teach a solid foundation of what the scientific method is and how it works
§ dq week 1 examples of hw the method works
§ paper; 1200 word paper describing in detail the functions and structures of how the method works. in apa format
o week 2
§ CR
· The
· the basest truth, fact, tool used in all psychology *
· the most basic of tools used in Psychology. Learn this one first. Learn about the absolute go to tool all of psychology and medicine use.
· Pavlov; describe a conditioned response.
· where did pavlov develop this tool, history of this tool. etc.
o Week 3
§ OC
· Skinner
· Skinner and his techniques are not all that different than in the medical field the use of chemotherapy. They are great as a specific tool to achieve specific goals, but entirely traumatic and long-lasting inappropriate behavior when used on anything else. Not unlike giving chemo to cure the common cold.
· when applied correctly, to redirect self or other harmful behavior patterns (nature/nurture) into helpful or less harmful techniques for the nature. for the nurture using the Box to extinct those patterns is the perfect way to go about it. However, nature can only be redirected, nurture can be extinct. But oftentimes nurture and nature work hand in hand. Or the natural teachings would not have any foundation for the behaviors to operate from.
· Example if your nature allows you to kill, you can join the military, but if under few if any circumstances your nature will not allow you to kill. No amount of Skinner Box techniques will force you to, unless you are on the extreme side of traumatized.
· describe what an OC is, describe the equation process.
· Variable a, the box
· b the conditions in the box
· c the violence; negative stimulation
· d the solution; go through the negative to solve the puzzle to obtain the reward/escape
· e Schrodinger’s cat
o week 4 History
§ every possible thing about Psychology from 1848-present is founded based on the actions done previous to Wundt being forced to travel to Tiffin Ohio to decode the materials seized from the Ogle family at the in 1850 named Heidelberg University.
§ Strategically it is simply smart to move 50 linguistics from Prussia to Tiffin Ohio, not raising a single question from anyone from Konigsberg to Tiffin. On the other hand, moving more than 50 tons of materials from Tiffin to Berlin few if anyone would not notice and come a hunting for those books. Those books would be the absolute envy of most western cultures at the time. You do not move a library without notice, especially a library with direct physical connections to the Alexandria and Sorbonne library. Not to mention Edinburgh library. 50 scholars one direction, no one would pay any attention. A couple ships moving a library from west to east, few would not pay attention. Either seize it or sink it to make sure an enemy did not possess new weapons, etc.
§ Janus and Psychology
§ Hello class, the concept of Janus the schema of Rome and why both the entire Roman Empire and Psychology as well as a significant amount of western academics revolves around the concept of Janus.
§ Want to know what in the world I am talking about. The word the Romans used almost no possbie way the language origin is Latin, since Janus existed centuries before the invention of Latin. The Romans concept of schema was Janus, which has an insanely long, detailed, and complex history which ironically has its origins in Judaism despite the facts that the cultures which use Janus the most are as anti-Semitic as it got a few centuries ago.
§ Western cultures have been Conditioned response and Operative Conditioning to respond to specific ideas, cocpets, and group think models which over the millennia have bcome twisted intoi whatever the new leaders want it to mean. but in reality, the most basic tools of psychology tmelseves are all but literally found in the schema of Janus.
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§ Then provide three key points that you will cover in the discussion or lecture.
§ Point 1. Explain your topic (1–2 pages):
§ Plato learned about the functions and structures of the Janus concept from Socrates; who very likely based on the propaganda evidence released from both the Athenians (which is on the gencidally extreme side of ironic) and the up and coming Roman Empire.
§ The Roman Empire at that time was not a military treat to the Greeks, yet. But the writing was clearly on the wall. The Greek City state models were not going to be able to maintain and function as a cohesive unit when the Roman Army came a calling in a couple centuries.
§ The largest problem, the Greeks loved to fight so much they lost dozens if not 100s of people (infantry) eveyryera sometimes more in city on city fighting. They simply could not put away the blood lust long enough to work together long enough to create a sufficiently large army. This was not a problem for the Roman Empire. The Romans fought together, rarely against each toher. A stlintered group of armies, versus a unified army who took the best parts of the Spartan phalanx concept, improved it to make the roman square, leaving the parts that did not work after several centuries of behind.
§ This is all Psychoolgoy, since this is when and hwere the classics which is hwo the Clasics traveled from Greece to Rome, through those conflicts. As the ROmansn absorbed the classics as their own, they learned from the foundations and fundamentals tools of psycolgoy hidden in the classics.
§ Ironically because the Capital of Greece is the city of Athens, which is after backtracking through 100 language translateions form 1330-present take the H off after the T, and the ‘s off since it is not needed to indicate a proper name in Indo Rueepan Llnaguge. You have the name ATEN, which is the first deity of Egypt. Which is an extremely long, detailed, and complicated aspect of Egytian culture, and Pryaids, and the city of Rome itself.
§ The Ppyramids are in essence the backbone, the causways are the major nervs coming off the spine.
§ THE evidence is beyond easy to look at and reassemble, however the evidence has been hidden behind the Greeks and Romans using the tools from the classics of Conditioned response and Operative Conditiingo in order to hide those most basic and fundamental aspests of western ctulreu.
§ The ways in which those two cultures used OC to bury these facts, is by emplying the not yet called said Scientific Method to argue students who strayed to close to the facts and evidence that the ATEN, the Pyraids, the Jews (who built the pryamids), eventually called the city of Rome after a 500 year war which occurred immediateluy after the Trojan War (where the classcis were in part created from), the concept of the schema/deity Janus, etc. by 100s if not 1000s of other surroudign topics. To keep students for the last 2500 years asking questions about these sequences of infroatmion, that any first year medical student or a person trained in the dispone of gross anatomy, looking at the pyrmids draw a line from the very center of each pyrmids. Thse connected dot lines form a perfect double Spine. To hide this unbelievabley obvious evidence, generation upon generation of students were nt allowed to cross disippoine. Thanks to the OC of the guild structure. Studnets were serveraly punished if they went outside their chsen “stay on topic, of this class, this degree process, this subject matter”. Deviations from said subject matter were on the extreme side of harshly disciplined. From the Vatican murdering the student for heresy, up to and through being kicked out of the school; depenign on what the vaican and then the rules of western acadmics was allowed to do over the decades.
§ The skinner box of “in a classroom”/skinner box, depending on the teachers and the amdintion extremely harsh punishemtns existed up till just a few decades ago. Do x and you are punished; devine a skinner box. which is the absolute best way to suppress anyoneo questinign the authority of the subjects presented. TO this day some ideas are still on the extreme side of suppressed, publishing.
§ All students are rewarded CR with good grades and support from the teachers, admisination, and the academic world for staying on topic and keeping within the acceptable boundaries of whaat has been approved. Rewarded with treats, ringing a bell eg recidign an A grade for work done within the boundaries of the stated rules. Stray outside those rules and you are punished with Fs and eventually removed form school, skinner box. Palvov rang a bell before feeding his dogs, months of this every day action produced the dogs would salivate at the sound of a bell, the Pavolvian or Conditiooned response.
§
§ Point 2. Explain your topic (1–2 pages)
§ Now that you understand how to use the tools of CR and OC, the question remines why n te world use them to such extremes to hide information about the Trojan War, and all its close to infinite applications. That answer is of course, the Trojan War is what allowed for the frumation of the Roman Empire, which allowed the formulation of the Holy Roman Empire, which allowed the formulation of the kingdom of Freance, which in a way allweod for the formation of the Kingdom of Engaldn. Although the English and the Brish are two radically different cultures, desitpe the facts that the genocide level OC’s applied by the Englsh to absorbe the brltish and use the name British does nt oactualy make the EDennglish British, it only means the English have been on the extreme side of great at forcing the world to believe they are Britihs and killing anyone (skinner box, and for that matter Schrodingers Cat) who questions the authority of the English calling thsmemles British.
§ The Bristh are the direct descendants of the Trojans and the 18th dynasty who themselves are the direct descendats of the Old Igndom of Egypt, who built the ePraymids and formulated the Pryamids to be the Siemese twins of the double spine of Janus.
§ Extremely complex, but went boiled down, extmreely simple. THE descendnts of the Hyksos used every manipulation tool they could get ther hands on in order to erase the facts which the Old Kgidom built and udnersaod, which obviously the Hyksos felt threatened by.
§ why does this matter.
§ Rais your hands
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§ Point 3. Explain your topic (1–2 pages)
§ this will be the question and answer part.
§ who has questions?
§ I will put up a sequence of slides to spur more questions and of course fill in art to illustrate why Janus and the field of Psychology are the same subject, which also presents a rather extreme amount of evidnece to suggest that Rome was built to be little Israel.
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§ Activity:
§ everyone raise your hands.
§ Everyone hadns up.
§ When the questions no longer apply to you, put your hand down. But not till then.
§ First question
§ “how many present want to be in this class”.
§ “how many in this class have been affected by a CR and or an OC.”
§ a few might put their hands down.
§ Those that do.
§ Eveyrone keep your hands up. but I have specific questions for those students to realize they have actually been conditioned to respond in specific ways.
§ “Do you understand the words coming out of my mouth. Congratulations, you have been trained to respond in given ways to a given stimjuation, You avhe been conditioned to respond in a specific way. So put your hands back up.”
§ if everyone in the class does not drop their hands, continue bypassing this.
§ next question
§ “how many understand
§ The Class itself
· DQ 1
· DQ 2
§ the PP *
· title page
· intro
· Scientific Method; fight club
o Scientific Criticism is fight club
o Basic scientific criticism and the rules of the fictional fight club are not different almost at all.
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o The question is not can you take a basic pounding. can you take a basic scientific pounding, heal up, come back for more, be thoroughly beaten to a pulp, heal up, come back, repeat.
o Till you and your ideas are worthy of combat and winning.
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o Metaphorically speaking the two operate with exactly the same structure.
o A young idea person comes in wanting their ideas to be cherished and allowed to nurture. Instead they get verbal fists till you and your ideas go away.
o A few dozen rounds and you are hard enough to take a full verbal pounding and stand toe to toe. Being able to verbally fight back.
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o Just like fight club, the rules and regulations of how to operate within fight club are the same. No one talks about the structure of fight club. Those that understand understand; and outsiders are just that, outsiders. Unless someone can stand up to a good hard fist/word on fist/word fight/argument they are not welcome in the ranks of science.
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o It is a good system if you understand the parameters in which the system was created. The Greek city-state model; which the Socratic method came out of this same verbal combat philosophy.
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o It points to the Asian you will never truly know anyone or anything until you fight it/them.
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o The system of academic fight club fails when the idea is too large and complicated to be done by just one person.
o Or a set of measuring points key to the current academic fight club arguments is invalid.
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o Do not replace it, add the boundaries of honorable combat. Only a black knight would use his full resources of skill in one on one combat in a defenseless opponent. Of course knight brings up the very point; knights used a code of chivalry which is almost completely lacking in most academics, math, and science. Of course part of the reason the chivalric code was removed from academics are the heresy laws and the class suppression system. Replace the good aspects of chivalry; and you have a good working basic scientific criticism format.
o
o I cannot say just how many times I have presented ideas to scientists and they spent the entire time ridiculing me without once stopping to listen or read the evidence. Making themselves look great and winning an easy battle; without caring to follow the basic rules of science. Again easy but dishonorable victory.
· Medicine
o everything which is important to know/understand about psychology is that it is the other face of the skeleton of Janus. Medicine to one side Psychology to the other.
o The two are fundamentally different, but biologically identical.
o the two rely almost exclusively on a solid understanding of the history of the patient.
· Psychology
· History
· The great library
· Janus Samhain Socrates Plato Aristotle
· Wundt
· The Ogle family the Trojan War the Classics
o old Kingdom
o 18th dynasty
o the ATEN/Synapse
· British versus the English (Mercia become A Mer{flit the ci} to ic a). The Mercia are renamed Romans, the British are renamed Trojans
· Rome
· William James
o
· Calkin
· IQ tests
· Neuro
· Cognitive
·
· Proposed Personal Wikipedia
· lifespan development
· PERSONALITY
· ABNORMAL
· paranormal psychology
· Culture
· Psychology and Sociology
· I/O
· Clinical
· the Old Kingdom
· conclusion
· references
· graphic references
§
o week 5 the Alexandria Library
§ Despite all the propaganda, sorry folks but the Alexandria library was not, I repeat not destroyed the first time. Copies might have been destroyed the following 4 times, but the originals were sent to (by percentage) Rome Proper and Northumberland. Despite Roman Propaganda which deemphasized as hard as the empire and later Papal states could about the facts of what actually happened. The Roman Empire was destroyed at Hadrian’s wall.
§ Based on physical evidence, the Romans possessed basically an average amount of technology raise from 753 to 40 bce. Then within a century the technology in Rome starting in proper and other locations where the library was sent to rose ballistically. The Pantheon, Coliseum, the Aqueducts, Roads, bridges, etc. all after the Alexandria library building was burned to the ground. Not a single of that level technology in the 700 years previous, and little but huge buildings and huge engineering works after. Proof the Romans absorbed the library. In addition, Hadrian’s Wall is where the rest of the library went. Evidence the Romans lost for just shy of half a millennium at the wall. Every single time they ventured north of it, they lost and lost huge. Most times every soldier was rewritten out of history.
§ What does the Alexandria library have even the smallest thing to do with Tiffin Ohio. The Ogle family 224 bypass and Market Street on the west side of the city. Specifically, Thomas and Joseph Ogle were the oldest males present at the time, Joseph’s son Elmer was born at the very end of the conflicts. Elmer produced a daughter when he was in his 40s, that daughter produced a daughter, who produced a son Wesley Ogle Welling. Not some random historical family from 2 almost 3 centuries ago, specific people in specific locations. The formerly 1000s of acres, after 1805 500 acres, after 1920 250 acres, the Ogle family had possessed libraries in the area. Those libraries are what the Prussians from Fort Ball were present to conquer and seize control over. Which they did by 1835. Bringing Wundt and dozens of other scientists and linguists to Tiffin to translates to get the weapons the Ogles had been hiding. Hadrian’s Wall forms the southern border of what is now the border of the Kingdom of Ogle or in English Northumberland. The Ogle family had possessed copies of the great library for 1000s of years previous to the Alexandria Library. It is that library from which Wundt translated the ancient languages with the assistance from documented and prove his presence and being forced by gun point into indentured servitude to work with Wundt on the translations. That man was Oliver Cowdery, his friend was kidnapped a few years later and also placed into a state of slavery. His name was Joseph Smith, before the Prussians changed it to something else.
§ William James traveled to Tiffin, Ohio decades later to learn from what Wundt studied.
§ big bang physics
·
o ? where it was previous
o Noah; emergency move
o Hierakonpolis 4200-3800
o emergency move
o Old Kingdom 2600-2100
o emergency move
o 18th dynasy 1530-1330
o emergency move 1330-300
o Alexander reassembles
o emergency move 60 bce – 300
o Constantinople 300-1000
o emergency move 1000-1790
o Smithsonian
o internet
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o week 5 Janus Samhain
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§ Janus
· Janus is the city of Rome Deity for the city itself.
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· But not that kind of type of deity.
· More like the spirit, poltergeist of the city itself.
· the schema, the character of the city.
· Manhattan has a specific type of “feel”
· cities which have a specific type of “feel”
o assignment describe each of the “schema” of each city, specific to from each house, to street, to neighborhood, up to the city itself” both from a psychological standpoint and sociology.
o Paris
o London
o New York City, which has a different feel depending on which specific neighborhood. in some cases, even as specific as the blocks around “Tin Pan Alley”. Or the Village.
§ Time Square used to be a violently different type of schema, back up till the late 1970s early 1980s, practically every single business was either a strip club or an adult bookstore. Prostitution was beyond prevalent; you could easily find dozens if not 100s of working prostitutes in Time Square in the 1970s. laws passes, and they were all forced to leave. Now things in that area are entirely different,
o LA
o Chicago
o etc.
· what group think concepts do people who live around each other willing to accept. what are the group think accepted rules. what are the peer pressure enforced rules of order. when new elements are brought in, how does that area change or how does that area remove bad elements. how do people think.
· one head facing east
· one head facing west.
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§ Momento Mori Ceremony
· A portion of the Roman Culture in fact did actually know and understand (at least on an extremely primitive level) quantum thinking, quantum thoughts.
· You see the field of physics has absolutely proven that quarks communicate with each other. Those communications in the most literal way possible the more quarks the more complex the communication.
· which is in the most absolute blue print to blue print examination the quarks which can and do communicate with each other. both inside their respective atoms and when large collections of atoms come together to form basic molecules, forming ever more complex molecules, etc. up the line till you have huge a number with dozens hundreds 1000s, 10,000s, 100,000s, millions, billions trillions, etc. of 0s behind the number that many quarks all chatting with each other in close proximity those communications will become more and more complex.
· the more and more complex the communications, the quarks which exist in brains of specifically humans can and as the Romans figured out do release those extremely complex aspects of communication into various brains int eh form of Electro-Magnetic pulses.
· It is up to the individuals to either accept those quantum thoughts or reject them out right.
§ the romans called this using entirely different words and concepts but the blue prints match perfectly with the Roman Concept of Genius. Greek Philosophers explanations for thinking
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· Socrates
· Plato; his other brain could very well be more likely to be the west directed face.
· Aristotle
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§ the conscious mind
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§ the subconscious mind
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§ The Pyramids and Rome Proper
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§ East pointed skull the lobes
· Left “Analytical” brain pointing and from the Earth
· Right “Creating” brain is pointing to the cosmos
§ West pointed skull the lobes
· Left “Analytical” brain pointing to the cosmos
· Right “Creating” brain is pointing to the Earth
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o week 6 Wundt
o week 7
§ The Trojan War
· the Iliad and the Odyssey
o Odysseus telling war stories to his grandson Homer, as the legends state.
o he would of course clean up with genociding of the Jews to make the story nice for his young grandson. Was gone for 20 years, his son was in his mid-20s. His grandson would have been somewhere between 3 and 8 when grandfather came home.
o the family wrote, sold, and resold the stories for the next millennia. translating them into new languages when they came up. about every 70ish years.
o Trojan means; descendant of the holder of the foot.
o holder of the foot means; Jacob
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· the Iliad; Troy
o the war palace Knossos
o Poseidon becomes Aten
o Aten becomes Athens
o the Aten built into the nervous system of Janus. the winds are ATEN. Indicating some type of quantum thinking.
o Helen and Paris
o Menelaus
o Troy
o the battle beings
o Ajax the lessor, or as you know him Moses
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· Odyssey; to Samhain, and the war over that city. 577 years later the city falls and is renamed Rome, but they keep the Janus/Pyramids out of pure ignorance.
o the battle shifts from Troy to Samhain.
o the 7 years’ war, neither the British nor the Prussians used English primarily. The British used Gaelic the Prussians German.
o the 7 years’ war, French and Indian are names the English who did not have much of any part in the war at all called it. they did fight a bit in the colonies, but the British and Prussians slugged it out in the Great Lakes and up and down the Mississippi and its tributaries. Hard, hard battles.
o
§ the classics
· the stories become the Classics, the classics become what Wundt translated and found the tools of psychology from.
· the British and who would eventually be called Romans.
· the versions of the classics
o Week Rome 8
§ The British battle the Romans
· the formulation of psychology marks the very end the destruction of the British/Trojan culture. As psychology formed, the British/Trojan culture was dying.
· British versus the English (Mercia become A Mer{flit the ci} to ic a). The Mercia are renamed Romans, the British are renamed Trojans
§ Genius
· the Romans understood the concept of the Quantum Brain. the West directed face is the quantum brain.
· the Romans and the Etruscan/Britain/Trojans/Old Kingdom/descendants of Narmer (which ironically the French version of Narmer is Louis)/etc. before the Romans they understood the concept of quantum thinking on an extreme level till the Renaissance, when the concept shifted away from the human species to individuals. Individuals were thought of to be genius, instead of the 1000s of years it was individuals who could train their minds to tap into the “poltergeist” concept in Latin genius who would come out of the walls and give/muse the answers into the creators mind. the person who did it was merely a vessel for the quantum brain, the Janus west facing skull.
§ Leonardo Da Vinci
· was considered a genius, he was considered a genius in both the muse/poltergeist format and individually he possessed the brain to process information.
· his paintings are textbooks. he painted his lessons and of course his mathematical equations into his paintings.
· every painting is the language of symbols and mathematics. decode the geometry decodes parts of the textbook.
· everything is a variable; every variable has a definition. Everything and motion involved is a sequence of variables, he painted scientific works and of course equations into his paintings. So, he could publish his works and not be arrested again by the Vatican for heresy. They only tried to kill him 4 times. He was exiled from Italy the 5th, at age 61.
· He was a fully and completely self-trained physician, he invented gross anatomy. From 1580-1850 his art was what was mostly used to for all first-year med students’ courtesy of Mr. Grey. His book Grey’s anatomy is a direct copy of Leo’s work of a century before.
· Leo knew about the Janus, the nervous system, and the wings of the pyramids. You cannot single handedly invent the first 3 years of medical school, and not notice that the published works about the pyramids, they form a perfect double spine e.g. Siamese twins, which is absolutely perfectly the carvings of Janus. One head and body facing east, one head and body facing east but joined at the mid back and hip.
· the wings facing west, those variables produce a very interesting concept. the paintings geometry would need to be flipped in reverse. those variables make the equations he was discussing even more interesting.
· this of course could be several entire classes about Leo and his paintings/textbooks.
§ Versailles
· Narmer’s Lodge/Polytechnical College
· break the name itself down
· Leo spent most of his time
· America Leo was only in his early 40s, more than young enough to send troops and scholars to Americas post 1492.
· Working with the French and the British to create a scholastic back up of the Sorbonne/Alexanders library, in likely what is now Old Colorado City. Specifically, in the location of what is now called Bancroft Park. Which both Joseph Smith and Oliver Cowdery talked about before 1838. Smith talked about it a huge amount from 38-44. The place used to be called Rocky Mountain, which is a not too subtle way of saying the 7 Hills of Rome, if you know the translation. The 7 hills of Rome has a problem, the character of 7 and the letters seven did not exist yet when the city had that name. But in Manx (the first language of the British Ogle family) Gaelic the sounds of 7 are spelled Samhain. mh becomes v. The definition of the Gaelic Samhain October 31 match word for word the definition of the character of Janus; one foot in the world, one foot in the eternal.
· so, in a very real way the City of Old Colorado City can be through politics and linguistics translated as Rome, or Luz/or Samhain.
· The Color Red, or Amber, North Umber/Amber/Red Land. The Color Red Land is what Colorado translates to in Spanish. The Red Land; or North Umber Land, or in Gaelic Yr Hen Ogle dd.
·
o Week 9
§ William James and Calkin
§ 1880-1920
§ it took Wundt a seriously long time from his age of 20 in 1854 to 1880 to publish his findings in the field of psychology. it took a huge amount of time in part because he was still under the enormous stress and pressure from his time as an indentured servant (slave) to the Prussian Empire till wall after his time as a slave ended when he was about 25. The trauma of what the Prussians put him through was more than enough to force him into several years of recovery.
§ that recovery in part led directly to despite being a trained and qualified surgeon, Wundt never treated another patient for the rest of his life.
§ Wundt, the Prussians, and the western academic world battled back and forth over the facts and directly physical evidence of where the science of the study of the mind exactly came from.
§ the Prussian from day one have been more than willing, and it can be on the extreme side of very easily provable they are willing to go all the way up to and through serial genocide on enumerable occasions to keep the fictions of their propaganda the official story. Silencing any and all who might challenge their authority in any way they so choose.
§ From 1917-1946, the direct physical documented evidence of these facts of the Prussians willing to go to and through serial genocide are so well documented the word Nazi is virtually the same as genocide. The Nazi’s were not just a group of people who formed around the leadership of Adolf Hitler. Hitler was just a puppet he was a trained spy who had been working for the Prussian paramilitary organization the FreiKorp since he was a teenager. He had worked for them up to and through his teens to the day he died.
§ the Munich branch of the FreiKorp are who joined the organization called the DAP, the DAP after a political conquest was like a cancer corrupted by members who joined under false pretenses from spring 1919 to fall, by the time they had a large enough voting block they were too strong a political force inside the dap to stop them. they voted out the older leadership and voted themselves in. electing a new leader Adolf and changing the name from DAP to Nazi.
§ Wundt and many others in the field of psychology from 1850-1919 witnessed firsthand the pollical maneuvering of the Prussians before the start of first WWI and then their WWII.
§ William James when he began to be interested in the field of psychology was forced to secretly travel to the location where Wundt had developed portions of his ideas and notes, but the area was under military dictatorship so he was forced to have several years of his life entirely secret as to where he was and what he was doing.
§ He in all very real likelihood traveled to a location called Tiffin Ohio to study at Heidelberg University Tiffin Ohio, to a library which used to belong to the Ogle family. At that location the direct descendants of the Prussian Army and on the extreme side of active KKK and other Nazi organization’s despite not actually using that name for another half a century. Their actions were more than absolutely clear. James was forced to live under their military control and forced to learn but agree to complete secrecy and privacy. Or the Prussians in Germantown which is located approximately where Tiffin University is in the present. At that location James studied, but was not allowed to mention it at all.
§ James communicated with the Prussians at Fort Ball, the people of Heidelberg U, and the Ogle family. It would be fascinating to find out if James and/or Wundt spent any time in the historical registry mansion “The Maples” which was torn down in the 1980s. Be very interesting to find that information out. However, in the present the majority of the residents of the city and the surrounding areas are still descendants of the Prussian army and more than a few of their relatives in the previous decades in the 1920s left America to fight for the fatherland. Coming back into America only after 1947 and tried very hard to hide the facts they fought for the other side. You cannot discuss these facts and evidence with the citizens or the academics institutions in Tiffin in the present, they have less than zero interest and will actually not respond nicely at all when the facts and evidence are presented.
§ James at Harvard
§ William James after he learned what he was allowed to at Heidelberg Tiffin and from the Ogle family, travels back to Harvard.
§ At Harvard he took several of the published works from Wundt and others and founded the Psychology department there. His first student was Mary Calkin, who later founded the American Psychological Association, she was also its first president.
§ schools
of psychological thought
§ from 1850 to present Psychology has formed into two categories. those who live the ideas and path of Wundt, ad those who like the forms and formats the Prussian Empire wanted created. which are namely population control tools and improved psychological torture mechanisms.
· those who actually want to work with the mind and the brain to understand what things actually are, find psychological truths.
· and those who only interest are in making others respond the way you want them to.
· in short the pathway of CR, where the nature and nurture are directed away from self-destructive patterns and towards good things.
· the OC which is entirely about forcing the self to become something the nature and nurture might not actually agree with.
§
o week 10
§ What have we learned, an overview. 2 dqs and a paper.
§ where did psychology come from
o week 11
§ what will you do with it
· conclusion
o
· How do you learn how do you think
o not every student thinks and processes information the same way.
o schools and the like literally forcing students to think in specifically regimented ways is actually a form of mental torture which is absolutely bad for some students.
o so, this class is specifically designed not to demand the students think and process information the way the teacher or academics has come to demand but to find out how each student actually processes information.
o to harness that way of processing information.
o example in the Operation Ultra courtesy of the British government, the new man in charge of the decryption of the enigma machine was Alan Turing. He created a sequence of tests and puzzles which were designed to use math to find out exactly how people think by having them solve math puzzles like a cross word puzzle. The equation the applicants were asked to complete was not about finding the =x but how did they divide the equation to solve each part.
o in teaching the brain is not one big thing, it is several little things.
o each one of those little things is subdivided into smaller things.
o then you add the very ancient form of Janus and its philosophical concepts (which is in part what Socrates was executed for) Socrates proposed that looking Janus east the analytical part of the mind is focused on the cosmos and astrophysics things, while the creative part of the mind is directed towards earthly things.
o
the exact opposite for thinking about things
from the past. the west facing head the analytical part of the mind is directed
towards thinking about earth and grounded things, while the creative part of
the mind is directed towards cosmic and of course astrophysics things. this
argument was so scary and upsetting he was executed for it. but for the last
2300 years the key aspect of his explanation has been lost because he was
talking about Janus, the “deity” of Rome proper. Which has an insanely long,
detailed, complex, layered, and genocidally extreme anti-Semitic/anti-Jewish
history. Janus itself is a translated into a more acceptable concept the
Mezuzah
o There are any number of research applications of the ideas presented in the architecture of Khufu, the problem is Hebrew is not supposed to have bene invented previous to 1330 bce, Khufu was built 2500 bce. Directly physically linking Khufu with Janus, Janus with the Mezuzah, the Mezuzah with left and right brain thinking, left and right brain thinking directed east one way, west another.
o How do humans think;
o Dante wrote about this same thing in his “psychics” applications of hell. Where the ‘backwards looking people’ would have their heads twisted around backwards.
o how do humans think, how do you think. how do humans process different tasks.
o how much information to humans “group think” ignore e.g. Milgram, how much do humans pay attention to the uncomfortable aspects of life.
o almost every adult has walked past a bum on the streets begging for change and ignored them.
o this class is about organizing the lessons to determine how the student thinks and processes information.
· Neuro PT
o
·
· Historiography
o
· lifespan development
o based on retracing the same library from which Wundt accessed to create his books and writings from. I did the same thing, some of those materials go back to the oldest recorded library in existnace at Heirakonopolis
o that library circa 4000 bce was in upper Egypt, not far from both Thebes and Ethiopia
o obviously, I have a vastly different take on lifespan development. the Old Kingdom of Egypt carried forward a huge amount of research and understanding of early childhood development as well as from birth to death.
o the riddle of the sphinx, what walks on 4 legs, 2 legs and three legs. a person’s walk-through life.
o the sphinx is party of an unbelievable elaborate sequence of architecture which is in part laid out as a copy of a synapse bundle in the brain.
o the causeways of the pyramids based on the shear volume of quartz rocks used in the construction literally
· for the rest, take my papers from each class and apply them. Add my papers to each class, will fill in the textbook nicely. go over the paper and expand some of the ideas.
· Psychology and bio/phys
o the human body is governed by and moved by nerve impulses.
o The same exact nerves which control thoughts control motions.
o Which means that in the field of medicine, specifically physical therapy. The body has CR’s and OC’s just like in thinking patterns.
o Those thinking patterns built into the body PT have developed similar techniques to psychology to extinct bad patterns. however, neither field is paying the attention needed to perform these actions with any solid level of proficient.
o now if you take the functions and structure of the tools of both psychology and PT, combine the tools, both can help and support each other.
o find out what tools work the best in what situation and what tools do not work in what situations. the more knowledge the better.
o
· STATISTICAL REASONING IN PSYCHOLOGY
o
· BIOLOGICAL FOUNDATIONS IN PSYCHOLOGY
o start with the synapses of the brain
o the brain language
· MOTIVATIONAL PROCESSES IN HUMAN PSYCHOLOGY
o
· COGNITIVE PSYCHOLOGY
o this class needs a total overhaul, so much of this class is pure proven incorrect ideas pretending to be theories.
o start with quantum physics, not the equations the concepts. the electrical field.
o the work of Wundt, the clinical works of Lightener at Penn state who built close to an exact replica of Wundt’s Leipzig lab which was obliterated in the bombings of WWII
o
· LEARNING AND COGNITION
o
· SOCIAL PSYCHOLOGY
o
· THEORIES OF PERSONALITY
o working along side sociology
· ABNORMAL PSYCHOLOGY
o
· DIVERSITY AND CULTURAL FACTORS IN PSYCHOLOGY
o
· ENVIRONMENTAL PSYCHOLOGY
o
· PSYCHOLOGICAL TESTS AND MEASUREMENTS
o
· INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY
o
· ELEMENTS OF CLINICAL PSYCHOLOGY
o
· Electives and specific future specialties.
o Egyptology specific to psychology
§ great library
· the great library from Hierakonpolis to present; the library has enacted its own special and unique big bang where it has been forced to expand exponentially, collapse inward and be collected in one place at one time (Hierakonpolis, Heliopolis, Memphis, Alexandria, Rome, Edinburgh, Sorbonne, Harvard, Smithsonian, etc.) and where it has been blown up again where the pieces are scattered all over the place to keep as many copies alive as possible because a new dark age is coming and the Parissi need to scatter the library to the winds in order to protect it. copies being sent to the 4 corners to keep it out of the hands of cultures which have a genocide and burn all the libraries to the ground goal direction.
§ the psychology of dark ages
·
§ western academics
· cyber education
· modern education
· late guild structure academics aka the Renaissance
· middle guild
·
§ Leonardo Da Vinci
· yes Leo did a huge amount of work on studying people, the brain, biology, inventing the first 3 years of medical school, etc. he did a huge amount of work on studying psychology.
·
§ Clinical
·
§ Forensics
·
§ Treatment
§ Administration Organization, train to be a leader of the APA itself.
· CAPSTONE COURSE IN PSYCHOLOGY
· no masters program straight to PhD
o deep deep dives into each of the subjects.
o start with rome; janus, janus is the framework for how humans thing,
o in
·
references
(Plante, 2011) (Deckers, 2010)
(Goodwin, 2008) (Geary, 2005) (Feist, 2009) (Meyer, 2009) (Hansell, 2008)
(Shiraev, 2010) (Clayton, 2009) (Straub, 2007)
Deckers, L. (2010). Motivation: Biological,
Psychological, and Environmental (3rd ed.). Boston: Pearson/Allyn
& Bacon.
Feist, J., & Feist, G.
(2009). Theories of personality (7th ed.). New
York: McGraw Hill.
Geary, P., Kishlansky, M.,
& O’Brien, P. (2005). A brief history of Western civilization: The
unfinished legacy (4th ed.). Upper Saddle River, NJ: Pearson Education.
Goodwin, C. J. (2008). A History of Modern
Psychology (3rd ed.). Hoboken, NJ: Wiley.
Landrum, R. E. & Davis, S. F. (2010). The
psychology major: Career options and strategies for success (4th ed).
Upper Saddle River, NJ: Pearson/Prentice Hall.
Landrum, R. E. & Davis, S. F. (2010). The
psychology major: Career options and strategies for success (4th ed).
Upper Saddle River, NJ: Pearson/Prentice Hall.
Deckers, L. (2010). Motivation: Biological,
Psychological, and Environmental (3rd ed.). Boston: Peerson/Allyn & Bacon.
Hansell, J. & Damour, L. (2008). Abnormal
psychology (2nd ed.). Hoboken, NJ: Wiley.
Shiraev, E. B. & Levy, D. A. (2010). Cross-cultural
psychology: Critical thinking and contemporary applications (4th ed.).
Boston: Peerson/Allyn Bacon.
Clayton, S. & Myers, G. (2009). Conservation
psychology. Hoboken, NJ: Wiley-Blackwell.
Straub, R. O. (2007). Health psychology (2nd ed.). New
York: Worth Publishers.
Meyer, R. G., Chapman, L. K., & Weaver, C. M.
(2009). Case studies in abnormal behavior (8th ed.). Boston,
MA: Peerson Education/Allyn & Bacon.