IRONMIND MOVIE TICKETS: https://londonreal.link/ironmind-yt FREE FULL EPISODES: http://londonreal.tv/episodes SUBSCRIBE ON YOUTUBE: http://bit.ly/SubscribeToLondonRealI know from experience that the $50 Billion Dollar Man pulls no punches.

But even I was shocked by how the Q&A of our Dan Pena movie premiere went down. Dan get's questioned about Global warming and why people like him and Donald Trump simply seem to not care about this issue. Dan responds with his own answer to the question and claims that global warming is a fraud.

Until now only those who attended the exclusive event saw Dan offer to fight anyone in the room

...brand climate change complete bullshit

...and predict which countries Trump would soon bomb back to the stone age.

And now our most explosive conversation ever is available in full.

Watch the $50 Billion Dollar Man set Londons exclusive Curzon Mayfair ablaze as we discuss:

What it really takes for YOU to succeedHis hopes for ME!Why the banks prove climate change is BULLSHITWhy you should adopt a Dan Pena attitude to lifeWhat you can learn from his most successful ever student Klaus KleinfeldHis willingness to fight any two people in the room (at the age of 72)Fuckerberg type leadersWhy London Real is better than FacebookRelating to psychopathsThe REAL leadership spectrumWhy he embraced social media in the endWhy you should focus on the few not the manyWhy he created a Snowflake Test you should take

Leave your comments down below for Dan Pena about this topic he just discussed.

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GLOBAL WARMING IS THE BIGGEST FRAUD IN HISTORY - Dan Pena ...

When considering three major movements in world civilization and history; Romanticism, the Enlightenment, and the Renaissance, one theme that runs throughout is that of rebellion. More specifically, this rebellion in all three movements was against past traditions and each of these periods in history was geared toward eradicating old ways of thinking. While the reasons for rebelling against the old social and artistic order vary for each of these movements, the fact remains that all three were successful at changing many aspects of society and all each movement has had an enormous impact on history and artistic expression.

Romanticism was a movement that took place in Europe throughout the latter part of the 18th century. This period in history was a direct rebellion against many of the artistic and societal values of the previous era, which was the Enlightenment. While the Enlightenment movement focused on ideas of reason, rationality, and empiricism, romanticism went the complete opposite direction and explored new ideas about emotions and beauty. The main part of this rebellion was centered around the notion that not everything could be coldly rationalized and that beauty and aesthetics were important parts of existence. Although it was in direct opposition to the Enlightenment, romanticism as a movement did also build off of some of the new ideas that were part of that period such as a renewed interest in the individual. Romanticism was a movement in history that went one step further and began to focus on individual experience as well as the human brainmostly as it related to feelings and personal thoughts. In general, however, it could be easily argued that without the Enlightenment movement there would not have been romanticism, mostly because the former had to exist for the rebellion in ideas to take place.

The Enlightenment, a movement in Western history that came just before romanticism, was itself a rebellious movement that developed out of a prior period that emphasized ideas such as religion. In addition, before this period, there was more weight given to speculations about god and the natural order of things whereas with the Enlightenment empiricism became one of the core ideas. During the Enlightenment movement new rebellious ideas about the nature of mans connection to the universe as well as the concept of the individual with natural rights emerged. These were rebellious notions, especially since before this time people viewed themselves as part of a hierarchy based on many religious and social notions such as class. Science and observation were at the forefront of this movement and many thinkers of the time wished to know the truth through their own experience and process of experimentation and hypothesis. This period in artistic history was a rebellion against the old order because before many people were content to believe in disprovable truths, such as the nature of the heavens or of things such as weather or medical phenomena. Although the Enlightenment sought to keep people rational, this would not be enough for later rebellious movements such as Romanticism, where people began to look behind facts and closer into the individual experience.

The Renaissance was a rebellious movement as well but not in the reactionary sense that the previous two movements in history discussed here were. This is because the Renaissance was more like an explosion in knowledge and learning that caused a huge intellectual shift throughout Europe, especially since it came on the heels of the advent of printing processes. What is, however, rebellious about this period is that it saw so many new ways of thinking and doing things. Artists, writers and philosophers were breaking out of the dark ages" and allowing themselves to experiment with new ideas. Men such as da Vinci were engaging with topics such as art, medicine and technology just as writers were finding new ways to tell stories or represent truths about their time period. What is most interesting about this movement is that it is in many ways the most rebellious since it saw so much change yet much of this change seems almost organic. It was rebelling against anything in particular but the changes were so vast and sweeping that it was the ultimate rebellious movement in Western civilization. Without the many new developments that arose out the of the Renaissance the world might never have experienced successive movements such as those discussed here.

Without rebellion there can be no history; time would just go on without anything to mark off significant or important periods. In these three movements it is possible to detect a string of rebellions that led to major intellectual shifts. It all started with the ultimate rebellion in thinkingthe Renaissance. After the Renaissance, new ideas, particularly about science and experimentation, went on to inform the events of the Enlightenment. After this, thinkers during the era of romanticism picked and chose some of the ideas of these previous movements and developed their own new, rebellious, and unique understanding of the world. In sum, all intellectual movements that influence history are part of a grand chain of rebellion and it seems that this will always be the case if history is any teacher.

Other essays and articles in the Literature Archives that are related to this topic include :Overview of Romanticism in Literature The Influence of the Enlightenment on The Formation of the United States The Influence of the Renaissance on Modern American Society Realism in American Literature

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Common Themes in Romanticism, The Enlightenment, and the ...

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1 Johns Hopkins University RANKING SCORE 80.51 COST % ENROLLED ONLINE 47% LOCATION Baltimore, MD

Although its School of Education wasnt formally established until 2007, this Baltimore university has a century-long history of community engagement through education. As early as 1947, Johns Hopkins has offered flexible, part-time programs to working individuals in surrounding urban communities. An early pioneer in womens education, the School of Education today grants over 500 degrees every year through traditional, online, and hybrid programs, including several online masters of education tracks.

Students earning a masters of education online can select from three programs offered in a fully-online format: education in health programs (MEHP), education studies, and technology for educators. Each concentration is a collaborative effort between the School of Education and another department or organization, such as the International Society for Technology and Education. However, all are built around one core curriculum. Program lengths range from 33 to 39 credit hours, and most students graduate in approximately two years. Some programs have highly specific prerequisite conditions for acceptance, such as the educational studies track, which offers two additional concentrations for members of Teach For America and TNTP. Current corps members and alumni of Teach For America may select the first concentration, which focuses on leadership in education. The 39-credit TNTP program takes approximately two years to complete, and is open to TNTP fellows from any state who are teaching in a school at the time of application. Focused on evidence-based teaching in the medical field, the MEHP concentration is available exclusively to individuals who hold an advanced degree in health-related professions.

Although tuition for most of Johns Hopkins online courses is significantly less than their traditional counterparts, fees for the MEHP tend to be higher. All distance learners, however, are eligible for (and encouraged to apply for) financial aid and scholarships.

Program OverviewDepartment: School of EducationProgram name: Master of Science in EducationAvailable concentrations: School administration and supervision, reading, technology for educators, gifted education, and educational studies Accrediting body: MSCHETuition: $840/credit

DeliveryFormat: OnlineInstruction style: Asynchronous

Program RequirementsCredit requirements: 33-39 creditsField education requirements: Practicums and seminars

Program LengthProgram length: 1-3 yearsProgram start dates: Fall, spring, summer

Admission RequirementsApplication deadline: Fall: April 1; spring: October 1; summer: February 1GPA: 3.0 minimumWork experience: Current CV/resume must be included with application

ContactSchool phone: 1 (800) 468-6548Admissions email: [emailprotected] Social media accounts: Facebook, Twitter

The University of Southern California has educated teachers for decades. This Los Angeles-based institutions online masters of arts in teaching is appropriate for teachers in any setting, including those who work at both inner-city and rural schools. The program combines the latest in K-12 pedagogical theory with hands-on, practical application. Students meet every week on USCs virtual campus for live, face-to-face sessions.

The curriculum consists of 28 credits and can be completed in as little as one year. Participants can enroll on a part- or full-time basis and proceed at their own pace, working through asynchronous assignments and gathering for occasional video classes. Students interact regularly with classmates and professors in small classes, where the student-to-faculty ratio is 15:1. Individuals also work in actual classrooms, under the auspices of mentors, gaining teaching experience. USCs placement team finds fieldwork options in a students area and assigns each degree candidate a guiding teacher, who leads the candidate through video-based sessions, lesson planning, rehearsal, and in-classroom work with young learners.

The curriculum explores teaching from a variety of angles, including psychological, sociological, literary, and language-based, and students can select from single-subject or multi-subject tracks. Future elementary school teachers get a broad foundation in a variety of areas, while future high school instructors go deeper into single disciplines.

USC also offers students the opportunity to prepare for the California teaching credential, although degree seekers should check with their own states to see if this route applies to their career goals. Students access coursework through the mobile learning platform 2SC, and they create online portfolios to demonstrate their skills and experience to future employers.

Program Overview Program name: Online Master of Arts in Teaching Available concentrations: Single Subject Teaching (Secondary); Multiple Subject Teaching (Elementary) Tuition: $1,800/credit both in- and out-of-state Credit requirements: 28 credits Program length: 1-3 years

Delivery Format: Online and hybrid Instruction style: Asynchronous

Admission Requirements GPA: 3.0 Work experience: Applicants must submit a resume.

Contact Phone: (888) 628-1872 Email: [emailprotected] Social media accounts: Facebook, Twitter, Instagram, Pinterest

Set in the Research Triangle city of Raleigh, North Carolina State University has developed one of the nations busiest and most comprehensive virtual campuses. The states flagship university offers more than 350 online courses and 90 degrees, certificates, and teacher-licensure programs through its web portal, including an online masters in education that focuses on the sciences. This 36-credit program is suitable for traditional classroom teachers and for individuals who work in science education at places like zoos, museums, and nonprofit organizations. Applicants to this program should have two years of teaching experience.

NC States masters of education in science education follows a 36-credit curriculum. Participants complete 12 credits in the core, 15 credits in general science, and three credits in the form of a research project. The program builds six more credits into an area of concentration or specialization, and students have the option of selecting one of six focus areas: middle school education, special populations, informal education, educational technology, mentoring, or a subject-specific option. Degree candidates can also create their own specialty by amassing credits in a field of their choice.

The university offers its online courses both asynchronously and in real time, ensuring that distance learners enjoy ample interaction with their professors and classmates. Courses may feature video lectures and other media, as well as discussion forums and web-based assignments. Students typically sit for proctored exams or complete tests online, completing the curriculum in two (full-time) or four (part-time) years. Four start dates throughout the year add to the flexibility of the program.

NC State also hosts an array of other graduate-level degree programs of interest to teachers, including masters degrees in elementary education, technology education, special ed, agricultural education, secondary English and math, and middle-grade language arts.

Program Overview Program name: Online Master of Education in Science Education Available concentrations: Middle School Education; Informal Education; Special Populations; Educational Technology; Mentoring Tuition: $431/credit in-state; $1,147/credit out-of-state Credit requirements: 36 credits Program length: 2-4 years, depending upon full- or part-time status

Delivery Format: Online Instruction style: Asynchronous, synchronous

Admission Requirements GPA: 3.0 recommended Standardized tests: GRE, MAT Work experience: Two years teaching

Contact Phone: (919) 515-9030 Email: [emailprotected] Social media accounts: Facebook; Twitter; Instagram

The University of South Florida, located in Tampa, has more than 40 years of experience teaching physical education, and its phys-ed curriculum can be delivered online through a combination of reading and practice. The universitys college of education and school of physical education and exercise science created its online masters in education with working teachers in mind. The program functions best when the theories participants learn can be put into practice immediately. Students do much of their studying in virtual classrooms, but USF also expects them to carry out projects in actual schools. The university offers the degree in two tracks: one for individuals with a current teaching certificate and one for those without.

USF structured the 30-credit curriculum of its masters in physical education around a core of eight required classes, including one action-based research project taken as the final class. Students select two electives to round out their program. Most of the required work relates to instructional design and learning assessment, but degree seekers also gain a foundation in research and mentoring. Electives touch on subjects like adaptive phys-ed, sports psychology, sports in society, and grant writing.

Because courses follow no designated sequence, participants can enroll any time and amass credits quickly, moving through the curriculum asynchronously. Students can earn their diplomas in two years by taking two classes at a time. USF designed much of the coursework to be project-based. Students spend time studying on their own, applying their ideas in action projects, and then reporting back on their observations.

USF has three start dates per year. Applicants should have a bachelors from an accredited university with a GPA of 3.0 or higher. The university does not require students to submit their GRE or Miller scores. Students who live in the 16 member states of the Southern Regional Educational Board pay in-state tuition. USF also offers an array of other online masters in education, including a special education degree.

Program Overview Program name: Online Master of Arts in Physical Education Tuition: $7,840/year in-state; $15,864/year out-of-state Credit requirements: 30 credits Program length: 2 years

Delivery Format: Online Instruction style: Asynchronous, with field experience

Admission Requirements GPA: 3.0

Contact Phone: (813) 974-3400 Email: [emailprotected] Social media accounts: Facebook; Twitter; Instagram

Founded in 1785, this Athens, Georgia institution is the oldest chartered state university in the country. Today, offering over a dozen undergraduate majors and nearly one hundred graduate programs, its also one of the largest. Known for its comprehensive distance learning programs, UGA offers eight masters in education online programs that focus on several subfields of adult and childhood education. Learning tracks include instructional design, human resources, middle grades education, workforce education, and educational psychology. Students on the educational psychology track can select an additional area of focus in applied cognition or gifted and creative education, depending on their personal career goals.

The universitys application requirements for an online masters of education are highly dependent on the program, as are criteria for graduation and coursework delivery modes. Coursework is typically completed through Athena, UGAs online course management platform. The majority of courses require applicants to hold an undergraduate GPA of 3.0 or higher, along with strong GRE scores. Length of degree programs ranges from 33 to 37 credit hours, with some requiring a practicum component. Many classes are delivered in a cohort format via eLearning Commons, the schools online education platform. While all programs are 100% online, the learning, design, and technology curriculum offers students an incentive to attend an annual department-wide conference on campus.

Online students at UGA pay the same tuition fees as their traditional counterparts, regardless of residency, and may apply for financial aid. UGA also accepts corporate payment plans, and extends financial assistance to military personnel and veterans.

Program OverviewDepartment: College of EducationProgram name: Master of EducationAvailable concentrations: Adult education; educational psychology; learning, design, and technology, instructional design and development; middle grades education; reading education; workforce educationAccrediting body: SACSCOCTuition: $629-$638/credit hour

DeliveryFormat: Online Instruction style: Asynchronous

Program RequirementsCredit requirements: 33-37 credit hours

Program LengthProgram options: Full-time or part-timeProgram length: 1-3 years Program start dates: Summer, fall

Admission RequirementsApplication deadline: Fall: July 1; spring: November 15; summer: March 1GPA: 2.6 minimumStandardized tests: GRE or MATWork experience: 2-3 years

ContactDepartment phone: (706) 542-6446 Department email: [emailprotected] Social media accounts: Twitter, Facebook

The online masters in special education at Texas A&M University prepares students to work with young people with learning disabilities, autism, behavioral issues, and other special needs. This College Station-based university established its SPED program to teach instructors the best practices in pedagogy for students classified as low-performing and at risk, as well as those with more severe disabilities. Graduates leave TAMUs online masters degree in education ready to plan and deliver lessons at a high academic level to special-needs populations and with the skills necessary to intervene when behavioral issues arise. Graduates also learn how to identify, assess, and evaluate disabled students and integrate these young people into traditional school programs when possible.

TAMU emphasizes communication, problem solving, and collaboration throughout the program. Degree candidates can elect to pursue a masters of arts (with no thesis option) or a masters of science (includes a thesis). The curriculum also provides a platform for students to continue on to further study and gives participants the option of earning certification in applied behavior analysis.

Coursework includes both individual, asynchronous assignments and weekly, real-time sessions with professors and peers. Students can complete their degree entirely online. The curriculum features two classes on reading and two on behavior management and analysis, along with courses in autism, emotional disorders, transition, consultation, and assessment. SPED faculty administer three comprehensive exams during the course of the program, which test students on the covered subject matter. TAMU expects students to maintain a 3.0 GPA as they work through the two-year curriculum.

The most successful candidates have experience working with individuals with disabilities, preferably in a teaching capacity, and an aptitude for leadership. TAMU does not require applicants to the SPED program to submit their GRE scores.

Program Overview Program name: Online Masters in Special Education Tuition: $422/credit in-state; $847/credit out-of-state Credit requirements: 36 credits Program length: 2 years

Delivery Format: Online Instruction style: Asynchronous and synchronous

Admission Requirements GPA: No minimum, but recommended 3.0 on last 60 hours of undergraduate work Work experience: Not required but highly recommended

Contact Phone: (979) 845-1833 Email: [emailprotected] Social media accounts: Facebook

Located in the Philadelphia suburb of Melrose Park, Gratz College is the nations oldest independent college for Jewish studies. The school also offers a masters of education online program that includes an array of specialties. These include Jewish ed, creativity and technology, safe schools, early childhood education, and dimensions in identity, which takes a holistic look at learners and how life beyond the classroom might be affecting their studies. Participants can also pick and choose from these focus areas to create a track that better fits their own professional needs. Additional certificates in creativity and tech, management, and distinguished learning and teaching are also available.

The 30-credit program is well-suited for working teachers and requires most degree candidates to have a teaching certificate. The program structures its curriculum around three core courses, which explore instructional design, legal and ethical issues in the contemporary classroom, and effective learning assessment. Students then add five courses in their concentration area and six electives, allowing them to further customize their program. Specialization areas provide degree seekers the opportunity to build portfolios in areas like leadership, technology in the classroom, and behavioral and social issues in modern schools. The early childhood education track adheres to standards set by the National Association for the Education of Young Children.

Gratz delivers coursework in eight-week, accelerated sessions, and most classes follow an asynchronous format. Participants can pursue their degrees entirely online on a full- or part-time basis, taking home a diploma in two to four years depending on their course load.

Applicants must submit all undergraduate transcripts, a resume, two letters of recommendation (academic and professional), and a personal statement detailing how they plan to use their degree. They must also include a photocopy of a valid teaching certificate.

Program Overview Program name: Online Master of Arts in Education Available concentrations: Early Childhood Education; Creativity & Technology; Dimensions in Identity; Integrated Curriculum; Safe Schools; Jewish Instructional Education Tuition: $389/credit for both in-state and out-of-state students Credit requirements: 30 credits Program length: 2-4 years

Delivery Format: Online and hybrid Instruction style: Asynchronous

Admission Requirements GPA: 3.0 minimum Work experience: A teaching certificate is required

Contact Phone: (215) 635-7300 x140 Email: [emailprotected] Social media accounts: Facebook; Twitter

With over 64,000 students enrolled every year, this Orlando institution is one of the largest universities in the United States. Boasting ten regional campuses in addition to the Orlando campus complex, the student body includes individuals from 153 countries and all 50 states. For the past 20 years, UCF has also extended its online education program to students around the world. Offering more than 60 fully-online degree and certificate programs, including five online masters degrees in education, UCF has earned a reputation for providing some of the best accredited online programs in the nation.

At UCF, students can earn an online masters of education in applied learning and instruction, career and technical education, educational leadership, exceptional student education, or instructional design and technology. Degree programs vary in length from 30 to 45 credit hours, depending on concentration. Some programs offer thesis as well as non-thesis options for completion, while all students must pass a comprehensive examination before graduation. Admission requirements also differ between program concentrations. Some, such as the exceptional student education track, are designed for those who have already received teaching certifications, while others are interdisciplinary and offer room for curriculum customization.

Taught using a cohort model, UCFs online courses consist of web-based instruction and collaboration, streaming digital video, or a combination of both. The university offers distance learners assistance through a variety of online resources, including career services and access to UCFs digital library. The school waives campus resource fees for online students, who are also eligible to apply for financial aid and scholarships.

Program OverviewDepartment: College of Education and Human Performance; School of Teaching, Learning, and LeadershipProgram name: Master of Arts in Educational LeadershipAccrediting body: SACSCOCTuition: In-state: $327/credit hour; out-of-state: $1,152/credit hour

DeliveryFormat: Online Instruction style: Asynchronous

Program RequirementsCredit requirements: 30 credits

Program LengthProgram options: Full-time or part-time Program length: 2 yearsProgram start dates: Fall, spring, summer

Admission RequirementsApplication deadline: Fall: July 15; spring: December 1; summer: April 15 GPA: Minimum 3.0 minimum over final 60 undergraduate credits

ContactSchool phone: 1 (855) 903-8576School email: [emailprotected] Social media accounts: Facebook, Twitter

CSUFs College of Education is the only university teacher preparation institution in Orange County accredited by the National Council for Accreditation of Teacher Education. Offering one hybrid and six fully-online masters of education programs, the school is known for its academic rigor and emphasis on community outreach. CSUF is also renowned for its commitment to diversity, and was one of the first institutions to be included in the AACTE Networks initiative to increase teaching certification among black and Hispanic men. 66.7% of students in the Ed.D. program come from ethnically diverse backgrounds.

CSUF offers online masters of education programs in educational technology, reading education, special education, instructional design, elementary instruction, and secondary education. An MS in educational leadership is also available as a hybrid program. Students on an elementary curriculum and instruction track can further specialize in one of six concentrations, including diversity, math and science, and professional inquiry and practice. Those in the secondary education program may select an optional concentration, although these courses are typically offered in a hybrid format. Degree program lengths, credit requirements, and course formats vary according to concentration, with most of the masters in education online programs taking between one and two years to complete.

While most schools offer a non-licensure masters of education online, those enrolled in CSUFs literacy and reading track will complete coursework required to earn specialized credentials. Coursework in the special education concentration is also designed to prepare students for preliminary credential programs, and may confer added authorizations upon eligible students.

Program OverviewDepartment: College of EducationProgram name: Master of Science in EducationAvailable concentrations: Educational technology, educational leadership, elementary curriculum and instruction, secondary education (high school & middle school), instructional design and technology, reading education, special education Accrediting body: WASCTuition: $6,738/academic year

DeliveryFormat: Online (reading education concentration is hybrid)Instruction style: Asynchronous

Program RequirementsCredit requirements: 29-30

Program LengthProgram options: Full-time or part-timeProgram length: 1-3Program start dates: Fall, spring

Admission RequirementsApplication deadline: RollingGPA: Minimum 3.0 over last 60 undergraduate creditsWork experience: 3 years of teaching experience

ContactDepartment phone: (657) 278-3411Department email: [emailprotected] Social media accounts: Facebook, Twitter

Notable for its Nobel prize-winning faculty members, this university in West Lafayette, Indiana counts astronaut Neil Armstrong among its alumni. With over 500 research labs and institutes, Purdue has built a solid reputation as one of the best schools for science, engineering, and math in the United States. In recent decades, the university has extended its academically rigorous degree programs into the world of digital learning. Current offerings include two MSEd programs for those who want to earn their masters of education online.

Students in the 33-credit MSEd in learning design and technology program learn to combine cutting-edge techniques in multimedia design with classic and emerging pedagogical theories as they develop a portfolio for later use in the workforce. This fully-online program is open to individuals from all educational and professional backgrounds, although applicants must complete a telephone interview with an admissions advisor. The MSEd in special education program offers a curriculum aligned with EdTPA, an assessment organization that ensures educators are teaching effectively and to standard. Emphasizing intervention and teaching techniques for severely disabled students, this program prepares future educators to assess and support students with special needs through appropriate instructional programs. Several tracks are available, including a masters only option and a masters with special education licensure.

Both online masters of education programs are taught asynchronously through a virtual classroom interface. Coursework is identical in rigor and subject matter to that of traditional classes, and instructors are the same faculty members who teach on campus.

Program OverviewDepartment: College of EducationProgram name: Master of Science in EducationAvailable concentrations: Learning design and technology, special education Accrediting body: NCASCTuition: In-state: $329/credit hour; out-of-state: $650/credit hour

DeliveryFormat: OnlineInstruction style: Asynchronous

Program RequirementsCredit requirements: 33 credit hours

Program LengthProgram options: Full-time or part-timeProgram length: 2 yearsProgram start dates: Fall

Admission RequirementsApplication deadline: Varies (contact an admissions counselor)Standardized tests: GRE Work experience: Professional letters of reference are required

ContactDepartment phone: (765) 494-2341Department email: [emailprotected] Social media accounts: Facebook, Twitter

San Diego State University offers a technology-focused online masters in educational leadership through its College Of Extended Studies. SDSU designed this program for teachers, teacher leaders, and administrators who want to better integrate technology into their districts at the classroom, school, and district level. The program consists of 10 courses, which full-time learners can finish in 15 months. The program is taught through a cohort format and includes IT, leadership, and teaching components.

The educational leadership program focuses on pedagogy and teaching ideas related to technology and education from around the world. Classes delve into a variety of subjects, including school improvement through the lens technology, the architecture of technology, and modern school administration.

Professors in this leadership program are renowned for their work in instructional leadership, architectural technology, and program evaluation. All classes are offered asynchronously with weekly synchronous office hours. Participants often interact with their cohort members through chat rooms and by engaging in collaborative projects. Because the majority of students currently hold teaching positions, degree candidates often learn from each other as well as from their instructors.

California graduates may pursue their administrative credential by completing additional courses. SDSU also offers an online, graduate-level induction program for contracted, multi-subject teachers, as well as an add-on, reading-literacy authorization program. Applicants must submit all college transcripts, a professional resume, a video describing their educational beliefs, and GRE scores.

Program Overview Program name: Online Master of Arts in Educational Leadership Specialization in PreK-12 Tuition: $598/credit Credit requirements: 30 credits Program length: 15 months

Delivery Format: Online and hybrid Instruction style: Asynchronous

Admission Requirements Standardized tests: GRE Work experience: Working teachers preferred

Contact Phone: (619) 594-2566 Email: [emailprotected] Social media accounts: Facebook, Twitter

Founded in 1855 in East Lansing, Michigan State University was originally conceived as an agricultural college. Today, MSU offers more than 200 programs of study, including numerous online and hybrid degree programs designed with busy people and working professionals in mind. Ideal for classroom teachers, school administrators, coaches, and adult educators, MSUs College of Education offers a fully-online masters of education program for those who want to take their career in education to the next level.

This 30 credit hour program offers six concentrations in literacy education, P-16 school leadership, science and mathematics education, special education, technology and learning, and sport leadership. Instead of completing a thesis, students are required to participate in a capstone seminar, in which they develop and exhibit an online portfolio prior to graduation. Courses are taught in an accelerated cohort format, with lectures and coursework delivered through Desire2Learn, MSUs online learning portal. Most students are able to earn their degree in around two and a half years, taking one to two courses per semester.

While residents of Kentucky may not apply to MSUs online masters programs in education, the school offers a flat tuition for distance learners in and out of state. Additionally, students enrolled in at least five credit hours of courses are eligible to apply for financial aid and scholarships. Although the program does not confer graduates with teaching certification, individuals seeking licensure can apply for a recommendation or endorsement through the School of Education. Faculty advisors are available to assist students with the certification application process, as well as with many academic and financial aspects of the online masters program. Students are assigned an academic advisor upon acceptance to the program.

Program OverviewDepartment: College of EducationProgram name: Master of Arts in EducationAvailable concentrations: Literacy education, P-12 School and postsecondary leadership, science and mathematics education, special education, sport coaching and leadership, technology and learningAccrediting body: NCACSTuition: $699/credit hour

DeliveryFormat: OnlineInstruction style: Asynchronous

Program RequirementsCredit requirements: 30 credits

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The Best Online Master's in Education Programs for 2018

As the first and only 100% online, independent, regionally accredited public university in the United States, CSU-Global is committed to nontraditional student success.

CSU-Globals expert faculty are trained in working with adults in an online learning environment. Classes are designed for specifically for online instruction, and utilize technology and our extensive virtual student services to support student success. Find out more about how the online educational environment at CSU-Global can support your personal and professional goals.

CSU-Globals classroom is a dynamic online learning environment. Students access course materials like interactive lectures, videos, and learning and mastery exercises through the student portal. You will connect with your peers and instructors through message boards and email exchanges. You will also have access to student success resources such as online tutoring, library and technical support, our career center, disability services, and student and alumni discounts

See how our online courses can work for you.

Deciding to pursue an online degree may mean changing the way you think about your education. In order to succeed in the online environment, students need to utilize technology and support services, connect with your instructor and peers, set aside time to accomplish your goals, and have reasonable expectations.

Learn more about being a successful online student.

CSU-Global developed the 3 P model to support student success. The three Ps stand for Purposeful, Participatory, and Project-based. This model ensures that programs and courses at the university blend theory and practice, so students can take the information they receive in courses and apply it to a workplace setting. The advisory boards who review our programs every 18-24 months are made up of industry consultants, professionals, and experts who ensure the programs align with the needs of industry.

Find out more about CSU-Globals 3 P Model.

If youre interested in finding out what a CSU-Global course looks like, check out our course demo, where you will be able to see the interactive environment and examples of coursework.

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Online College Education | Regionally Accredited | CSU ...

By Eckhart Tolle

QUESTION: Im 34 years old and have a good job and a good home; Im married to a wonderful man. I have bad anxiety, and I have no idea what I want from my life. I have low self-esteem and I get defensive easily. Im rarely content or grateful. My thinking is so negative. I need approval from others.

ECKHART: This doesnt seem to be a question but theres a question hiding in there. First, Id like to congratulate the questioner on her self-knowledge because she is aware that shes anxious. Not everybody whos anxious knows that they are anxious. They are just taken over by anxiety, and it is virtually their normal state. If you ask them, Are you anxious? they reply, No, Im not anxious.

The question, I have no idea what I want from my life, looks like the beginning of the place of not knowing, which is good. I have low self-esteem, indicates that you have the awareness that you have low self-esteem. I get defensive easily, again, this indicates that you know that you get defensive; the question is in the moment of getting defensive do you know that youre getting defensive, or do you just know it afterwards? Im rarely content or grateful, is a good self-observation, too. My thinking is so negative, is another good piece of self-knowledge. You can ask, in this moment, what other thoughts are going through my head?

If you apply this awareness to the present moment when these things arise defensiveness, low self-esteem and anxiety youll see that certain repetitive thoughts in the mind are the voice in the head that tells you this is low self-esteem. There might be certain emotions that go with the thoughts, but the basis for low self-esteem is the thoughts that you tell yourself about your low self-worth. The questioner knows that she has low self-esteem, and if she can recognize the thoughts in the moment of low self-esteem arising, she may realize the repetitive, conditioned thoughts are not necessarily true. Perhaps, the low self-esteem started in childhood it often happens to people whose parents are very critical or tell them they are never good enough. It might have started there; its a conditioned way of thinking.

The awareness thats already present in the questioner needs to be there in the moment when these thoughts arise to recognize them as thoughts and then, you are no longer completely trapped in what these thoughts are saying. In other words, your sense of being is not in the thought anymore; it is in the awareness of the thought. To use an analogy, the vastness of the sky is your awareness and the clouds are your thoughts.

Remain the sky (the awareness) and allow the clouds (the thoughts) to come and go. You are the awareness behind the thoughts. This applies to any kind of negative thinking it arises, you recognize it as automatic its a thought. You are the awareness that knows this (low-self esteem) is a negative thought pattern. This way you are no longer feeding the conditioned thinking, so you are taking your identity out of thinking and no longer renewing old patterns.

If your awareness can grow, which means deepen, because its already there to some extent then those conditioned patterns will diminish and get transmuted.

Another point mentioned in the question: I get defensive easily, defensiveness happens very quickly in human interactions; its an automatic pattern. You may only recognize it afterwards, and say, That was defensiveness again. These are all ways the ego tried to protect itself the ego being the mind-made self. Defensiveness will come up with any lie just to keep its ego identity intact.

A Course in Miracles has a lovely saying, Whenever you become defensive about anything, know that you have identified with an illusion. Thats interesting. For example, you say that the distance from here to the moon is 350,000 kilometers or so and the light takes just over one second to travel from the moon to the Earth. Then somebody else says, No, thats completely untrue; it actually takes one minute. This is just a difference of opinion, but you know that the other person is wrong. If you say, No, thats not right, is that defensiveness? It depends on how you say it. The question isare you identified with your mind, which has a position that happens to be true, but are you identified with that mental position? Do you derive your sense of self from thought? If youre identified with the thought, you will get angry and defensive with the other person who is completely wrong and you might say things like, You always doubt me. Thats the ego trying to protect itself.

The A Course in Miracles saying applies because you have identified yourself with an illusion. The illusion is not that it takes one second for light to travel from the moon to the Earth; the illusion is that you identified with the thought a mind pattern so you are strengthening an illusory identity by strengthening your mental position thats unconsciousness. This shows how a difference of opinion can degenerate into a huge conflict because the ego becomes defensive. Alertness is required on your part, so that you know when the ego arises.

The key is your awareness. When awareness deepens all those patterns you mentioned will weaken. Theres already a considerable amount of awareness in this questioner. The awareness isnt the person, but its deeper than the person. You apply the awareness to the present moment when things arise, but not in some abstract way, for example, Will I ever become a person who is not negative? I cant get rid of my patterns, that doesnt matter; this moment is what matters. So just apply your awareness to this moment; you cant change things into mental constructs How can I change, I dont want to be that kind of person anymore? Forget it! This moment is where you apply Presence. I sometimes say, The sword of Presence that cuts through time.

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Eckhart on Low Self-Esteem and Anxiety | by Eckhart Tolle

Investment management is the professional asset management of various securities (shares, bonds and other securities) and other assets (e.g., real estate) in order to meet specified investment goals for the benefit of the investors. Investors may be institutions (insurance companies, pension funds, corporations, charities, educational establishments etc.) or private investors (both directly via investment contracts and more commonly via collective investment schemes e.g. mutual funds or exchange-traded funds).

The term asset management is often used to refer to the investment management of collective investments, while the more generic fund management may refer to all forms of institutional investment as well as investment management for private investors. Investment managers who specialize in advisory or discretionary management on behalf of (normally wealthy) private investors may often refer to their services as money management or portfolio management often within the context of "private banking".

The provision of investment management services includes elements of financial statement analysis, asset selection, stock selection, plan implementation and ongoing monitoring of investments. Coming under the remit of financial services many of the world's largest companies are at least in part investment managers and employ millions of staff. It remains unclear if professional investment managers can reliably enhance risk adjusted returns by an amount that exceeds fees and expenses of investment management.[1]

The term fund manager (or investment advisor in the United States) refers to both a firm that provides investment management services and an individual who directs fund management decisions.

According to a Boston Consulting Group study, the assets managed professionally for fees reached an all-time high of US$62.4 trillion in 2012, after remaining flat-lined since 2007.[2] Furthermore, these industry assets under management were expected to reach US$70.2 trillion at the end of 2013 as per a Cerulli Associates estimate.

The global investment management industry is highly concentrated in nature, in a universe of about 70,000 funds roughly 99.7% of the US fund flows in 2012 went into just 185 funds. Additionally, a majority of fund managers report that more than 50% of their inflows go to only three funds.

The business of investment has several facets, the employment of professional fund managers, research (of individual assets and asset classes), dealing, settlement, marketing, internal auditing, and the preparation of reports for clients. The largest financial fund managers are firms that exhibit all the complexity their size demands. Apart from the people who bring in the money (marketers) and the people who direct investment (the fund managers), there are compliance staff (to ensure accord with legislative and regulatory constraints), internal auditors of various kinds (to examine internal systems and controls), financial controllers (to account for the institutions' own money and costs), computer experts, and "back office" employees (to track and record transactions and fund valuations for up to thousands of clients per institution).

Key problems include:

Institutions often control huge shareholdings. In most cases they are acting as fiduciary agents rather than principals (direct owners). The owners of shares theoretically have great power to alter the companies via the voting rights the shares carry and the consequent ability to pressure managements, and if necessary out-vote them at annual and other meetings.

In practice, the ultimate owners of shares often do not exercise the power they collectively hold (because the owners are many, each with small holdings); financial institutions (as agents) sometimes do. There is a general belief[by whom?] that shareholders in this case, the institutions acting as agentscould and should exercise more active influence over the companies in which they hold shares (e.g., to hold managers to account, to ensure Board's effective functioning). Such action would add a pressure group to those (the regulators and the Board) overseeing management.

However, there is the problem of how the institution should exercise this power. One way is for the institution to decide, the other is for the institution to poll its beneficiaries. Assuming that the institution polls, should it then: (i) Vote the entire holding as directed by the majority of votes cast? (ii) Split the vote (where this is allowed) according to the proportions of the vote? (iii) Or respect the abstainers and only vote the respondents' holdings?

The price signals generated by large active managers holding or not holding the stock may contribute to management change. For example, this is the case when a large active manager sells his position in a company, leading to (possibly) a decline in the stock price, but more importantly a loss of confidence by the markets in the management of the company, thus precipitating changes in the management team.

Some institutions have been more vocal and active in pursuing such matters; for instance, some firms believe that there are investment advantages to accumulating substantial minority shareholdings (i.e. 10% or more) and putting pressure on management to implement significant changes in the business. In some cases, institutions with minority holdings work together to force management change. Perhaps more frequent is the sustained pressure that large institutions bring to bear on management teams through persuasive discourse and PR. On the other hand, some of the largest investment managerssuch as BlackRock and Vanguardadvocate simply owning every company, reducing the incentive to influence management teams. A reason for this last strategy is that the investment manager prefers a closer, more open and honest relationship with a company's management team than would exist if they exercised control; allowing them to make a better investment decision.

The national context in which shareholder representation considerations are set is variable and important. The USA is a litigious society and shareholders use the law as a lever to pressure management teams. In Japan it is traditional for shareholders to be low in the 'pecking order,' which often allows management and labor to ignore the rights of the ultimate owners. Whereas US firms generally cater to shareholders, Japanese businesses generally exhibit a stakeholder mentality, in which they seek consensus amongst all interested parties (against a background of strong unions and labour legislation).

Conventional assets under management of the global fund management industry increased by 10% in 2010, to $79.3 trillion. Pension assets accounted for $29.9 trillion of the total, with $24.7 trillion invested in mutual funds and $24.6 trillion in insurance funds. Together with alternative assets (sovereign wealth funds, hedge funds, private equity funds and exchange traded funds) and funds of wealthy individuals, assets of the global fund management industry totalled around $117 trillion. Growth in 2010 followed a 14% increase in the previous year and was due both to the recovery in equity markets during the year and an inflow of new funds.

The US remained by far the biggest source of funds, accounting for around a half of conventional assets under management or some $36 trillion. The UK was the second largest centre in the world and by far the largest in Europe with around 8% of the global total.[3]

The 3-P's (Philosophy, Process and People) are often used to describe the reasons why the manager is able to produce above average results.

At the heart of the investment management industry are the managers who invest and divest client investments.

A certified company investment advisor should conduct an assessment of each client's individual needs and risk profile. The advisor then recommends appropriate investments.

The different asset class definitions are widely debated, but four common divisions are stocks, bonds, real estate and commodities. The exercise of allocating funds among these assets (and among individual securities within each asset class) is what investment management firms are paid for. Asset classes exhibit different market dynamics, and different interaction effects; thus, the allocation of money among asset classes will have a significant effect on the performance of the fund. Some research suggests that allocation among asset classes has more predictive power than the choice of individual holdings in determining portfolio return. Arguably, the skill of a successful investment manager resides in constructing the asset allocation, and separate individual holdings, so as to outperform certain benchmarks (e.g., the peer group of competing funds, bond and stock indices).

It is important to look at the evidence on the long-term returns to different assets, and to holding period returns (the returns that accrue on average over different lengths of investment). For example, over very long holding periods (e.g. 10+ years) in most countries, equities have generated higher returns than bonds, and bonds have generated higher returns than cash. According to financial theory, this is because equities are riskier (more volatile) than bonds which are themselves more risky than cash.

Against the background of the asset allocation, fund managers consider the degree of diversification that makes sense for a given client (given its risk preferences) and construct a list of planned holdings accordingly. The list will indicate what percentage of the fund should be invested in each particular stock or bond. The theory of portfolio diversification was originated by Markowitz (and many others). Effective diversification requires management of the correlation between the asset returns and the liability returns, issues internal to the portfolio (individual holdings volatility), and cross-correlations between the returns.

There are a range of different styles of fund management that the institution can implement. For example, growth, value, growth at a reasonable price (GARP), market neutral, small capitalisation, indexed, etc. Each of these approaches has its distinctive features, adherents and, in any particular financial environment, distinctive risk characteristics. For example, there is evidence that growth styles (buying rapidly growing earnings) are especially effective when the companies able to generate such growth are scarce; conversely, when such growth is plentiful, then there is evidence that value styles tend to outperform the indices particularly successfully.

Large asset managers are increasingly profiling their equity portfolio managers to trade their orders more effectively. While this strategy is less effective with small-cap trades, it has been effective for portfolios with large-cap companies.[4]

Fund performance is often thought to be the acid test of fund management, and in the institutional context, accurate measurement is a necessity. For that purpose, institutions measure the performance of each fund (and usually for internal purposes components of each fund) under their management, and performance is also measured by external firms that specialize in performance measurement. The leading performance measurement firms (e.g. Frank Russell in the US or BI-SAM [1] in Europe) compile aggregate industry data, e.g., showing how funds in general performed against given indices and peer groups over various time periods.

In a typical case (let us say an equity fund), then the calculation would be made (as far as the client is concerned) every quarter and would show a percentage change compared with the prior quarter (e.g., +4.6% total return in US dollars). This figure would be compared with other similar funds managed within the institution (for purposes of monitoring internal controls), with performance data for peer group funds, and with relevant indices (where available) or tailor-made performance benchmarks where appropriate. The specialist performance measurement firms calculate quartile and decile data and close attention would be paid to the (percentile) ranking of any fund.

Generally speaking, it is probably appropriate for an investment firm to persuade its clients to assess performance over longer periods (e.g., 3 to 5 years) to smooth out very short-term fluctuations in performance and the influence of the business cycle. This can be difficult however and, industry wide, there is a serious preoccupation with short-term numbers and the effect on the relationship with clients (and resultant business risks for the institutions).

An enduring problem is whether to measure before-tax or after-tax performance. After-tax measurement represents the benefit to the investor, but investors' tax positions may vary. Before-tax measurement can be misleading, especially in regimens that tax realised capital gains (and not unrealised). It is thus possible that successful active managers (measured before tax) may produce miserable after-tax results. One possible solution is to report the after-tax position of some standard taxpayer.

Performance measurement should not be reduced to the evaluation of fund returns alone, but must also integrate other fund elements that would be of interest to investors, such as the measure of risk taken. Several other aspects are also part of performance measurement: evaluating if managers have succeeded in reaching their objective, i.e. if their return was sufficiently high to reward the risks taken; how they compare to their peers; and finally whether the portfolio management results were due to luck or the manager's skill. The need to answer all these questions has led to the development of more sophisticated performance measures, many of which originate in modern portfolio theory. Modern portfolio theory established the quantitative link that exists between portfolio risk and return. The Capital Asset Pricing Model (CAPM) developed by Sharpe (1964) highlighted the notion of rewarding risk and produced the first performance indicators, be they risk-adjusted ratios (Sharpe ratio, information ratio) or differential returns compared to benchmarks (alphas). The Sharpe ratio is the simplest and best known performance measure. It measures the return of a portfolio in excess of the risk-free rate, compared to the total risk of the portfolio. This measure is said to be absolute, as it does not refer to any benchmark, avoiding drawbacks related to a poor choice of benchmark. Meanwhile, it does not allow the separation of the performance of the market in which the portfolio is invested from that of the manager. The information ratio is a more general form of the Sharpe ratio in which the risk-free asset is replaced by a benchmark portfolio. This measure is relative, as it evaluates portfolio performance in reference to a benchmark, making the result strongly dependent on this benchmark choice.

Portfolio alpha is obtained by measuring the difference between the return of the portfolio and that of a benchmark portfolio. This measure appears to be the only reliable performance measure to evaluate active management. In fact, we have to distinguish between normal returns, provided by the fair reward for portfolio exposure to different risks, and obtained through passive management, from abnormal performance (or outperformance) due to the manager's skill (or luck), whether through market timing, stock picking, or good fortune. The first component is related to allocation and style investment choices, which may not be under the sole control of the manager, and depends on the economic context, while the second component is an evaluation of the success of the manager's decisions. Only the latter, measured by alpha, allows the evaluation of the manager's true performance (but then, only if you assume that any outperformance is due to skill and not luck).

Portfolio return may be evaluated using factor models. The first model, proposed by Jensen (1968), relies on the CAPM and explains portfolio returns with the market index as the only factor. It quickly becomes clear, however, that one factor is not enough to explain the returns very well and that other factors have to be considered. Multi-factor models were developed as an alternative to the CAPM, allowing a better description of portfolio risks and a more accurate evaluation of a portfolio's performance. For example, Fama and French (1993) have highlighted two important factors that characterize a company's risk in addition to market risk. These factors are the book-to-market ratio and the company's size as measured by its market capitalization. Fama and French therefore proposed three-factor model to describe portfolio normal returns (FamaFrench three-factor model). Carhart (1997) proposed to add momentum as a fourth factor to allow the short-term persistence of returns to be taken into account. Also of interest for performance measurement is Sharpe's (1992) style analysis model, in which factors are style indices. This model allows a custom benchmark for each portfolio to be developed, using the linear combination of style indices that best replicate portfolio style allocation, and leads to an accurate evaluation of portfolio alpha.

Increasingly, international business schools are incorporating the subject into their course outlines and some have formulated the title of 'Investment Management' or 'Asset Management' conferred as specialist bachelor's degrees (e.g. Cass Business School, London). Due to global cross-recognition agreements with the 2 major accrediting agencies AACSB and ACBSP which accredit over 560 of the best business school programs, the Certification of MFP Master Financial Planner Professional from the American Academy of Financial Management is available to AACSB and ACBSP business school graduates with finance or financial services-related concentrations. For people with aspirations to become an investment manager, further education may be needed beyond a bachelors in business, finance, or economics. Designations, such as the Chartered Investment Manager (CIM) in Canada, are required for practitioners in the investment management industry. A graduate degree or an investment qualification such as the Chartered Financial Analyst designation (CFA) may help in having a career in investment management.[5]

There is no evidence that any particular qualification enhances the most desirable characteristic of an investment manager, that is the ability to select investments that result in an above average (risk weighted) long-term performance.[citation needed]

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Investment management - Wikipedia

Sabarmati Ashram (also known as Gandhi Ashram, Harijan Ashram, or Satyagraha Ashram) is located in the Sabarmati suburb of Ahmedabad, Gujarat, adjoining the Ashram Road, on the banks of the River Sabarmati, four miles from the town hall. This was one of the residences of Mahatma Gandhi who lived there for about twelve years along with his wife Kasturba Gandhi.

It was from his base here that Gandhi led the Dandi march also known as the Salt Satyagrahaon 12 March 1930. In recognition of the significant influence that this march had on the Indian independence movement the Indian government has established the ashram as a national monument.

Gandhiji's India ashram was originally established at the Kocharab Bungalow of Jivanlal Desai, a barrister and friend of Gandhi, on 25 May 1915. At that time the ashram was called the Satyagraha Ashram. But Gandhi wanted to carry out various activities such as farming and animal husbandry, in addition to other pursuits which called for the need of a much larger area of usable land. So two years later, on 17 June 1917, the ashram was relocated to an area of thirty-six acres on the banks of the river Sabarmati, and it came to be known as the Sabarmati Ashram.

It is believed that this is one of the ancient ashram sites of Dadhichi Rishi who had donated his bones for a righteous war. His main ashram lies in Naimisharanya, near Lucknow, Uttar Pradesh. The Sabarmati ashram is sited between a jail and a crematorium, and Gandhi believed that a satyagrahi has invariably to go to either place. Mohandas Gandhi said, "This is the right place for our activities to carry on the search for truth and develop fearlessness, for on one side are the iron bolts of the foreigners, and on the other the thunderbolts of Mother Nature."

While at the ashram, Gandhi formed a tertiary school that focused on manual labour, agriculture and literacy, in order to advance his efforts for the nation's self-sufficiency. It was also from here that on 12 March 1930, Gandhi marched to Dandi, 241 miles from the ashram, with 78 companions in protest at the British Salt Law, which increased the taxes on Indian salt in an effort to promote sales of British salt in India. It was this march and the subsequent illegal production of salt (Gandhi boiled up some salty mud in seawater) that spurred hundreds of thousands across India to join in, either in the illegal production, buying or selling of salt. This mass civil disobedience in turn led to the jailing of some 60,000 freedom fighters by the British Raj over the following three weeks. Subsequently, the government seized the ashram. Gandhi later asked the Government to give it back but they were not willing to do this. He had by then already decided on 22 July 1933 to disband the ashram, which then became a deserted place after the detention of so many. Then local citizens decided to preserve it. On 12 March 1930 Gandhi had vowed that he would not return to the ashram until India had gained independence. Gandhi was assassinated on 30 January 1948.[1]

The ashram now has a museum, the Gandhi Smarak Sangrahalaya. This had originally been located in Hridaya Kunj, Gandhi's own cottage in the ashram. Then in 1963, having been designed by the architect Charles Correa, the museum was built. The Sangrahalaya was then re-located into the well-designed and well-furnished museum building and was inaugurated by Jawaharlal Nehru, Prime Minister of India on 10 May 1963. Memorial activities could then continue.

Other buildings and sites within the ashram are:

With prior appointment from The Secretary, Gandhi Ashram Preservation and Memorial Trust, a walking tour can be organised. This 90-minute guided tour starts with a slide show and ends at the Library. The tour visits the following places:

Gandhi Sangrahlay - Inside Corridors

Gandhi Sangrahlay - Outside

Warli Art at Sabarmati Ashram

Warli Art at Sabarmati Ashram

Beautiful view from the door of Gandhi's house

Vinobha Kutir on the shore of Sabamati river

Gandhiji's Charkha and table

Gandhiji's Chappal and Spectacles

Enlarged replika of Mahatma Gandhi's signature in different languages

The stone writings in front of Maganlaal Gandhi's kutira Hrudaya Kunja at sabaramati ashram, Ahamadaabad

Artifacts used by Mahatma Gandhi and Kasturabaa Gandhi at Sabarmati Ashram, Ahamadaabad

Media related to Sabarmati Ashram at Wikimedia Commons

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Sabarmati Ashram - Wikipedia

Reciprocal System researchers are having a very interesting behind the scenes discussion on natural limits of physical systems that indicate it may not be physically possible for man to boldly go where no man has gone before and travel to distant worldsmankind may actually be trapped within the Earth-Moon system, in a kind of quarantine. These conclusions came out of the natural consequences of the cross-referencing of ther research with the Reciprocal System model.

The basic argument is interesting life is a stable matter-antimatter reaction with the body being the material half (3D space) and the soul, mind or anima being the cosmic antimatter half (3D time). Astronauts can launch their bodies into spacebut what of that silver cord that connects the body to the soul? It was well known in alchemical and magical circles that if the silver cord gets cut, or stretched too far and breaks, it means the immediate death of the person that lost the connection. So one must ponder whether the soul half of the life unit travels along with the astronaut, or remains attached to the temporal core of the planet stretching only so far, before it breaks, with life coming to an abrupt end.

Most life here has a group soul structure, which is a nonlocal connection analogous to a magnetic field where one, archetypal soul (the magnet) plays host to a large number of individual bodies (iron filings in the field, with induced magnetism). Think of a school of fish or flock of birdseach has an independent body, but they think and move as one mind. Most of the sheeple inhabiting Earth fall into this category; large groups of humans have independent bodies, but share a group soul. Of course, New Age dogma speaks of soul groups, but curiously leaves out this rather obvious connection, preferring to treat it as traveling buddies.

This opens up some interesting thoughts regarding space travel. All food plants and food animals work by soul groups, so if they were removed from Earth to stock an aeroponics/hydroponics bay on Earthship Ark, they could not survive past the length of the silver cord connecting them back to the planet. Go too far and you get a mass extinction event in your food supply.

Most humans fall into the same bound by group soul category, but there are a few nonconformists that just dont fit into socially acceptable society and have individuated souls. However, given the obsession with materialism and ever-dropping interest in spiritual development (until somebody comes up with an app for it), individuated souls have become a rare occurrence. A century ago, individuation was actually the direction mankind was headed with the change occurring around 1925 with the discovery of the germanium triode tube by one T. Henry Moray of Salt Lake City, Utah, uSA. Curiously, he was denied a patent for the device because his tube, being a solid state transistor device, lacked a filament and hot cathode. And everybody knows a tube cannot work without a hot cathode! Or at least thats what the patent office said.

The harder life of the old days promoted the growth of an individuated soul. If you were not being a good slave for the King of your domain, you had to learn to survive on your ownand that lack of reliance on others triggers the process of individuation. This may also explain why outcasts tend to have strong spiritsthey have an individuated body and mind, providing the foundation for the spirit/animus complex to grow on. If you are part of the collective, then it is like trying to stand upright with one foot on land and the other on the surface of water. In the astronaut situation, that would definitely result in a splashdown.

The L-Ms, however, do not seem to have this issue because they have outgrown the group mind and evolved the Social Memory Complex. Think of the group mind as a many to one relationship, many bodies, with one mind that is the master. In the SMC, the relation is many to many that choose to work together in rapportthe one is the choice, not the structure.

The L-M Version of Seinfeld

The L-Ms can leave the planet and explore the Universe because they take their personal souls with them. Since they use natural motherships, their Arks being constructed from moons and asteroids that are supernova remnants, they have a fully functional, ready-made environment that supports both body, soul and spirit, complete with a local, temporal corethe inner sun of these portable planets. They arent crew on these Arks, they are more like colonists, taking what they need with them, including the life support system. As such, they can travel for unlimited periods across space (particularly since there is evidence that the natural aging process stops once you leave the surface world).

Many New Age sources state that the Earth is in some kind of quarantine that traps mankind here on the world and it is the desire of the New World Order and The Powers That Be to break this quarantine and head out to conquer space, just like in all the old Sci-Fi films.

What is being uncovered has led to the conclusion that this quarantine is a natural consequence of the evolution of consciousness, existing to prevent undeveloped species from getting too far from home until they learn to grow up and play together, nicely. I dont know about you, but from my perspective, humanity appears to be heading in the opposite direction.

But the really big consequence is that all these secret space programs are nothing more than propaganda. Those on the inside know that the Apollo program was just a Hollywood production filmed at Area 51 (Project ASP, Apollo Simulation Program) and the astronauts never went further than Earth orbit, so they could have an appropriate splashdown for the TV cameras. The rest was filmed on a sound stage ahead of time and edited in for the live broadcast. It is starting to appear that the situation is much larger than just the faked moon landingsmost of the spacecraft sent out into the solar system were probably faked, as well, and what we are seeing for hi-res images from these ships are nothing more than good computer graphics, modeled after images taken from Earth and orbit-based telescopes.

There is some evidence that a few astronauts may have visited other worlds in our solar system, but they would have to have special training in ethics and psychology to get over the soul connection issue, which a dedicated explorer would probably have. Man can exist on the Moon, as it is within range. Ever since the Philadelphia Project, the black ops folks have known that you cannot just grab anyone off the street and send them into time and spaceonly a very small part of the population can do it and usually requires someone with developed psionic skills.

Of our extra-planetary missions, the only ones Ive seen viable evidence for are:

The Nazi scientist orbital mission in the Haunebu (1930s) that was intercepted by a race of peaceful explorers before the ship was destroyed (from design flaws) and the occupants given a little tour of the Universe before being returned. Their enlightenment resulted in their sabotaging the Nazi spacecraft program.

One manned trip to the Moon in a Bellcraft (the re-engineered Haunebu) in the late 1950s, where humanity met with the Selenites and were told mankind was not welcome there and dont call us, well call you. In reprisal, the United States proposed Project A119the lets blow up the moon project, abandoned in 1959 as unfeasible.

While at Montauk, I was recruited into their version of the Psi-Corps (popularized on Babylon 5, a far better show than Big Bang Theory) because they were actively seeking technical people with engineering and computer skills that possessed psionic ability, whom could be developed and enhanced to their needs. I never got far enough into the program to discover their ultimate objectives, but getting past the quarantine may well have been one of them.

So our world leaders, rather than saying to humanity, hey, were all trapped here until we grow up, then get caught with their hands in the Idiocracy jar, decided to fake it and distort astronomical data to make the universe huge and unreachable by man in the foreseeable future. Convert the nearby solar systems (that are light days away) into galaxies, far, far away, then deny contact from these other, nearby civilizations because it is scientifically impossible for them to get here, just like a Moray patent application. So here we sit, kicking sand in each others faces because we feel cut off, alone and isolated from the rest of the Universe.

Right now we are cut off, and you have your illustrious leaders to thank for that with their S-M technology and chemtrail screens. But hey, you voted for them, even if you didnt vote, because silence is consent. At least that is what it says in the Uniform Commercial Code that runs every aspect of our legal lives. Perhaps we should change the name of the planet to Ferenginar.

In summary, what has turned up is that the limits of mankinds collective silver cord, the link that bonds his body and soul into a living organism, has a physical extent that is just outside the orbit of the Moon. But the NWO types wanted the Moon to themselves and as a consequence, after making first contact with the Selenite civilizations, got thrown off and told not to come back. And there is nowhere else to go at this time, except the space stations that corporations like Bigelow Aerospace are putting so much effort into.

Mankind can bark his brains out at the other, nearby worlds from here, but its all bark and no bite, since he cannot get his weapons of destruction past the natural limits of the Earth-Moon system. Man is not yet a threat to the peaceful explorers and will not encounter them until he learns to cut his chains that tie him to the species collective, which must be done by conscious evolutionthe opposite direction that The Powers That Be are leading the species. And The Powers That Be dont like being trapped, particularly when they know the entire solar system is evolving, the sun is getting larger and hotter and things will be changing. So theyve got their underground bases, space stations and chemical screens to block off the natural path to evolutionand we, the humble peasants, are paying the price for it. Unless the peasants are revolting, and to these NWO types, they certainly are.

If you consider this situation, it is no wonder they enforce all these artificial boundaries of countries, nations, states, counties, districts fences for the minions, so the one of the one-to-many relationship, the big magnet, themselves, can make all the decisions. Though something they may not have considered is that if they dont take enough slaves with them when they go into hiding, there may not be sufficient bioenergy to keep the group mind functioningand they wont survive, either. We have seen species extinctions before when the population size reaches a low point, and I cannot see why that law of Nature would omit mankind. But I live in hope.

There may come a time soon that True Seekers may feel that they lose their soul, but in reality, they are just cutting their chainsgetting ready for the next stage of evolution, the Tomorrow People, homo sapiens ethicus, ready to individuate from the Annunaki-created human collective and move out into space to join the peaceful explorers of the Universe. But understand it is not a handoutyou have to work for your evolution. Hope porn is every bit as bad as fear porn.

Continued here:
Conscious Hugs | Everything We Know Is WRONG

As you know, I have been going through a particularly difficult period in my life recently and at times I have felt depressed, anxious and physically/mentally exhausted. When I feel like this I know that the greatest thing I can do to support myself is to meditate either by using a mindful breathing technique or by listening to guided meditations.

I find that meditation gives me a break from any negativity I feel and it actually shifts my consciousness so that I can view life in a more positive way, which in turn eases my depression/anxiety/exhaustion; sometimes, it eradicates it completely.

I have collated 10 of my favourite guided meditations, all of which are free on YouTube. No matter what troubles you face in your life, or even if you simply seek some quiet relaxation time for yourself, there is a guided meditation that would be perfect for you.

Have a flick through the list and see which one you are drawn to.

Length: 22 minutes

What I love about it: I really felt as though I had cleansed the energy in my body and recharged all of the chakra energy points within me.

I finished this and felt: Complete/whole, empowered.

Perfect for those who: Want a routine cleanse torevitalise for the day or recharge their energy when depleted.

Length: 10 minutes

What I love about it: The music itself is so beautiful and the speakers voice is sweet, loving and angelic.

I finished this and felt: As if an angel had scooped me up into their arms and cuddled all my troubles away.

Perfect for those who: Feel overwhelmed or anxious.

Length: 5 minutes

What I love about it: It only takes 5 little minutes to remember to think positive, loving thoughts about ourselves and the world.

I finished this and felt: Mindful I remembered I was the power in my world and I could choose to make my day/life amazing.

Perfect for those who: Want a quick daily reminder to be mindful and to empower themselves to live a joyful, loving life.

Length: 18 minutes

What I love about it: How deeply, deeply relaxing this is. You dont need to be an expert meditator at all to effortlessly slip into a ultra tranquil state.

I finished this and felt: Deeply peaceful.

Perfect for those who: Are anxious, need a break or want a deep relaxation meditation.

Length: 21 minutes

What I love about it: How wonderful this makes you feel about yourself and about life. Her voice is exotic and transports you to a safe, beautiful place.

I finished this and felt: Optimistic, loving towards myself and others.

Perfect for those who: Want to boost self esteem and feel optimistic.

Length: 60 minutes

What I love about it: This raises your vibration and opens your awareness up to the Universes greater plan for you.

I finished this and felt: As though my life is guided by a loving Universe and that everything is unfolding perfectly.

Perfect for those who: Need to trust and flow with the changes in their life.

Length: 53 minutes

What I love about it: Louise Hay has a special place in my heart and is a powerful catalyst for positive change. Her words are infinitely wise and never fail to touch my heart deeply.

I finished this and felt: Centred, healed, self-love.

Perfect for those who: Wish to change, to heal and to love themselves.

Length: 62 minutes

What I love about it: How calming this is when you cant sleep and how much it supports you to drift back off.

I finished this and felt: Asleep!

Perfect for those who: Are suffering with insomnia or are afraid of not sleeping.

Length: 40 minutes

What I love about it: This really does profound healing on a cellular level and I believe we could all benefit from listening to this meditation as it is deeply relaxing and attracts abundance.

I finished this and felt: Deeply relaxed, healed.

Perfect for those who: Require healing, relaxation and positive affirmations.

Length: 13 minutes

What I love about it: I love this angelic voice and how beautifully this meditation helps us to let go of unwanted baggage.

I finished this and felt: Free and light, I forgave myself and made peace with my past.

Perfect for those who: Need to release guilt, forgive themselves and others, let go of the past.

Length:16 minutes

What I love about it:You realise the creative powerful you have within you! You visualise every aspect of the life you want and you create it.

I finished this and felt:As though I had done a very powerful meditation excited, energised and incredibly happy.

Perfect for those who:Want to manifest the life of their dreams.

Length:14 minutes

What I love about it:This is a short meditation which will very quickly relax you and create a place of stillness within you.

I finished this and felt:Peaceful,calm, centred.

Perfect for those who:Need quick stress-relief.

Length: 22 minutes

What I love about it:Letting go feels easy in this meditation.

I finished this and felt:Liberated, light.

Perfect for those who: Wish to release limiting beliefs and trapped emotions.

Dont wait to start meditating. No matter your experience, you can find a pair of earphones and give yourself a few minutes of treasured you time that you so deserve. I promise you wont regret it!

With love,

Jess

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10 Best Guided Meditations on YouTube