Transcript

the following clip is a testimony of one
0:11
of the victims of project MK Ultra
0:15
everyone this is Cathy O’Brien please
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listen carefully as she describes where
0:21
she was taken when the US government
0:24
used her as a test subject for their
0:26
mind control
0:28
operation I wish to make with Nora Alan
0:31
Simpson was already up there so you he
0:33
was that president when you was there
0:35
Lieutenant Colonel Michael Aquino was
0:37
there and in essence they did a modified
0:40
version of the Hands-On mind control
0:43
demonstrations that I was forced to um
0:47
participate in on the various military
0:49
bases and NASA installations across this
0:51
country on the various military bases
0:54
and NASA installations across this
0:58
country now ask you
1:00
yourself why is NASA interested in mind
1:06
control that was where the term
1:09
presidential model came from in essence
1:12
they were demonstrating the latest um
1:15
forms of Mind Control to to people and
1:19
this was a modified version of that
1:21
presentation and this was done to Nora
1:25
to show him not only the latest
1:27
Technologies in mind control but also to
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play on his occult Superstition it was
1:32
done to uh terrify him into believing
1:37
that um he would have the wrath of Satan
1:42
himself on him if he didn’t comply with
1:45
Reagan’s orders he was very terrified by
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the whole
1:49
presentation um and had run hollering
1:53
from the room so the effect was
1:56
definitely there now everyone this is
1:59
Mark Phillips the CIA agent who stepped
2:02
in and rescued Kathy and her 8-year-old
2:05
daughter Kelly here he’s going to
2:07
describe some of the lasting effects of
2:09
Kelly’s mental trauma but pay attention
2:12
to where he describes this trauma taking
2:15
place at
2:18
okay I was stating that uh that
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uh there’s a very good chance that when
2:25
Kathy arrived uh to pick her daughter up
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she had no her daughter had no memory
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even though they’ve been talking about
2:31
this you spe the monster on I was I was
2:35
setting the time I’m listening to okay
2:39
um uh the um the child will probably
2:44
have very little ability to even
2:47
remember what uh she and her mother had
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talked about doing
2:51
today um uh and I know Kathy told me she
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said she said well Kelly ought to be
2:57
ready to go and she’ll have her hiking
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clothes on and I said Kathy it’ll be the
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first
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time I said she will not remember most
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likely that you were even going to be
3:09
here
3:10
today’s right yeah and and it’s just
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it’s always this way course Kathy always
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hopes that the next time she sees her
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she’ll remember oh I see it just doesn’t
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happen it can’t happen so she was used
3:23
this she was from the day a be the
3:26
program right yeah absolutely from the
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moment was born they were they were
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doing ambio and tees or whatever they
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call it you know on Kathy uh at Nasa on
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on Kathy uh when before where the child
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was still in her womb they were doing
3:44
amniocentesis on Cathy at Nasa when the
3:48
child Kelly was still in her
3:52
womb um they were doing all the kind of
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probing around and sticking the needles
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through the stomach and everything else
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I have no worthly idea what they were
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doing
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ask yourself since when are the folks at
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Nasa interested in prenatal care um I
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can assure you though somebody knows
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what was done on her she has a file yeah
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there tons of files but I don’t have
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access to those files um I do have
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access I have access
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to
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this is Kathy and her daughter Kelly
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both of them were mind-controlled sex
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slaves in this US Government MK Ultra
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operation now you might be wondering is
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this a fluke did he really just say
4:52
NASA maybe it was something else that
4:54
sounded like NASA and you’re just
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imagining that because you want NASA to
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be the bad guy
5:00
because NASA has to be the bad guy if
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you want to sustain your belief that the
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Earth is flat or perhaps you might be
5:06
saying oh well these experiments might
5:09
have been taking place at Nasa but that
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doesn’t mean these experiments were
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carried out by NASA please listen
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carefully to what Mark Phillips says
5:19
next first he’s going to describe
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Kelly’s mental state and why she has to
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continue to live in a mental hospital
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and then he’s going to say something
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that you really need to hear I didn’t
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the
5:30
disorder um part of the symptoms of this
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disorder are her inability to
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remember uh from moment to moment and in
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order for her to to appear normal she
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mirrors anyone that she is in contact
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with so they feel very comfortable with
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her so I said to her for example I like
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the scary Channel yes he said right and
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then she said yes I I it’s the only
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thing I’m watching yes exactly you see
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there was there was some some particular
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moment of time now I’m recalling that
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but you call mirror it’s called
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mirroring I she will mirrror your
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actions the way you hold your hands the
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way you the way you talk um eventually
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she’ll even begin to pick up your
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accent um the U the the disorder itself
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is most unfortunate most uncomfortable
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for the person that suffers from it but
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the worst part is it develops into
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suicidal and homicidal Behavior they
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become uh these people that suffer from
6:33
did in many instances but not all uh
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become very agitated very easily for
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things that we don’t even know uh that
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could agitate them a a word or a place
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or a suggestion or a thing can can set
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them off and they become extremely
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violent either towards themselves or
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towards others uh Kelly’s situation is
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not without this horrific terrible um uh
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symptom uh she suffered it many many
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times and that’s the reason that she has
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uh been maintained in a mental
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institution for most of her
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life um she has spent uh from age eight
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she is now 16 she has lived in a mental
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institution um or in an in
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institutionalized
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setting um what was her life before she
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was NASA NASA Institute the National
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Aeronautics and Space Administration I
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hold directly responsible for her
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condition the National Aeronautics and
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Space Administration I hold directly
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responsible for her condition not the
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CIA not the FBI the national aeronautic
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and Space
7:51
Administration NASA plain as day no
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mistake about it because it was they
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that was developing the programs um
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under some Nazi scientists that were
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brought to this country under Project
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Paperclip and this is one of the many
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reasons why I do not trust NASA and with
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that this is one more reason why you
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should stand with me in the movement to
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abolish NASA if you want to look more
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into this you can find their
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autobiographies on Amazon as well as
8:24
their documentary I understand this
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stuff is dark and that the natural
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response is to avert your eyes in
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hearing their
8:32
stories but please remember so was the
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Holocaust just think of how much effort
8:39
people make in the United States to
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remember that oh yeah we can remember
8:44
that because bad guys did that a long
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time ago in a country far far away but
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when something horrific happens on our
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turf by our own government then we avert
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our eyes oh oh but never forget 9/11
9:01
let’s put that in the history books
9:03
because bad guys did that to us from
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another country and the government needs
9:08
you to feel their resulting war was
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justified don’t be another victim to
9:13
their mind control yes this stuff is
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dark and disturbing but the biggest
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monsters that you need to always
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remember and never forget the ones you
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need to keep the closest eye on are not
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the ones in far away countries
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they are the ones in your own
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backyard together we can make a
9:36
difference abolish NASA and Say Never
9:46
Again a special thank you to my friend
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Cindy from the last Flat Earth meet and
9:51
greet out in St George for sharing this
9:53
information with me you are awesome the
9:56
video clips I just shared came from a
9:59
much larger video please feel free to go
10:01
check that out it isn’t a coincidence
10:04
that that ring on the logo there is in
10:06
the shape of a sperm it is time to wake
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up people

Transcript

okay the work upon which this
0:13
publication was based was supported in
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part by grant
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number NSF now for those don’t know it
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says it plain as day National Science
0:22
Foundation the National Science
0:25
Foundation is an arm of
0:29
NASA let me say that again the National
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Science Foundation is an arm of
0:36
NASA so this was a NASA
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grant conducted
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there was a NASA grant issued for this
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specific
0:46
study so that NASA could get an
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understanding
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of how they were going to affect the
0:56
psychology of our future
0:59
generation now the paper was put out in
1:02
1990
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so if you have any children that were
1:07
born in the
1:09
80s you can
1:12
Bet that if you start researching
1:17
the policy changes
1:21
in preliminary middle school and high
1:24
school education the curriculums you can
1:27
guarantee that from say 2000 on when you
1:32
compare the
1:34
curriculums they NASA had the
1:36
curriculums changed and the textbooks
1:38
changed to reflect the worldwide view
1:41
they need our future
1:45
children to agree
1:48
to let’s go to the abstract
1:51
here in this
1:55
report we present the results of a
1:57
cross-cultural study on children’s
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knowledge about the shape gravity
2:01
movement and location of the earth and
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about the day night cycle the subjects
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of the study were elementary school
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students from
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Greece numbering 90 and equals 90 that’s
2:14
what it means 90 students and the United
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States 60 students the results of the
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study showed that the children in both
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samples constructed similar initial
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concepts about the earth and went
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through similar steps in the process of
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changing these concepts to make them
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conform to the currently accepted
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scientific notions
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both the Greek and the American children
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conceptualized the earth as
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flat and stationary and thought it was
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located in the middle of the solar
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system they also thought that the things
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that things fall down not toward the
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center of the spherical
2:58
earth and that the day night cycle is
3:02
caused by the movement of the sun and
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the moon
3:05
in the process of changing these
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concepts the Greek and American children
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formed similar
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misconceptions now let me comment on
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this key words
3:18
here changing these concepts to make
3:21
them
3:23
conform make them
3:27
conform to the currently accepted
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scientific
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notions so they’re not going to allow
3:34
these children they didn’t they didn’t
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want these children thinking for
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themselves they didn’t want these
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children being aware of what they see
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every single day as prelim elementary
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school students and these are students
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from 3 years
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old 3 or four years
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old all the way to 12 years old keep
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going okay misconceptions in science
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they immediately begin the
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paper defending the National Science
4:05
Foundation and NASA’s ideology a
4:07
cross-cultural investigation of
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children’s conceptions about the Earth
4:10
the Sun and the Moon greek and American
4:13
data misconceptions in science one of
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the most interesting results of research
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in cognitive science and science
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education during the last 10 years has
4:23
been the realization that students often
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often construct powerful misconceptions
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of science con concepts
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okay naive concepts in the process of
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knowledge acquisition in our studies of
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knowledge acquisition in astronomy we
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have identified a number of
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misconceptions that elementary school
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children in the United States have
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regarding the shape of the earth
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erggo bisad 1987 1988 i don’t want to
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keep quoting the authors because they’ve
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already gotten me upset the way they’ve
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drafted this biased paper and this and
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conducted this biased research
4:59
on the basis of this research we have
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come to the conclusion that children
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form misconceptions of the earth’s shape
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because they find it very difficult to
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give up the idea that the earth is
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flat the presence of these
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misconceptions reveals that children are
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not blank slates with respect to earth’s
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shape when they receive the information
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that the earth is a sphere but that they
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have constructed an initial naive
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concept of the earth according to which
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the earth is flat keep calling these
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children naive because they’re
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young let’s go to procedure questioning
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procedure we follow renee first
5:36
grade if you walked and walked for many
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days in a straight line where would you
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end up she
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answers you’d end
5:45
up
5:47
where you’d end up somewhere where you
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where you lost yourself what if you kept
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on walking if you turned around you’d be
5:56
lost would you ever reach the end of the
5:58
earth yes could you fall off the edge of
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the earth no why not because once you
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fall off you can’t get back on well
6:08
would you ever fall off though no but
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there is an edge of the earth yes what
6:13
if what if you could get back on do you
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think you could fall off then yes if you
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took the edge of the thing and you had
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one hand on it you could fall off
6:25
easier wow the questionnaire was
6:28
originally developed in the United
6:29
States as part of a larger project on
6:31
knowledge acquisition in astronomy and
6:34
was first administered to the American
6:36
children it was translated by the first
6:37
author who is a native speaker of Greek
6:40
and was administered to the Greek
6:42
children with a few modifications such
6:44
as the addition of styrofoam models to
6:46
investigate the earth earth shape
6:49
concept let’s go to
6:51
results earth shape table two presents
6:54
the American and Greek children’s
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responses to the factual question what
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is the shape of the earth as can be seen
7:00
the same kinds of verbal responses were
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obtained by both groups of children but
7:04
with a different distribution round was
7:07
the preferred response by the younger
7:10
group in the Greek sample 60% for the
7:12
kindergarten and 86.6% for the third
7:15
grade children and the older children in
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the American sample 85% 90% for the
7:19
third and fifth grade respectively the
7:22
Greek sixth graders preferred the term
7:24
sphere
7:26
43.3% which was not used by the American
7:28
fifth grade children only
7:30
5% the majority of the first grade
7:33
children in the American sample said
7:35
that the Earth’s shape is a circle 70% a
7:37
response not nearly as common in the
7:39
Greek sample 3.3% finally some of the
7:42
the kindergarten children in the Greek
7:44
sample 13.3% said that the earth is
7:46
shaped like a triangle a square or just
7:49
flat revealing the presence of an
7:51
initial naive concept there we go again
7:53
with
7:54
naivity this type of verbal response was
7:57
not present in the American first grade
7:59
children although it is present in our
8:01
studies of American preschoolers except
8:03
for one child who did not respond to
8:05
this question but who later drew a
8:07
rectangle to indicate the shape of the
8:08
earth