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← 22nd Health Teaching Workshop March 10 2015. Subtitles.

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Showing Revision 24 created 09/13/2018 by Celine Wang.

  1. (RC) Welcome everybody to the 22nd Health
    Teaching Workshop of the Keshe Foundation.
  2. The topic for this workshop will be
    "The Olfactory System: the Bar-Code Reader"
  3. And today as usual we will be speaking
    with Mr Keshe
  4. of the Keshe Foundation
  5. (EK) Hello everybody.
    It’s me, Eliya.
  6. Nice to be with you on the twenty-second
    Keshe foundation Health Teaching Workshop.
  7. The subject today is the
    olfactory system and the nose.
  8. So we go with the first slide. The first slide is a representation
  9. of embryology.
  10. In the part of Embryo, where start the formation of nose, this is the part of encephalon,
  11. The nose forms throughout
    the duration of our
  12. development in the embryo
    state with different parts
  13. developing during different
    weeks, because actually
  14. the nose has different parts
    and different tissues.
  15. Some parts of the nose are part
    of the bones, cartilage, muscles,
  16. the mucosa and a huge amount
    is part of the nervous system.
  17. 0:02:12 And as you see,
    the formation of the
  18. nose, in the middle
    picture at number one,
  19. begins with the first
    central nervous system
  20. nerve, and this is
    the olfactory nerve.
  21. That is the part where the
    olfactory bulb starts to form.
  22. Actually our nose constitutes
    the olfactory system
  23. that starts its formation
    with the tail encephalon.
  24. Number two is the area of the eyes.
  25. And as you see, the eyes, ears, and
    nose begin very close to each other.
  26. In the middle of the head of the
    embryo, if you remember, is
  27. the area of the emotional part
    of the brain, our thalamus.
  28. If you remember from
    the previous workshop,
  29. actually our eyes
    and especially the
  30. olfactory bulb are direct extensions
    from our brain, from our limbic system.
  31. And the thalamus is part
    of the limbic system.
  32. During the development of the
    embryo, we get different
  33. parts of our nose from
    the pharyngeal arch.
  34. As you see on the pictures of the embryo,
    this is showing the places where the
  35. different parts of the nose start, nasal
    pit, medial process, lateral process.
  36. And during the development,
    the left and right sides
  37. of the embryo close in the
    middle and form our nose.
  38. 0:04:16 As you can see on
    the right side of the slide
  39. where we have representations
    of the embryo in
  40. the different stages to baby
    with the left and right
  41. parts of our face just
    closing in the middle.
  42. Actually, the central line
    of our face determines
  43. the positioning of the
    left and right, because,
  44. as you see, even in the
    development during embryology
  45. we separate the embryo
    into left and right.
  46. In different weeks of our
    development, the left and right
  47. parts of our body start to get
    closer to the central line.
  48. And finally the organs that are
    situated along the central line
  49. start to close the left and
    right two parts and become one.
  50. That is the positioning
    of our nose, our mouth
  51. cavity, and so on
    through the whole body.
  52. Next slide.
  53. This is a representation of our nose.
  54. Our nose is made up of
    different types of parts, a
  55. bone part, a nasal bone, and
    on the more flexible tip
  56. of our nose are different
    kinds of cartilages with
  57. different directions and
    different flexibilities.
  58. 0:06:12 If we have a cross-section
    of our nose, inside of
  59. our nose we see that the
    cavity of our nose is a hole.
  60. And also around the nose we have the
    cavities of different kinds of sinuses.
  61. During development after birth, our
    sinuses start to open at different ages.
  62. From the beginning we
    have the opening of the
  63. holes for the ethmoidal
    and sphenoidal sinuses.
  64. The frontal and maxilla sinuses are
    open after the ages of seven and eight.
  65. So the sinuses have very
    specific functions for our head,
  66. but they are not the subject
    of our explanation today.
  67. They are important to the formation of
    the air flow inside of the nose cavity.
  68. So as you see on the
    cross-section, we have the
  69. bottom part of our nose and
    the cartilage part of our
  70. nose, and above that the
    muscles of the face, and
  71. the dermis and epidermis
    of the skin of our face.
  72. Next slide.
  73. These are different shapes of the nose,
    which has different shapes of not only the
  74. central holes but also the nostrils and
    the middle wall they make between them.
  75. 0:07:57 In the centre of
    the slide is a schematic
  76. representation of the
    structure of our nose.
  77. As you see, it is similar
    to the shape of a reactor.
  78. It is very funny, but it is actually like
    that: we have two air-flow entrances,
  79. and then the air flow has a specific
    direction inside of our nose cavity.
  80. Actually, when air comes inside of
    our nose cavity, it starts to form
  81. three different pathways, the
    superior, middle, and lower airflows.
  82. Different air flows have different
    functions inside of the nose cavity.
  83. In Ayurveda and Pranayama, for
    example, the air flows are
  84. manipulated to increase
    different energies in our body.
  85. In traditional as well as alternative
    medicine, we are able to diagnose
  86. different diseases by observations of
    the nose by the shape of the nose.
  87. In syphilis patients the
    nose start to get different
  88. specific deformations of the
    bone parts of the nose.
  89. Also different diseases like
    emotional diseases, mental
  90. diseases are also indicated by
    different shapes of the nose.
  91. The shape of the nose is also
    connected with different
  92. ethnics, people with
    different maternal lines.
  93. Statistically through the centuries
    the different ethnicities
  94. are represented by different
    shapes of the nose.
  95. When we meet a person we are
    even able to recognise the kind
  96. of genes the person carries just
    from the shape of the nose.
  97. Next slide.
  98. 0:10:20 This is a cross-section
    of the nose cavity.
  99. As you see, this is the
    shape of the butterfly
  100. or is very similar to
    the shape of our brain.
  101. If you remember the previous
    workshop, I showed you the
  102. cross-section of the two hemispheres,
    they are of the same shape.
  103. Actually all over our body we
    have repetitive models of only
  104. a few shapes in different
    organs and different cavities.
  105. That shape in the nose
    creates the different
  106. pathways of the air
    in our nose cavity.
  107. In the cross-section you can
    see the superior turbinate.
  108. In medical language this is the
    superior, middle, and lower
  109. conchae, and between them
    the flow of the air forms.
  110. The different flows of air
    reach different parts
  111. of the pharyngeal wall of
    our pharyngeal cavity.
  112. That is important
    bacause, in terms of the
  113. Keshe foundation Technology,
    with air we bring
  114. into our nose different
    kinds of GANSes that the
  115. air contains in the
    region that we live in.
  116. That flow is channelled directly
    to trigger specific parts of the
  117. pharyngeal wall, and some parts of
    the pharyngeal wall are a touching
  118. point of the uvula so it directly
    touches our emotional part, with
  119. our thalamus, merely because we
    have the channelling of air flow.
  120. 0:12:31 On the top of the nose cavity
    is the formation of the olfactory bulb.
  121. This is the zone where we
    recognise different smells.
  122. On the bottom of the slide is a
    representation of the lacrimal gland.
  123. This is the gland where
    you produce your tears.
  124. Actually the gland is in the eye area, but
    all the ducts go inside of your nose and
  125. actually part of the
    tears are not released
  126. through your eyes but
    through your nose.
  127. So mostly our nose has a
    lot of functions, not only
  128. breathing, but also the
    collection of smell and the
  129. expulsion from our body of
    the tears, and during our
  130. explanation you will see some
    gland functions of our nose.
  131. Next slide.
  132. The next slide is a representation
    of the mucous inside of our nose.
  133. Actually, in terms of
    function, we have different
  134. kinds of organisations of
    the mucous in our nose.
  135. Different parts of our nose
    have different kinds of
  136. functions, again regarding
    the channelling of air flow.
  137. But mostly the organisation
    of the mucous involves
  138. the epithelium part which
    has the ciliary hair cells
  139. that have hair-like processes
    on them, and this hair
  140. recognises different specific
    particles in the air.
  141. 0:14:33 Also above the cilia
    we have the mucous blanket.
  142. This is the liquid state that
    makes the epithelium moist.
  143. We have this water state
    above the epithelium
  144. so that it’s not
    dry all the time.
  145. And behind the epithelium we
    have different smooth muscles
  146. that are, again, organised
    in different directions.
  147. And above the muscles, we have the
    derma with different glands inside.
  148. In that part the glands
    organise the mucous, the
  149. liquid state that we have
    above the epithelium.
  150. Next slide.
  151. This is a representation of
    the innervation of our nose.
  152. Mostly our nose is innervated
    by nerve functions.
  153. and as you see, this is the
    main nerve of our face.
  154. Again we have the crossed pathway
    between the two hemispheres.
  155. And this innervation
    is mostly of the face
  156. part of our skull and
    also inside of the nose.
  157. This is not the nerve which
    we are able to smell.
  158. This is the nerve serving the other
    functions of our nose, such as innervation
  159. of the muscles, of the epithelium,
    of the secretions of the glands.
  160. Next slide.
  161. 0:16:28 This is a
    representation of the more
  162. specific function of our
    nose, which is smell,
  163. how we are able to
    recognise smells and why
  164. we need that kind of
    function in our nose.
  165. If we look at the evolution
    of different beings on
  166. our planet, and as I
    presented to you in previous
  167. workshops, from the beginning
    most beings have a
  168. horizontal relationship to
    the surface of the planet.
  169. There was on the same level a
    placement of the Star Formation.
  170. Then during evolution
    of human beings, they
  171. started to be vertical
    beings of the planet.
  172. So actually we changed the
    zone from which we take air.
  173. The air on the planet
    has different levels.
  174. The different gas
    contents and GANSes in
  175. different levels above
    the surface of the earth
  176. are very important for the organisation
    of the consciousness of different beings.
  177. When we started to walk on the
    planet, we needed an organ
  178. that is able to recognise
    different kinds of smells.
  179. 0:18:00 But what is smell?
  180. It is the combination
    of different molecules
  181. and, regarding the
    Keshe foundation
  182. Technology, this is a
    combination of different
  183. GANSes, single or in
    mixture of GANSes.
  184. As we said before, the olfactory
    bulb is a direct extension
  185. of the emotional part of
    the brain, our thalamus.
  186. As you see, it has a specific shape.
  187. It is directly placed above
    the cribriform plate.
  188. This is a part of the nose
    bone, and actually inside
  189. of the cribriform plate
    we have walls and holes.
  190. Inside of those holes we have an
    extension of the olfactory bulb.
  191. That extension is actually the axons of
    the cells inside the olfactory bulb.
  192. They go into the mucosa and
    form different kinds of
  193. cells that are placed inside
    the olfactory epithelium.
  194. The mucosa epithelium of the part that
    is involved with the smell function
  195. has a different organisation than the
    other mucous inside of the nose.
  196. We have, again, the mucous part,
    the liquid part where all
  197. the molecules of odourants are
    dissolved in that liquid.
  198. And as you know it is easier
    to accept different molecules
  199. when they are dissolved in the
    liquid state of, as we say,
  200. ‘water’, but actually that is
    a mixture of not only water
  201. molecules but all the odourants,
    the GANSes that are in the air.
  202. 0:20:00 Then the odourant
    molecules – or as we call
  203. them in the Keshe foundation
    Technology, ‘GANS’
  204. – trigger what you see
    there as sort of arms or
  205. fingers on the cells, which
    we call ‘dentrites’.
  206. They are receptors, and when
    they are triggered the olfactory
  207. epithelium nerve cells start
    to organise a nerve impulse.
  208. It is interesting that
    the different cells are
  209. specific to accept
    different kinds of GANSes.
  210. Actually, we have hundreds
    of millions of different
  211. receptor cells that are able
    to accept specific molecules.
  212. They are not receptors for all
    odourant molecules, they are
  213. specialised in their fields
    to accept specific molecules.
  214. And when they accept the specific molecule
    of the an odourant, they generate
  215. a specific impulse and then send that
    nerve impulse to the olfactory bulb.
  216. In the olfactory bulb the
    formation of glomeruli starts.
  217. You remember glomeruli from
    the kidney organisation.
  218. Glomeruli here only contain
    the nerve cells and
  219. the axons and dendrites
    of the nerve cells.
  220. They don’t have any arteries
    or venous vessels inside.
  221. The glomeruli contain the
    signals from specific
  222. cells inside the
    olfactory epithelium.
  223. 0:22:00 So what does this mean?
  224. When we receive the signal
    of the specific odourant
  225. molecule, that signal is
    sent to specific nerve cells
  226. inside the olfactory epithelium,
    and those olfactory
  227. cells send that signal to
    the specific glomeruli.
  228. So actually we have containers of
    that signal in proportion to the
  229. quantity of that specific cell
    type we have in the epithelium.
  230. If we have the cell to accept the
    ammonia odourant, so we have
  231. the glomeruli that accept only
    the ammonia-shaped odourant.
  232. After the collection of the
    nerve impulse in the glomeruli,
  233. we re-send the nerve signal
    to the mitral cells.
  234. And then they collect all the signals
    in the olfactory bulb and re-send
  235. them through the olfactory tract
    to the frontal part of our brain.
  236. Actually we very much have a cascade
    organisation in our olfactory
  237. system, and everything is very
    particularly organised in folders.
  238. And you see on the right
    side of the slide the
  239. specific shape of the olfactory
    bulb, and then we have
  240. holes inside of the bone
    structure, and how the
  241. dendrites go inside of the
    olfactory epithelium.
  242. On the left side or or on the bottom is a more
    schematic view of the process.
  243. The olfactory sensory cells form a
    network on the level of the epithelium.
  244. And because they are in that kind
    of network, they are able to cover
  245. all the epithelium surface in
    the olfactory part of our nose.
  246. Okay, then we go to the next slide.
  247. This is a schematic view easier
    for you to understand how the
  248. signals transform to the epithelium
    and then to the nervous system.
  249. We have an odourant, the
    molecule which triggers
  250. specific receptors in the
    olfactory epithelium.
  251. Mostly they are dissolved
    in the mucous layer.
  252. Then they trigger the olfactory
    receptor cells, and as
  253. you see, they are in different
    colours to make it easier
  254. for you to understand that
    different odourants are able
  255. to go inside of the epithelium
    through different cells.
  256. So different cells accept
    different molecules.
  257. If we compare this to the Knowledge
    Mr Keshe has given to us, it means
  258. that different cells accept different
    GANSes in the olfactory epithelium.
  259. Then those GANSes organise
    in the storage bank.
  260. This is the glomerulus layer.
  261. You see the glomeruli are like
    balls, again in different colours.
  262. They are the storage bank for different
    molecules, different GANSes.
  263. And then the different
    GANSes organise in to tracts
  264. in the mitral cells and
    go inside the olfactory
  265. tract, olfactory nerves,
    and different parts of
  266. the limbic system, and
    into the frontal cortex.
  267. 0:26:20 On the right side is a
    representation of the glomeruli.
  268. They are like balls.
  269. If you compare them to the
    glomeruli in the kidney, they
  270. have absolutely the same
    shape, the shape of a reactor.
  271. This is actually that sphere,
    which we know is the shape
  272. where we are able to store
    the energy, to store the DC.
  273. All the glomeruli in the
    olfactory epithelium
  274. are the storage bank
    that store GANSes.
  275. And then they organise their
    flow through the olfactory
  276. tract to the emotional
    part in our limbic system.
  277. On the bottom of the slide is a
    microscopic picture of the glomeruli.
  278. And as you see, this
    is very absolutely the
  279. same shape and structure
    and make-up as the
  280. glomeruli of the our
    kidney, but these are in
  281. the nervous system, not
    the circulatory system.
  282. Next is a video representation
    of how we accept
  283. the odourant and the
    molecules through our taste.
  284. The two systems work
    together and make it
  285. possible to receive the
    flavour of air and food.
  286. Could you please, Rick, play the video.
  287. [Video starts]
  288. Narrator in the video: If you can’t smell
    you probably can’t taste very well either.
  289. They are closely related functions.
  290. Receptor cells for
    taste and smell are
  291. located in the mouth
    and nose respectively.
  292. As the receptor cells are stimulated,
    they send impulses from these
  293. organs to the brain’s smelling and
    tasting centres in the cortices.
  294. For taste, impulses
    stimulated by the chemical
  295. compounds in food are sent
    to the gustatory cortex.
  296. For smells, impulses stimulated
    by chemical compounds
  297. in odours are sent to
    the olfactory cortex.
  298. As new compounds stimulate the receptors,
    the brain forms an odour memory
  299. bank so that it can recall the odours
    the next time they are present.
  300. 0:29:08 [Video ends.
  301. (EK) Yes. And as you see in the presentation
    of the video, if you noticed, our
  302. olfactory bulb that was shown in
    blue, is actually behind our eyes.
  303. If you made a cross-section of our head
    they are very close to our eyes, but
  304. if you look at a 3-D model you might
    accept that the olfactory bulbs are
  305. again in the role of eyes; with them we
    accept the GANS from the gas state of
  306. matter and with our eyes we accept the
    GANS from the light state of matter.
  307. 0:30:13 How to explain?
  308. We shouldn’t consider the
    eyes as the only organs
  309. that perform the same kind
    of function as the eyes.
  310. We need to look at the functions
    of all the organs and compare
  311. them to the functions of the
    different other organs in our body.
  312. Then you'll get an idea how many
    organs we have that behave like
  313. eyes, or how many we have that
    behave like a tongue, and so on.
  314. This is not only because
    they are placed in specific
  315. places in our body, but
    you have to compare
  316. the shape, you have to
    compare the function, and
  317. also their relationship
    with the nervous system.
  318. Next slide.
  319. I want to show you how the
    olfactory system works: When
  320. the odourant molecule reaches
    the specific receptor
  321. inside the olfactory epithelium,
    that receptor is only
  322. able to accept the specific
    shape of that odourant.
  323. When the specific odourant
    comes to the specific
  324. receptor and they get in
    touch, that connection
  325. activates the specific
    chemical reaction inside
  326. the nerve cell inside the
    olfactory epithelium.
  327. And as you see, again we have
    adenosine diphosphate [ADP]
  328. involved in that reaction and
    releasing the organic phosphor.
  329. Even here you can see
    that in all reactions
  330. we have the fingerprint
    to our DNA.
  331. 0:32:18 Actually that connection
    between the odourant molecule and our
  332. receptor starts the first cascade
    opening of potassium/calcium channels.
  333. This is the first depolarisation of the
    membrane, and then we have the second
  334. with the activation of
    the energy substances
  335. like ATP [adenosine
  336. After that activation the calcium
    channels start to activate the chlorine,
  337. and because of that the potassium
    and sodium start to exchange.
  338. Actually, as you see all the time,
    we have the pumping mechanism
  339. between the potassium and
    sodium, calcium, and chlorine
  340. with the activation of the ATP
    and releasing the organic
  341. phosphate, which is the fingerprint
    to our DNA, as Mr Keshe said.
  342. Next slide.
  343. This is a schematic of
    the olfactory system.
  344. This shows how the
    shape of an odourant
  345. molecule and the shape
    of the specific receptor
  346. make only that specific shape of molecule
    able to interact with that receptor.
  347. Then they trigger the olfactory
    receptor nerve cells inside
  348. of the epithelium, the nervous
    system collects in the
  349. glomerulus, and through the mitral
    cells they form the olfactory
  350. tract, and the olfactory
    tract goes to the neocortex.
  351. 0:34:21 And as you see on the right side,
    actually this is a kind of mapping
  352. in the olfactory epithelium, and after
    that the mapping of the olfactory bulb.
  353. If you consider the different colours
    to represent different GANSes, we have
  354. mapping places in the olfactory epithelium
    and the same in the olfactory bulb.
  355. So different GANSes
    are able to trigger
  356. specific places in the
    olfactory bulb, and that
  357. place of the olfactory
    bulb is in connection
  358. with a specific part
    of the neocortex.
  359. And as you see, the epithelium is
    separated into zones one, two,
  360. three, four, and in the same way
    the olfactory bulb is zoned.
  361. And from each zone different signals go
    to different parts of the neocortex.
  362. So this means we accept
    different GANSes from
  363. the air and, even from
    the beginning, from the
  364. periphery of the epithelium,
    channels and folders
  365. begin to organise how
    they reach our brain.
  366. Next slide.
  367. These are microscopic and laser
    views of different parts of
  368. the olfactory epithelium
    receptors, what they look like.
  369. And as you see, different GANSes reach
    the olfactory bulb at different times.
  370. They do not reach the olfactory
    bulb in one go, they have
  371. path time, how much time they
    need to reach the brain.
  372. And because of that,
    again, in time this
  373. makes a gapping and a
    mapping of our brain.
  374. 0:36:36 And as you see
    on the bottom, this is
  375. actually a microscopic
    cross-section of the brain
  376. of a rat but, using
    different colours, a map
  377. of the olfactory bulb
    has been superimposed.
  378. And because our nervous
    system is so close to that of
  379. the rat, the mapping of the
    olfactory bulb is the same.
  380. This is the storage place of different
    molecules and, as we consider it,
  381. this is the storage place of different
    GANSes in the olfactory bulb.
  382. This forms a kind of barcode, so
    when we breathe the part of the air
  383. that reaches the olfactory epithelium,
    is decoded from the cilia cells.
  384. And Then after the decoding the
    signals of different GANSes
  385. start to follow different
    channels and through different
  386. channels reach different parts
    of the olfactory bulb at
  387. different times, and then the
    associated part of the neocortex.
  388. Next slide.
  389. 0:38:00 This is another
    representation of mapping
  390. of the storage place of
    the different molecules.
  391. And as you see, this looks
    exactly like barcodes.
  392. And actually with our olfactory organs
    we are able just to read what GANSes and
  393. molecules are in the part of the air that
    we breathe that we breathe into our nose.
  394. On the right side you see
    even the mapping where we
  395. are able to store the smell
    of amyl or a banana.
  396. They are stored in specific
    places in our olfactory
  397. bulb, and they are ever
    after stored there they
  398. never change to a different
    place because they are
  399. connected with the associated
    part of our brain.
  400. Next slide.
  401. If you remember I told you that
    specific receptors have specific
  402. shapes, and they are able to connect
    with specific of molecules.
  403. Actually the specific
    shape of receptors are
  404. in the shape of a
    diamond 3-D structure.
  405. And mostly the molecules
    that produce smells are each
  406. of benzoic rings [benzene
    rings], one or several.
  407. And when the benzoic rings are
    organised in the 3-D model,
  408. they make up different kinds
    of diamond structures.
  409. And because of that, if you
    remember that Mr Keshe
  410. explained, the cells have
    a diamond structure.
  411. 0:40:14 And you see on
    the right side of the
  412. slide, the arms of the
    benzoic ring are hydrogen.
  413. And as the hydrogen organises
    around the benzoic ring to the
  414. next slide you will see what
    is the important about that.
  415. Next slide.
  416. This slide is again a
    representation of the receptors,
  417. how they attract and
    connect with the odourant.
  418. As you see in the 3-D model of the
    odourant, they have different
  419. shapes but always in space
    organise in diamond structures.
  420. Because of the there connection
    the chemical reaction starts.
  421. And actually all the benzoic
    rings are organisations of
  422. carbon, a number of carbon atoms
    inside of the benzoic ring.
  423. On the bottom of the slide
    you see that different
  424. numbers of the carbon atoms
    have different shapes.
  425. Also there is a really interesting
    investigation how you
  426. are able to have the same
    shape, for example the diamond
  427. structure, but if you change
    the hydrogen atoms from
  428. hydrogen to deuterium, the
    smell is completely different.
  429. So smell depends not
    only on the shape of the
  430. odourant, but also on the
    electrons in the molecules.
  431. On the right side you see the
    different between the smell when
  432. the molecules contain hydrogen
    and when contain deuterium.
  433. Next slide.
  434. 0:42:20 Here are measurements
    in the molecules when
  435. they have different numbers
    of electrons and protons.
  436. Even if they have the same shape, they
    have different levels of energy in them.
  437. As you see on the bottom
    of the slide, we have
  438. the same shape, but
    we have electron-rich
  439. or electron-poor molecules
    and accordingly they
  440. store different amounts
    of energy in them.
  441. Regarding that, we accept the GANS
    according to the shape, but also we
  442. accept the GANS according to the amount
    of energy that is carried in it.
  443. And then all the flows – of the
    molecules, of impulses, of the GANSes
  444. – depending on the levels we spoke
    of, go into the nerve part.
  445. As you see on the left side they are
    in different colours to distinguish
  446. specific molecules, with the specific
    impulse, for the specific GANS.
  447. And then, because of that, we finally
    have a mapping of our brain,
  448. which receives the different GANSes
    but sorts them into folders.
  449. Next slide.
  450. 0:44:20 When we generate
    that impulse through
  451. breathing and take in the
    GANS, this is a schematic
  452. from a mathematical point
    of view of how all the
  453. impulses are organised and
    where they go and why.
  454. With the organisation of the impulses
    in the olfactory bulb we reach
  455. different parts of our brain, but
    mostly we reach the limbic system.
  456. The thalamus is part of that system.
  457. This limbic system is the most ancient
    part of our brain, which controls our
  458. behaviour, our emotions, our fears, our
    joy, and the consciousness of existence.
  459. Different impulses regarding
    what kind of molecules are
  460. triggered from reach different
    parts of the limbic system.
  461. And according to those different
    smells, we are able to trigger
  462. our emotions to have more fear,
    or to have more joy, and so on.
  463. And after we organise our emotions, the
    next part is that we start to act.
  464. Another part of our limbic
    system, the hippocampus below
  465. the thalamus, involves action
    after we feel something.
  466. 0:46:15 So actually through the brain
    and through air when we accept
  467. different molecules and GANSes, we
    directly feed our emotional part of the
  468. brain and after that, through the
    pathways in the different hemispheres,
  469. our specific behaviour is organised
    and physical movements of our body.
  470. Next slide.
  471. This is a representation of
    other functions of our nose.
  472. These are very specific functions,
    such in the gland parts of the
  473. olfactory epithelium, and this is
    regarding the acceptance of pheromones.
  474. Because of pheromones,
    we able to recognise our species.
  475. What kind of species we are
    when we meet someone.
  476. As you see, this is very
    close to the olfactory bulb.
  477. Actually the nerve signal
    after we receive pheromones
  478. from the air make like the
    horse makes his mouth and the
  479. nostrils just curl up, and
    actually that movement of the nose
  480. and mouth trigger that part
    of the olfactory epithelium.
  481. And then the nerve impulse
    signal goes into the
  482. olfactory bulb and reaches,
    again, the limbic area.
  483. 0:48:04 So actually we have a larger
    brain than the other species before us.
  484. In our evolution in embryology, we
    repeat all the states of animals.
  485. When we’re born, we’re born
    in the form of a vertical
  486. being, but actually we
    are in the animal tree.
  487. And so you see, we have a larger brain
    than the other animals, and we have
  488. a lot of extensions from our brain
    to outside to be able to reach and
  489. feed our emotional part and then the
    physical part of the brain with
  490. different GANSes that we are able to
    take from light, air, and solid matter.
  491. And as Mr Keshe says,
    we do everything to
  492. satisfy our emotional
    part, and in the same
  493. way our emotional
    part is the feeding
  494. system from our physical
    part of our being.
  495. So that is all from my side.
  496. If you have questions please ask me.
  497. And thank you very much
    for your attention.
  498. (RC) Thank you Eliya.
  499. Another great presentation there.
  500. (RC) I had no idea there are so
    many connections to the nose.
  501. (EK) You’re welcome.
  502. Okay, do we have any questions?
  503. Anybody of the Skype call has a question?
  504. There’s Keyvan; Keyvan has a question.
  505. (KD) This is a question
    for Dr Eliya Kostova
  506. and also for Mr Keshe:
    From a holistic point
  507. of view, Eliya – because
    you are one of the few
  508. holistic teachers I’ve
    met – you know we’ve
  509. always heard that smell
    is somehow conveyed on
  510. a subconscious level,
    and when Mr Keshe talks
  511. about when you want
    to know the intention
  512. or the essence of a
    person, shake his hand.
  513. I think Mr Keshe said
    that on certain occasions
  514. or instances in some
    of the workshops.
  515. And I want to do an
    analogy to the smelling.
  516. Now, if you’re near a
    person, I guess you most
  517. probably do smell on a
    subconscious level.
  518. What kind of effect does that
    have on the behaviour or on the
  519. knowing of the information and
    the emotional part of the brain.
  520. Is there some kind of connection?
  521. Do you understand what
    I'm trying to—0:50:55
  522. (EK) Yeah, I understand
    you very well.
  523. (KD) Thank you.
  524. (EK) Every being has a specific smell.
  525. Actually through our skin we have
    pores and we have sweat, and
  526. our sweat has in it the aromatic
    molecule, the benzoid ring.
  527. And our sweat actually has an odour.
  528. And all the odours are
    dissolved in the air.
  529. When you just meet some
    person, and you are close to
  530. a person, you actually are
    able to smell him or her.
  531. Regarding the organ that we
    call ‘the pheromonic organ’,
  532. you just smell the pheromones
    that go through the skin,
  533. because we all have a secretion
    of the pheromones of
  534. our limbic system, but they
    go out of us in our sweat.
  535. Actually you smell the pheromones
    first and second you smell the
  536. molecules that that person puts
    out of the body through the skin.
  537. 0:52:07 If a person’s smell is
    matched to you, you trigger that
  538. point of your brain that makes
    you satisfied, happy, joyful.
  539. If it is not, it triggers the other part
    of your brain where the amygdala is.
  540. This is the part that
    contains all your fears.
  541. And when someone is angry
    or violent, the adrenal
  542. glands start to produce a
    huge amount of adrenaline.
  543. Adrenaline is the hormone
    of stress, but it also goes
  544. out through your sweat and
    skin so it can be smelled.
  545. And all the animals are able to smell the
    adrenalin in other animals, and because
  546. of that they take some kind of position –
    for defence, or to attack, or whatever.
  547. There was even a large
    Japanese investigation about
  548. the brain in which they
    discovered that the olfactory
  549. part of the brain is an
    earlier one that is more
  550. important than other parts
    of the brain for everything.
  551. Even if you’re not able to see
    and taste the olfactory part is
  552. working because it is a direct
    extension of your limbic system.
  553. And the limbic system is the
    primordial one, the first
  554. part, which has the most
    survival functions in it.
  555. And because of that, the olfactory system
    is the outside receptor for that system.
  556. Through smell you are able to
    recognise the behaviour of
  557. someone, recognise the
    emotional state, energy state.
  558. 0:54:16 In our century we have
    more-or-less lost that ability.
  559. But if you look at the animals,
    they are so good in that.
  560. Or if you have the training
    in Chinese medicine
  561. or even in Tibetan
    medicine, this is one
  562. of the most important
    tests of the therapy to
  563. patient, to test the
    smell through smelling.
  564. So if you are trained enough,
    this is very useful.
  565. (KD) Thank you, that
    was very enlightening.
  566. Can I ask you one more question?
  567. Is there a way to enhance or
    improve this function, this
  568. capability that we obviously
    once had in better functioning?
  569. (EK) Yeah, with Pranayama.
  570. This is the breathing techniques in yoga.
  571. There are a lot of Pranayama techniques.
  572. Depending on which part you
    want to increase or develop
  573. or whatever, Pranayama is
    one of the methods of that.
  574. Breathing technique.
  575. (KD) Oh, I just saw the book by B. Iyengar, Light on Pranayama.
  576. Is that something like
    you’re talking about?
  577. I haven’t read it yet.
  578. (EK) Yeah, Pranayama.
  579. This is a breathing technique.
  580. Keyvan.
  581. Okay.
  582. Thank you very much.
  583. (EK) You’re welcome.
  584. (RC) Eliya, there is a question
    in the Livestream: ‘Is
  585. there anything legal we can
    smell to make us very happy?
  586. ’I would suggest flowers work pretty good.
  587. (EK) Yeah, but this is individual,
    because for someone the
  588. smell of coffee is delicious and
    for someone it is disgusting.
  589. Everyone has to find out what kind
    of GANSes make him or her happy.
  590. Do you understand?
  591. So it’s from your point of view.
  592. I cannot say this is that substance able
    to make all of you happy, you know?
  593. (RC) Yeah, good point.
  594. Are there any other questions for
    Eliya, or shall we move on to Mr Keshe?
  595. There’s one question just came up:
    ‘Any good cure for blocked sinuses?
  596. ’Again that might go back to what you just
    said about the—(EK) It depends on which
  597. sinuses, because we have a huge amount
    of them and there are so many cures.
  598. And actually the sinuses are blocked
    because of inflammation in the mucosa.
  599. But there are different explanations
    of that, you have the holistic
  600. explanation, and you have the
    traditional medical explanation.
  601. So this is a different subject,
    and you know, actually this is a
  602. very large subject because all of
    the sinuses make the equilibrium
  603. between the atmospheric pressure
    and the pressure inside of our
  604. head, and because of that we get
    different diseases in them.
  605. This is a huge area of information
    that I would have to explain
  606. to give an answer to that question;
    it is not simple, you know.
  607. (RC) Right.
  608. Okay.
  609. Maybe we should move on to Mr Keshe now.
  610. (EK) Yeah, sure.
  611. Thank you very much for your attention.
  612. (RC) Thank you Eliya.
  613. 0:58:30 (MK) Thank you very much Dr Eliya.
  614. That was a nice presentation.
  615. (EK) You’re welcome sir.
  616. (MK) There are a few questions
    that were raised here that maybe
  617. we can answer at the end, or at
    the beginning, it’s all the same.
  618. The simple way that we look
    at the structure or the work
  619. of the nose is, in a way, we
    look at the mouth for the
  620. supply of energy – as I always
    say, when we speak about
  621. energy it’s always
  622. The mouth is the supplier of energy to
    the physical part through the stomach.
  623. The function of the nose is
    exactly the same, but it is
  624. the supplier of energy to the
    emotional part of the body.
  625. So both the nose and the
    mouth are feeding channels:.
  626. one to the emotion and
    one to the physicality.
  627. 1:00:10 The work of the nose is exactly
    the same as the work of the stomach.
  628. But the stomach’s work and
    function is the conversion
  629. of matter into the GANS-state,
    and the nose does
  630. the same thing but sends
    the ‘food’ into the lung
  631. and converts it much more
    rapidly for the brain.
  632. That’s why we can eat food two
    or three times a day or even
  633. once a day and the physicality
    can carry on, but we need
  634. to breathe so rapidly because
    the operation of the brain
  635. uses so much energy that it
    continuously demands energy.
  636. And that energy is automatically absorbed
    and extracted from the environment
  637. through our lungs, and through the
    nose itself for the operation.
  638. Again, in the evolution of Man the brain
    has decided to put sensors in the nose so
  639. that certain
    gravitational-magnetic fields
  640. mean separate things
    to the emotional part.
  641. If the field-strength is at
    certain levels, it means danger.
  642. If it is a certain level, it’s pleasure.
  643. If it’s a certain level, it’s just
    something you have to be careful with.
  644. 1:02:00 So the nose and the position
    of the nose are extremely vital
  645. for the operation of the brain,
    especially the emotional part.
  646. And in a way, the reason why
    the shape of the nose is
  647. sticking out is to make sure
    that it’s like a radar.
  648. It’s not just what goes inside
    it, what is absorbed on
  649. the skin of it is as important
    as what goes inside it.
  650. The information transfer from the
    nose is extremely vital for the
  651. operation of the emotional and the
    physical part of the body of Man.
  652. The food of the brain
    comes through the nose,
  653. but in so many ways
    something that Dr Eliya did
  654. not refer to is that, in
    your pores, you have a
  655. feeding line, and then
    you feed it to a core.
  656. The nose has its own core.
  657. It’s highly compact, extremely
    efficient, and it’s exactly
  658. like the cores you’ve seen with
    a centre core inside them.
  659. 1:04:00 Last week we explained about the
    tongue being the core of the mouth and
  660. the centre being the tongue; on the top
    of your nose there is a very tiny,
  661. tiny bone that behaves
    and creates a
  662. specific field in the
    cavity that is exactly
  663. like a core and sits right between your
    two eyes just between the sinuses.
  664. This centre core exactly
    like the black core.
  665. If you could go back
    to the black core when
  666. we were using the gas
    reactors, which had no
  667. connection but was loose
    and could go in any
  668. direction, or the same
    as the spherical Iranian
  669. reactor, the white one
    we saw last week where
  670. the centre core is
    not attached to the
  671. outer core but its motion
    absorbs and rejects
  672. fields as it likes, so
    it vibrates inside.
  673. And we used to use these
    cores for absorbing or
  674. shock-absorbing the fields
    from the Star Formation.
  675. If you go back to the early Workshops
    where we speak about these black
  676. cores or the Iranian small cores
    that have a loose core in side.
  677. So what happens in the bone, which is
    in the centre of this core in the top
  678. of the nose or in front of your forehead,
    the vibration of this bone by the
  679. fields that pass through it dictates,
    through the field conversion, what
  680. plasmatic-magnetic field is absorbed, what
    is received, and what is about to come.
  681. 1:06:12 We explained in the last
    Teaching and other Teachings
  682. of the Health Section, the
    minute the food enters the
  683. back of the throat, it enters a
    magnetic-gravitational field
  684. environment and it does not
    behave as matter anymore,
  685. exactly like the water in your
    cores when you put it with
  686. GANS, even though it’s water it
    behaves like a GANS, because
  687. it’s made of atoms, and atoms are
    made of the magnetic-gravitational
  688. fields of the electrons,
    protons, and neutrons.
  689. The same thing happens in
    this cavity in the bone.
  690. So as the air passes through
    the front of the nose, it
  691. enters a plasmatic-magnetic
    field environment that is
  692. covered by your skin and the
    tissues on top of the bone,
  693. and then as it enters, it
    enters a bone structure.
  694. And this is very much fixed.
  695. So it has a constant,
    perfect field-strength
  696. from the environment
    around it.
  697. And this bone in the middle,
    by it’s movement, by its field
  698. absorption now that the air has
    become in a GANS-state, absorbs the
  699. different gravitational-magnetic
    fields the same as the pores on
  700. the tongue and dictates what this
    material is, what is carried.
  701. 1:08:00 And then, as it’s the same as a
    core, it is like your Star Formation:.
  702. when you have a top core
    the fields between the
  703. two interact and are
    connected like a twinitity.
  704. The vibration and the energy that
    is created in this bone, as it’s a
  705. plasmatic condition, is transferred
    to the thalamus as a twinity.
  706. And the information
    carried to it informs
  707. the emotional part what
    is happening around
  708. it from the environment, from the air
    that flows much faster than solid matter.
  709. Don’t forget:.
  710. we smell an object long,
    long before we see it with
  711. the eye, so the brain has
    already made its decision.
  712. It can smell danger, it can absorb the
    smell of, let’s say, a lion from a
  713. distance before you could even see it,
    because it’s such a sensitive detector.
  714. So now the same position again:.
  715. In this cavity there is a liquid,
    very much moisture; the bone
  716. is very moist, the same as the
    operation of the lung with
  717. the moisture on it, the same
    as the stomach and intestine
  718. with moisture on them, the same
    as the tongue in the mouth.
  719. It’s a repetition of the
    same process, conversion of
  720. the matter into a GANS,
    energy plasma transformation.
  721. Not all the energies are absorbed by
    the nose as the air goes through.
  722. This is done in a way that the
    body, the physicality, gets
  723. informed what food is to come,
    what is here to be absorbed
  724. by the physicality too so that,
    from the odour, from the
  725. smell, the body has established
    to the RNA a chart:.
  726. ‘These things are edible.
  727. These things are not edible.
  728. ’ It is not that when you see
    it with the eye, the smell
  729. has already come to the
    nose and the decision made.
  730. 1:10:42 In fact, in a lot of cases
    of head-on collision accident,
  731. if this part right in front
    of the nose on top of your
  732. forehead between your eyes hit
    the windscreen, or if you get
  733. punched or have an accident
    that this spot where this bone
  734. is positioned creates a condition
    that the bone sticks to
  735. one side of the core or moves
    from its position and cannot
  736. hold in the position it was
    before due to sudden rapid
  737. interaction, you can lose the sense
    of smell of your environment.
  738. The majority of losses
    of smell are due to
  739. dislocation of this tiny
    bone in the forehead.
  740. 1:12:00 The Keshe foundation has
    developed a technology by which
  741. we can return most of this
    back in the majority of cases.
  742. If the centre core, this
    bone, is not stuck to the
  743. physical part of the core
    it creates a short-circuit.
  744. If you can create a condition to
    release this bone from the walls
  745. of the core you'll find you can
    bring the smell and taste back.
  746. And the only way it can
    be done is very much
  747. that you create a
    gravitational-magnetic field
  748. in the core that, like
    the two GANSes, or two
  749. nano levels, they cannot
    stick to each other.
  750. They get released and then you get the
    taste and smell back, because the taste is
  751. connected through a nerve through the back
    of the nose to the tongue there for taste.
  752. We have done this operation
    in respect to the […]
  753. patient we had, and it
    is videoed very clearly.
  754. The doctors told us she had lost her
    sense of smell due to a head injury.
  755. It took me two weeks to build a system.
  756. We tested on a farm which was
    across the road twenty-two
  757. different tests of smells
    from ammonia to a rose and
  758. everything else, and it was
    confirmed there was no sense of
  759. smell left due to the head-on
    collision she had in a car.
  760. And after two weeks of running and
    developing a technology for it so
  761. that it could release this bone, she
    could smell everything we gave her.
  762. The same twenty-two
    smells were tested
  763. more-or-less every day,
    and then she could smell
  764. because we managed to move this bone away
    from its position to which it was stuck.
  765. This is exactly what you
    do in your reactors.
  766. When you have a loose
    centre reactor, then the
  767. reactors stick to each
    other and create a
  768. short-circuit
    gravitational-magnetic field and
  769. then there is no vibration
    to absorb other fields.
  770. 1:14:08 Something that is very
    important and vital is to
  771. remember all the time in the
    operation of the body of
  772. Man, you deal with the
    already-converted matter
  773. to-a-GANS-state once it enters
    the environment of the body.
  774. But at the same time go
    back to the same process.
  775. The physical food and the
    physical air, as we said last
  776. week, once they enter at the
    front of the nose or the
  777. mouth, transfer the matter
    state energy to become a
  778. GANS, to become nano sized
    in a plasmatic condition.
  779. As you did with your CO2
    kits, you create an energy,
  780. that energy in the matter
    level is immediately
  781. absorbed for the physical
    body from the nose – as
  782. we explained in the tongue
    – for the operation
  783. of the odour of the
    body too at a matter
  784. physical level so that the
    odour, as you ask the
  785. question, converts in a
    matter state crystal
  786. structure so that it can
    be smelled by the others.
  787. That continuous odour production
    in the physical structure,
  788. crystal state, comes from
    the energy in the matter
  789. level in which the air enters
    your nose and is immediately
  790. absorbed by the body before
    it becomes a GANS of it.
  791. So it gets a constant
    matter level structure
  792. and it gets spread
    through the skin
  793. so that you can smell, that it changes a
    GANS to a matter state crystal structure.
  794. 1:16:10 The vital importance
    of the operation of the nose
  795. is the feeding and, as it
    feeds the emotional part, is
  796. the information carrier-storer
    for the RNA as the physical
  797. part through the stomach is
    a physical supply for DNA.
  798. So your emotion, your understanding
    of the environment, what you smelt
  799. that was wrong and cannot be eaten
    again because the physicality reports
  800. the physical side, is all recorded
    through the blood to your neuro
  801. system immediately through the RNAs
    to every single cell in the body.
  802. Because it’s an energy transfer.
  803. It’s like a speaker with
    millions of listeners
  804. at the same time listening
    to the same thing.
  805. So the energy absorbed through the
    nose to detection and conversion to
  806. information like a loudspeaker is
    transferred to your RNA through the nose.
  807. And this is where RNA receives
    it’s energy continuously –
  808. through the blood circulation
    through the emotional part.
  809. And it gets updated continuously.
  810. 1:18:04 Dr Eliya, in her part,
    explained that there are
  811. similar structures in the nose
    to structures in the kidney.
  812. There are similarities.
  813. Of course there are.
  814. It has to be because the kidney
    absorbs, due to its position, the
  815. waste products that are in the
    lymph that are transferred to it.
  816. As much what might come
    through the blood, but at the
  817. same time the kidney is
    the cleaner of the blood.
  818. So the energy absorbed by
    the nose from the air that
  819. is not needed then gets
    transferred at the point
  820. of not being needed, like
    the water we don’t need
  821. we reject through the
  822. field of the matter that
    are within the lymph,
  823. the kidney has a system
    that disposes of the
  824. emotional energies that
    have been absorbed
  825. by the nose into the
    blood, or by the lung.
  826. Up to now everybody in the world
    of science always thought that the
  827. job of the kidney is only to reject
    what is surplus in physicality.
  828. But in fact the most important job
    of the kidney is cleaning up the
  829. emotional waste, which is energy
    that is absorbed from the air.
  830. Where does this energy go that is not
    needed or is surplus or has been
  831. partially used, which is not in the
    strength of the cells of the human body?
  832. As much as the kidney disposes of liquid,
    as we think in a matter level, it
  833. disposes of the energy of the air that
    the man breathes that is not useable.
  834. That’s why you see similarities:.
  835. the same as you absorb, the
    same you repel and reject.
  836. That’s why, in the animal
    kingdom, the smell of
  837. urine is left as a marker,
    because it carries
  838. the emotion that has been rejected by the
    body because it’s not at the body’s level.
  839. It’s not so much odour, but
    they understand through it the
  840. condition of the animal, if it
    is sick, or is good or bad.
  841. 1:20:52 So this is part
    of the whole structure
  842. that the emotional part
    of the brain – which is
  843. the thalamus – has created
    for itself, what it
  844. needs, then it made the
    system to get rid of it.
  845. Otherwise your blood would
    be full of wasted energy.
  846. So it disposes emotional
    energy through the same.
  847. In so many ways, I was
    explaining this to the Knowledge
  848. Seekers in the past few days
    or a couple of weeks ago:.
  849. One of the first things
    when people get arrested
  850. and cornered by the
    police, like thieves
  851. that hide somewhere and
    then are found, is that
  852. they let urine pass, and
    they wet themselves.
  853. It’s the release of the
    emotion that there is
  854. no fear there is no
    danger, because up to now
  855. there is danger, something
    wrong is going to
  856. happen, and when you’re
    captured you it let go.
  857. That’s why a lot of times
    people wet themselves, not
  858. because of anything else but
    the amount of energy that is
  859. blocked in the blood system
    goes through the kidneys and
  860. then gets released in one go,
    because the emotion is there.
  861. That’s how you get rid of
    emotional energy, through urine,
  862. because it’s the only way the
    blood system can release it.
  863. 1:22:24 So the nose is not just a
    system of getting air in, but in fact,
  864. it controls everything to do with a
    human’s life on the emotional side.
  865. In so many ways, the
    energy your nose absorbs
  866. is connected to every
    single cell in the body
  867. through its DNA operation
    and, at the same time,
  868. it tells the physicality
    what it needs to take.
  869. And when the balance between the
    emotional part and the physical
  870. part is correct in digesting
    something – which is what you smell
  871. through your nose matching what you
    taste through the neuro system
  872. of the physicality, then you get
    addicted because it’s balanced.
  873. Part of the reason for
    addiction to food is
  874. that there is a balanced
  875. field between the smell energy of the
    food, and the physical food energy.
  876. 1:24:00 And some people, according
    to the balance in their
  877. thalamus, go for simple single food
    repetition, for example chips.
  878. There are people who
    only eat chips all day
  879. long all their lives
    the years and years.
  880. The more connoisseur-type people will
    accept a mixture of smells and tastes.
  881. And now this has become
    fashionable, that we
  882. change a mix to see how
    far we can extend this
  883. knowledge of the information
    between the nose
  884. and the taste nervous
    system of the mouth.
  885. And we mix all sorts of
    foods and tastes together
  886. just to challenge our
    own physical system.
  887. In so many ways, the structure of the
    air you breathe in is a composite.
  888. Not all the oxygens are of the
    same strength, as we explained.
  889. Oxygens released by a plant, by a
    tree, by a bush are different.
  890. It’s composite, and that
    composite oxygen, when it
  891. enters the body creates a
    different field-strength.
  892. And that field-strength, once it is
    converted to a GANS – as you’ve seen
  893. different strengths give you the same
    size CO2, or copper oxide, or CH3.
  894. So the body knows which one it needs
    more and which one to reject.
  895. Or it has to go back
    to another part of the
  896. body like the lung for
    it to be absorbed or
  897. converted, because at that level the wall
    of the lungs is the same as the intestine.
  898. Each part of the lung absorbs a
    specific kind of plasmatic-magnetic
  899. field energy for specific blood cells
    for a specific part of the body.
  900. 1:26:30 And that’s what I
    call ‘taxi-destination’.
  901. You go to the top for the
    emotion, and you go to the bottom
  902. part of the lung for the physical
    part neuro system emotion.
  903. And the whole structure
    of the nose is an
  904. information bank for the
    body, for what it needs,
  905. what it can do, and what
    it needs to absorb even
  906. for the physicality for
    it to be operational.
  907. And as we explained before, as the odour
    is diamond structure, the body creates
  908. diamond-structure cells because, as we
    say, ‘dogs with dogs, wolves with wolves.
  909. ’ Each element crystal structure
    that changes into GANS
  910. creates a different
    gravitational-magnetic field strength
  911. and that can be absorbed by
    specific matching – like a
  912. magnet for wood, magnet for
    plastic, magnet for metals.
  913. So each cell in the nose decides what
    is going to be absorbed from it.
  914. And what is going to give from it.
  915. 1:28:12 When your emotion does not fit
    the energy that is absorbed through
  916. your nose through the air, the sense
    of fear leads to an asthma attack.
  917. The physicality knows the air comes,
    blocks itself, and creates fear.
  918. Then you get the condition
    of the breathing
  919. restriction because
    prior to energy being
  920. absorbed by the lung,
    the nose has already
  921. informed the physicality
    that it doesn’t match.
  922. So the physical part of
    the lung shuts itself
  923. down, and we call it
    an ‘asthma attack’.
  924. Why are we allergic, asthmatic,
    or show breathing restrictions in
  925. certain conditions in certain
    environments with and certain people?
  926. Because we absorb energy that, to us, the
    emotional part of our breathing – the nose
  927. – does not accept to
    match the physicality,
  928. in our physical being,
    in our emotion.
  929. If the emotional does not match
    the physicality, you get anger.
  930. If the emotion does not match the
    physicality of the emotion, then you
  931. get asthma attack, restriction of the
    breathing within the physicality.
  932. 1:30:30 This could be
    the odour of grass, the
  933. odour of a person, or
    it could be anything.
  934. But at this time, when
    this condition happens in
  935. the childhood stage at
    the time when the brain
  936. is developing on the physical
    and emotional sides,
  937. it teaches something
    very wrong to the body:.
  938. ‘Creating such a condition
    brings me attention.
  939. ’ And that attention-seeking
    changes the gravitational-magnetic
  940. field strength in the centre
    bone in the top of the nose.
  941. It even may be self-attention-seeking,
    not from anybody else, because
  942. ‘I need more attention on my
    physical part that I'm not getting.
  943. ’It goes back to the teaching
    of the Christ – Bless His Name.
  944. He says, ‘Thou shall not steal.
  945. ’ The biggest thief of the
    man is the man himself in
  946. respect to his physicality
    and emotion and his soul.
  947. And when you steal from your emotional
    side, your physical side does not
  948. accept, so the interaction comes, in a
    way, as what we call, ‘asthma attack’.
  949. 1:32:10 The condition of the
    energy absorbed is changed
  950. through the emotional side
    through the blood circulation.
  951. And in some cases, the
    emotional energy matches
  952. the physical part, and the
    physical part shows a
  953. reaction to the emotional
    side instead of receiving
  954. information from the
    physical part of the brain.
  955. This is what we spoke about in
    the problem with genetically
  956. modified seeds, if you remember,
    in the digestion section.
  957. When the modified gene is
    very close to the emotional
  958. side, you get different kinds
    of digestion problems.
  959. The same thing happens in the lung.
  960. Everything in the structure
    of Man is connected
  961. to each other, and
    the physical part
  962. and emotional part of the brain have made
    the full system for their operation:.
  963. Absorb, digest what you need,
    and reject what you don’t
  964. need so that you can have
    room for the new to come in.
  965. As the brain does not have any
    blood vessels, it absorbs all
  966. of its energy through transfer
    of plasmatic-magnetic fields
  967. from the blood and partially
    from the lymph, depending on if
  968. it’s near to the physical part
    on the boundary of the brain.
  969. And, as you have seen in the
    production of GANS materials, even
  970. though everything is GANS, your
    copper oxide does not mix with CO2.
  971. But if you stir it the
    right way, you might
  972. match something, connect
    something with it.
  973. 1:34:38 So every energy that comes
    through the nose is absorbed
  974. by the centre bone and the
    rest of the structure of the
  975. digestion/conversion of the
    matter to GANS and to energy
  976. through the lungs and the nose
    and the back of the tongue.
  977. All these energies are released
    in a plasmatic-magnetic
  978. field that spreads along
    right across the brain.
  979. And each cell in the
    brain is tuned to
  980. absorb which part of it
    that it is tuned to.
  981. So they continuously receive
    energy through a plasmatic
  982. condition and not through
    a physical condition.
  983. And that’s how the brain grows.
  984. That’s why in premature
    children who lack oxygen
  985. we see the structure of
    the growth of the brain.
  986. And with the technology
    we have developed – which
  987. has been tested – we
    have shown how easily
  988. a majority of children
    who are born due to a
  989. lack of oxygen – which
    the lack of oxygen
  990. meant to the foetus and
    to the child at the
  991. time of birth, ‘Stop the
    process so that we can
  992. save the other part of
    the brain’, and the
  993. switch-on comes on, the
    switch-off comes on.
  994. So that part of the brain doesn’t
    get switched on to carry
  995. on growing and, when the
    child comes out of the womb
  996. and the rest of the body has
    switched on, that part does
  997. not switch on because it was
    the first section gone.
  998. 1:36:20 So you see disabilities
    due to the lack of oxygen,
  999. and this is again what the
    doctors don’t understand.
  1000. They have not understood.
  1001. Until they understand this operation
    – that the blood circulation through
  1002. the breathing of the air creates emotion
    and the growth of the brain, then
  1003. no child should be left at the time of
    birth, when they see a lack-of-oxygen
  1004. condition, to go through abnormality
    and a wheelchair, until they die.
  1005. They have to have the expertise
    in the hospital to understand.
  1006. Physically, if you want to understand,
    it’s very much like hypothermia.
  1007. What happens?
  1008. You get stuck in the snow.
  1009. Your fingers are not needed.
  1010. Your toes are not needed,
    because more blood is
  1011. needed for the heart and the
    operation of the brain.
  1012. So the blood circulation retracts to be
    able to support the function of the brain.
  1013. So you go through hypothermia:.
  1014. Pieces of the leg, upper leg, and
    then everything else disconnects
  1015. from the circulation to be able
    to deliver energy to the brain.
  1016. At the point of birth, the same thing
    happens in the physical part:.
  1017. in fear of not being able to go
    through the birth, the brain switches
  1018. off certain parts to guarantee the
    existence, exactly like hypothermia.
  1019. 1:38:00 And the physicians of
    today have not understood this.
  1020. The way you can wrap
    the leg in a warm
  1021. condition and try to
    rejuvenate the toes and
  1022. the fingers, you can do the same thing
    with a child at the time of birth when the
  1023. lack of oxygen sends a wrong signal to the
    brain of the child and the brain switches
  1024. off to keep the emotionality, because
    the physicality is already operational.
  1025. And then you get mental dementia.
  1026. And if the doctors
    immediately, at the time
  1027. of birth, within the
    first twenty-four hours,
  1028. start the process that
    we have developed,
  1029. there will be no more
    such abnormal children.
  1030. No father or mother
    needs to carry a
  1031. handicapped child due
    to the lack of oxygen.
  1032. The older you get the
    more this part is
  1033. switched off and it’s
    harder to switch back on.
  1034. This goes back again to the information
    that, due to the time it is left to
  1035. the nose to carry the information that
    the air goes through and as there
  1036. is a delay in the air that the body
    is ready to absorb, then it switches
  1037. off part of the brain to guarantee the
    survival of the rest of the brain.
  1038. And then that switching off
    could be part of the arm
  1039. section, could be part of
    the hand section, could
  1040. be part of the side section,
    and then the child is
  1041. born with mental handicap
    with a physical disability.
  1042. Just one second.
  1043. [Removes microphone and
    is heard to walk away.
  1044. And then there’s thirty-five
    seconds of silence.]
  1045. (RC) Just having a brief break here while Mr
    Keshe does some rearranging at his end.
  1046. Any comments from the
    Skype call at this point?
  1047. Okay, he's back.
  1048. (MK) Sorry about this.
  1049. It’s part of our moving to Bari, so
    we had to answer a phone call for it.
  1050. I do apologise.
  1051. So it comes to understanding
    the operation.
  1052. It comes to understanding the position.
  1053. It comes to understanding the totally, and
    the physicians have not understood this.
  1054. If doctors interfere immediately
    at the time of birth,
  1055. the brain comes back to
    normality very very quickly.
  1056. And you don’t need to have
    this handicapped condition.
  1057. And in the positions when
    these points in brain
  1058. are shut down to save
    the emotional part, the
  1059. emotional transfer becomes
    so hard that a lot of
  1060. information is created
    that has nowhere to go.
  1061. It’s like an amputation that creates
    a phantom pain, this creates
  1062. what is know as an epileptic
    attack and seizures in some cases.
  1063. So one is related to the
    other, and it’s very simple
  1064. to sort it out at the time
    of birth where you send
  1065. information back through the
    nose and through the lungs
  1066. that ‘Everything is okay,
    you can restart again.
  1067. ’ And the earlier this is
    done after the time of birth,
  1068. the easier it is to return
    the child back to normality.
  1069. We have a number of these cases in
    progress at the moment around the world,
  1070. and we see the development we have
    achieved all over the world, from America
  1071. to Europe to other parts of the world
    we are running these tests, and every
  1072. single case shows us improvement and
    the correctness of the Technology.
  1073. Any questions?
  1074. (RC) Thank you Mr Keshe.
  1075. Are there any questions from—(MK) I
    need Dr Eliya to take over for about
  1076. ten minutes, and I’ll be back because
    it’s important that I do something.
  1077. (RC) Thank you.
  1078. (MK) Thank you.
  1079. Have we lost Dr Eliya?
  1080. She’s gone?
  1081. (RC).
  1082. Uh, Eliya, are you there?
  1083. (EK) I'm here, I just had to put on
    the headset because I had removed it.
  1084. I'm here.
  1085. Yeah, it’s okay, no problem.
  1086. (MK) Take over if you would, bye-bye.
  1087. (EK) Yeah, it’s okay sir.
  1088. Okay, does anyone have a question?
  1089. Well, there is a question
    in the Livestream.
  1090. I'm not sure if it’s appropriate.
  1091. The question is:.
  1092. ‘What is the right ratio
    of breathing, if there is
  1093. one; like three or four
    breaths a minute or so?
  1094. (EK) The ratio for what kind of breathing?
  1095. Because, with breathing you reach
    different levels of consciousness.
  1096. And actually the technique of breathing,
    regards the duration of energy gap.
  1097. That is the inside secret
    of breathing techniques.
  1098. So the question has to be
    more precise, you know?
  1099. (RC).
  1100. Was that the ‘travel time’
    you mentioned earlier
  1101. in the Workshop, for the
    gasses to travel through?
  1102. Is that what you mean.
  1103. (EK) The different gasses
    travel in different times.
  1104. This is in, like, milliseconds, you know.
  1105. They make some kind of gapping.
  1106. For example, if you chose molecule
    X just passing the pathway
  1107. in like one milli-millisecond,
    the other will have to
  1108. pass the same pathway in two
    milli-milliseconds, so not to
  1109. have a traffic jam crush
    inside of the olfactory tract.
  1110. All the nervous system works like this.
  1111. Actually when you have the
    tract, the tract is from the
  1112. hemispheres and the medulla
    oblongata, then all the spinal cord.
  1113. All inside of your spinal cord everything
    is tracts like signal highways.
  1114. And between the vertebrae you organise
    the tracts in the ganglia, and
  1115. from those ganglia different nerves
    originate that belong to that part.
  1116. 1:46:23 But everything
    that comes from the brain
  1117. or goes to the brain
    goes through highways.
  1118. In Latin this is the tract, so every
    highway has a specific timing.
  1119. And regarding the
    neurotransmitters that are
  1120. specific for that highway
    they have timing.
  1121. Also the releasing of the
    neurotransmitters from axon to
  1122. synapse and the sending of the
    impulse have timings too.
  1123. And this applies also to
    the sodium-potassium pump.
  1124. You know everything has timing.
  1125. To present here all the timings would be a
    huge work, like half of the physiology of
  1126. the nervous system,
    because this is the
  1127. mapping, the gapping,
    and the organisation.
  1128. At the molecular level
    medicine has reached the
  1129. point to be able to make
    that kind of time mapping.
  1130. But now we are at the
    next level of seeing
  1131. how the GANS materials
    make the same timing
  1132. through the nervous
    system or the different
  1133. entrances and exits that
    we have in our body.
  1134. We don’t yet have that mapping.
  1135. 1:48:00 It will be completely
    different because we are
  1136. able to take in the GANS
    materials from different places.
  1137. We are able to take one GANS
    material, like the simple
  1138. GANS of copper, for
    example, but with different
  1139. strengths, from light through
    our eyes, from air through
  1140. our nose and mouth, from
    sound through our ears.
  1141. So the GANS of copper in a specific
    strength will have a sound
  1142. too, or just like a field
    directly through our hemispheres.
  1143. Actually we accept one single
    GANS in different strengths
  1144. with different receptors from
    different states of matter.
  1145. So, if we have the GANS, copper, for
    example, it will be at one strength
  1146. in air, another strength in liquids,
    another strength in plasma.
  1147. Then we organise that strength
    and channel it into specific
  1148. parts of our body that are
    able to convert that strength.
  1149. It’s not only to convert the single GANS
    but the single GANS in specific strengths.
  1150. If you send calcium to the hip
    bone, it would be in one strength,
  1151. but the calcium for the rib
    bone is of another strength.
  1152. If I sent the calcium
    with the strength for
  1153. the hip bone to the rib
    bone, there would be
  1154. hyper-coclosa on that
    place; it would organise
  1155. a new bone with the
    structure of the hip bone.
  1156. Do you understand?
  1157. This is like Lego’s, just imagine your
    body like a Lego, and each part of the
  1158. Lego is supposed to be in its specific
    place; you cannot fit it in another place.
  1159. Can you hear me?
  1160. Yes, absolutely.
  1161. There was another slightly more detailed
    question from Crasmere who says:.
  1162. ‘Some doctors claim that
    if we inhale deeply
  1163. and hold before exhaling,
    it would decrease
  1164. our heart rate and will bring more oxygen
    to the body and thus we would live longer.
  1165. (EK) This has to do with the function
    of the lungs, so if you remember the
  1166. Workshop about the lung, mostly we
    collect the air in the tip of our lungs.
  1167. This is the ventilation area.
  1168. The bottom of our lungs lying on the
    thoracic diaphragm is mostly vascularised.
  1169. And if you remember the diagram,
    we even have different kinds
  1170. of pressure between the capillary
    venules and the air system.
  1171. That was the diagram I showed with the
    lungs and pressure and organised systems.
  1172. And in daily life we breathe
    mostly with the tips of
  1173. our lungs, and we don’t get
    air deep inside to the
  1174. bottom of our lungs where
    actually the diameter of
  1175. the bronchi is very small,
    called ‘bronchioles’.
  1176. Because of that, when you
    breathe deeply and hold, you
  1177. actually energise and oxygenate
    the bottom of your lungs.
  1178. Shallow breathing is a huge
    problem of our century,
  1179. and even in my clinic I teach
    people how to breathe.
  1180. Most of the diseases are because of that.
  1181. 1:52:03 And the other part of
    that question is that through the
  1182. lungs, especially in the middle part
    of our lungs is the vagus nerve.
  1183. This is an especially thin
    nerve of the cranial nerve.
  1184. This nerve goes through the inner
    ear, all the pharyngeal wall,
  1185. and then two sides of the trachea,
    heart, lungs, and stomach.
  1186. In different organs this nerve
    has different functions.
  1187. Actually, when you breathe in and
    hold, you trigger that nerve, and
  1188. that nerve has the specific function
    to slow down the heartbeat.
  1189. And traditional medicine believes that
    you’re born with the number of heartbeats
  1190. that you’re supposed to have in this
    life already written in your genes.
  1191. So they believe that
    if you slow down your
  1192. heartbeat that you actually
    prolong that life.
  1193. If people who have some
    kind of heart disease
  1194. know the ‘prop-up
    Valsalva manoeuvre’.
  1195. When they have a rapid
    heartbeat, they prop
  1196. up their feet, breathe
    in and close the
  1197. nose and mouth, and count several seconds,
    and then the heart rate just goes down.
  1198. This is because of the vagus nerve.
  1199. (MK) I'm back.
  1200. (EK) Yeah, thank you sir.
  1201. (MK) I do apologise.
  1202. [Sounding winded:.
  1203. ] This is all to do with moving to Bari.
  1204. Okay.
  1205. Any questions I could answer?
  1206. Or did you answer all the questions?
  1207. 1:54:00 (EK) Oh, no, they were more
    medical questions, sir, because
  1208. each other heard that you were
    not there so now it’s for you.
  1209. (MK) Okay.
  1210. Any questions you want me to
    answer or have we finished.
  1211. All your questions have been answered.
  1212. [Looking at his computer:.
  1213. ] He says, ‘My child does not know
    how to drink, chew, and speak.
  1214. ’ Shall I read it or have
    you answered this one?
  1215. No, that would be a good one for you.
  1216. (MK) He says, ‘My child not knows
    how to drink and chew, and speak.
  1217. Is there a part of the
    brain that controls that?
  1218. ’Yes, there is.
  1219. It depends on when it
    happened and how it happened.
  1220. Is it genetic or was it part
    of the process of birth?
  1221. Genetic defects are very
    hard to interfere with.
  1222. With genetic defects at the
    moment we don’t release much
  1223. information, but we know it can
    be done, but it’s too early.
  1224. But if it happened as part of
    the process of birth or just
  1225. after birth, most these can
    be corrected to some extent.
  1226. One of the biggest problems
    with the parents who go
  1227. through this process with
    us is not the recovery of
  1228. the child, especially of an
    older age, but the grasp
  1229. of the understanding of the
    changes by the parents.
  1230. Parents who are used to seeing
    their child handicapped, behave
  1231. that way towards it because of
    the need is confirmation of
  1232. existence to the parents and,
    because they’ve done it for such
  1233. a long time and they are not
    aware of the use and development
  1234. of the technology and development
    of the brain that now
  1235. they’re not dealing with, for
    example, a five-year-old child,
  1236. they are dealing with a
    seven-year-old in three months, and
  1237. in nine months they are dealing
    with a fourteen-year-old.
  1238. They are trapped in the
    condition of looking
  1239. after a mentally four-
    or five-year-old,
  1240. but in the physical he's much older,
    and this is what causes the problem.
  1241. The inflexibility of the parents
    and what they have accepted
  1242. restricts the child and creates
    more problems for the child.
  1243. We see this quite a lot.
  1244. 1:56:40 And so what is one of
    the things – as I explained
  1245. this to Armen who is handling
    a case like this for the
  1246. foundation – is that teaching
    of the parents after the third
  1247. month becomes more important
    than looking after the child.
  1248. The parents have to learn to let
    go as the child is growing up.
  1249. At the same time, if the
    damage that was done
  1250. through the breathing process
    at the time of birth
  1251. creates a lot of problems
    with the child if he's
  1252. trying to reprocess in
    the later part of life.
  1253. Because they have to cover the stage of
    life, let’s say, if they are ten-years-old
  1254. but mentally about five, now that you
    start the growing and they do the five
  1255. years in two years time, then the child
    has missed that progress and his peers
  1256. in the classroom or in the society talk
    about things that he doesn’t understand.
  1257. So now it creates a problem for the
    child and he becomes reclusive, because
  1258. he cannot mix with the people of the
    same height but mentally different.
  1259. And this is the biggest problem for
    us that now we know how to allow
  1260. the brain to expand and to grow back
    to normality as much as possible.
  1261. 1:58:19 And in cases we’ve seen a child
    of mental age of four but physically
  1262. about seven – actually mentally about
    two but physically about seven, eight
  1263. when they brought him to us, and I said
    to the parents – he came in February
  1264. – I said, ‘For next September make
    him ready to go to normal school.
  1265. ’ And they said this is impossible
    even though the father is a physician.
  1266. He said, ‘This is impossible.
  1267. ’ I said, ‘What we foresee from
    our experience this is possible.
  1268. ’ And now, after a year
    – he's nine-years-old
  1269. now I think, nine,
    ten-years-old – the
  1270. last time they wrote to
    us – because now they
  1271. don’t need us anymore
    so we don’t get that
  1272. much feedback – that
    he could go swimming
  1273. on his own, he could
    walk about three, four
  1274. kilometres every day,
    enjoy swimming, and come
  1275. back on his own with
    his bag on his back.
  1276. And the strangest thing
    was that he was in a
  1277. mentally handicapped
    children’s school, and in the
  1278. process we brought him
    up through, they had to
  1279. take him to the normal
    school and enrol him.
  1280. He had to sit for a test, and he
    actually passed the test to be in
  1281. the normal school, and he joined
    the society in the normal way.
  1282. We have a case now in the U.
  1283. S.
  1284. who was eighteen, nineteen, and
    mental state of four, five.
  1285. We have brought him up, but
    now he loses attention
  1286. because the hierarchy is the
    older boy in the house.
  1287. We see the physical problem
    between the adult who
  1288. could never have an interaction
    with his own peers,
  1289. now he's in an adult body
    and now sees himself
  1290. becoming nine, ten, eleven,
    twelve, and thereon.
  1291. 2:00:10 This process is
    very easy to reverse.
  1292. We had a case in Belgium
    and we had cases in other
  1293. parts of the world; we’ve
    seen these things.
  1294. We’ve seen a girl of twenty-four,
    twenty-five mental age of nine
  1295. and, after a year or year-and-a-half
    – I know the family listen
  1296. to this programme because they are
    close to the foundation – now
  1297. she’s talking about having a
    boyfriend and getting married.
  1298. It just depends what
    you free and where you
  1299. free in the structure of
    the brain to match up.
  1300. Shocks, lack of oxygen through
    breathing can be addressed
  1301. with the Knowledge and
    Technology of the foundation.
  1302. We have no hesitation to open it up
    into society, and now that we are
  1303. an institute we can allow it, and
    we’ll release it very rapidly.
  1304. If it’s not genetic it can be helped
    to an extent, but the problem
  1305. is how the family allow themselves
    to grow with the child.
  1306. It’s not the child, which is growing fast.
  1307. In the cases here with twelve-year-old
    boys, mental age of four or five, I said
  1308. to the parents, ‘You have to take him
    to the shops and buy him comics that
  1309. nine-year-olds read so that he can speak
    to his peers, so he has a line of
  1310. connection somewhere so that he can mix
    with his peers and does not stand out.
  1311. But at the same time some children,
    when they reach that point, they’re
  1312. used to getting so much attention six
    months ago from the parents but now
  1313. that they’re growing up they’re left
    to grow, they go back to the previous
  1314. condition because they still want
    that attention, ‘Me, me, me’ – ADD.
  1315. And sometimes this getting
    attention leads to ADHD,
  1316. which is attention deficit
    hyperactivity – kingship.
  1317. 2:02:28 So the operation of the
    nose, the operation of the
  1318. breathing can affect the mental
    state and the structure.
  1319. Even in old people the change of the
    nose, the way you breathe, changes the
  1320. way you take energy through your lungs,
    and then it affects your health.
  1321. [Mr Keshe takes a deep
    breath through the nose.
  1322. ] Because you snell the
    air different, mentally
  1323. you instruct your
    physicality to change.
  1324. The smell of life, the smell of fresh
    air, the smell of being part of the
  1325. structure allows you to live, and you
    extend life because you can do it.
  1326. We’ve seen this operation in Japan
    and other parts of the world.
  1327. Life is difficult.
  1328. We can always last the
    difficulties, but it
  1329. is when we take a
    different kind of energy
  1330. from the air we breathe,
    we affect our emotion,
  1331. and our emotion affects
    our physicality.
  1332. The nose, the operation
    of the nose, is one of
  1333. most vital parts of the
    existence of the man.
  1334. Without it – as I said
    without the stomach,
  1335. without the intestine
    there is no physical
  1336. life – without the nose
    there is no emotional
  1337. life; it’s the end of
    the physical side.
  1338. This is why when you put the hand on
    the nose, life ends very rapidly.
  1339. You can starve somebody for three, four,
    five days and they still carry on.
  1340. 2:04:18 Emotionality needs confirmation
    of existence, and a confirmation of
  1341. existence comes from the flow of different
    scents in the structure of the nose.
  1342. This is exactly what, in the majority
    of cases, physicians don’t understand.
  1343. You can bring an old person
    back to life very very rapidly.
  1344. Just one second please.
  1345. [Thirty-three seconds of silence].
  1346. Sorry about this.
  1347. So this is part of the existence
    that physicians have to understand.
  1348. You can – we’ve done it before; it can be
    done – people who are in their eighties
  1349. and nineties who are physically good
    but are emotionally not there and they
  1350. are paralysed, you can, through air,
    breathing through the transfer of fields
  1351. in the nose by air, convert the emotional
    part to be as fit as the physicality.
  1352. You'll find them, they'll walk off,
    they'll even sign their own cheques.
  1353. Man in space will
    live for centuries because
  1354. there is no restriction
    of the physicality.
  1355. And there’s so much excitement, if a
    man can raise the memory of the earth
  1356. or the position of the earth, then Man
    will live for centuries in space.
  1357. The second, third, fourth generation
    of the space human beings
  1358. will not know the earth, will
    have no attachment to it.
  1359. And through the air they breathe
    through the system by which
  1360. they digest their food and
    air, live a very long life.
  1361. It’s very much like when you have
    children born in a different
  1362. country, they have no connection
    to where you came from.
  1363. They see themselves as
    citizens of the new country.
  1364. And then if you change the
    third or fourth generation to
  1365. another country, they’re only
    attached to where they are.
  1366. In space it’s the same.
  1367. They find peace.
  1368. The first generation of Man
    will be like the immigrants
  1369. that go back home to see
    if home is still there.
  1370. That’s why we miss home, the air
    we have imprinted in our RNA.
  1371. The second generation of space
    travellers will have no connection,
  1372. or little connection with Earth
    from what the parents said.
  1373. And the third generation will
    have no memories, just the
  1374. physicality of the presentation
    of the man in space.
  1375. Any questions?
  1376. (RC) Yes, on what you were just speaking
    of, how would the air be created?
  1377. What would it be composed
    of to be useful in space.
  1378. Like ‘the best’ air for space.
  1379. Or are you talking about not having the
    physicality so you don’t need air?
  1380. 2:08:20 (MK) You need air.
  1381. If you have a physicality you need air.
  1382. But control the mixture to fit and to
    get rid of, like, ‘animal behaviour’.
  1383. Animal behaviour comes out of the fear of
    existence; you have to defend yourself.
  1384. That has a certain odour, that
    has a certain field-strength.
  1385. The composition of the
    air we breathe will
  1386. be controlled in a very
    very systematic way.
  1387. (RC).
  1388. I think you mentioned before that nitrogen
    has a lot to do with the aggressiveness.
  1389. Could you elaborate a little bit on that?
  1390. (MK) Nitrogen in amino acid and
    in the air we breathe – that’s
  1391. why even divers go through the
    problem when they dive—(RC).
  1392. ‘Nitrogen narcosis’ they call it.
  1393. (MK) Yeah.
  1394. Nitrogen is the nuclear
    diffusion, or the nuclear
  1395. what-becomes-centralisation of the
    energy release of the hydrogen.
  1396. And the more energy, the more active
    nitrogen you have, the more energy
  1397. you release from the hydrogen vibration
    of the electron, or what you call
  1398. vibration we call ‘loss of energy’ of
    the GANS of the hydrogen and amino
  1399. acid, which leads to extra energy
    that you have to do something with.
  1400. And then something to do with it brings
    hyperactivity, more motions, and then the
  1401. physical motion does
    not fit the emotional
  1402. part and then we call
    it aggression or anger.
  1403. 2:10:13 The whole process
    can be explained in a
  1404. very very simple way now
    that we understand.
  1405. We know how to walk, run, and
    jump, as I said it’s easy.
  1406. So nitrogen, yes, has a capability
    to release a rapid amount of energy
  1407. on the outer layers in respect to
    gravitational-magnetic fields.
  1408. Look at the structure of nitrogen.
  1409. Carbon is eight, nitrogen
    is seven, oxygen sixteen.
  1410. Twins have twinity stability in neutron.
  1411. Nitrogen has an extra neutron.
  1412. It’s unstable, so it
    releases as much energy
  1413. as it can for the nitrogen
    to reach stability.
  1414. And that energy that is released from
    the GANS of nitrogen releases, excites,
  1415. or reduces field forces on the hydrogen
    plasma in a GANS-state, so that the
  1416. energy release leads to it having to be
    used somewhere by other things, and then
  1417. it leads to a traffic jam of the fields
    and what you call aggression appears.
  1418. It’s a burst of energy.
  1419. It’s like ‘129’ plasmatic energy,
    it’s got to be used for something.
  1420. You’ve got to go back
    into the matter section
  1421. of the Teachings,
    when nitrogen is at
  1422. a certain condition in the outer layers
    of the space created in respect to Earth.
  1423. Some of the nitrogens are stable and
    some of them are unstable isotopes.
  1424. The ones that are unstable
    and can divide release
  1425. to helium, and that helium
    is absorbed by another
  1426. unstable and becomes an
    oxygen and, if that release
  1427. of helium finds a
    stability, you have carbon.
  1428. And then, in that process of
    the release of helium, if it’s
  1429. not in the right condition, you
    have a release of hydrogen.
  1430. So that’s why you have oxygen,
    hydrogen, nitrogen, and carbon in the
  1431. upper layers of the atmosphere of
    this planet, and it comes down.
  1432. 2:12:32 It’s a simple process.
  1433. I’ve explained it in the
    fourth book, and in
  1434. the paper on amino
    acid, in so many ways.
  1435. The condition then, when
    you have an extra nitrogen
  1436. which is really trying
    to become oxygen or to
  1437. become carbon, is that it
    releases a certain amount
  1438. of energy due to that single
    neutron in the centre.
  1439. You can actually create deuterium from it.
  1440. If you can release a neutron and a
    proton and an electron, you have it.
  1441. You have that material condition
    in the upper atmosphere, which
  1442. then, due to the lack of position
    of the high energy of the neutron
  1443. in a GANS-state in the centre
    of the atomic structure of
  1444. deuterium, the nitrogen jumps off
    and creates molecular hydrogen.
  1445. That’s why you have H2.
  1446. If you can capture or separate it it
    becomes atomic hydrogen and links up with
  1447. the carbon, nitrogen and oxygen, which
    are the subdivisions of the nitrogen.
  1448. Because they had a common denominator –
    they all came from the same energy-level
  1449. system – they come
    together by the common
  1450. denominator field-strength
    that created it.
  1451. Then they become amino acid.
  1452. This is creation on this planet.
  1453. 2:14:14 You have to understand
    nuclear structure in the
  1454. plasmatic condition, then you'll
    understand how simple it is.
  1455. That’s why in space we don’t
    need to create the spectrum
  1456. of the materials, we need
    to create the condition in
  1457. which the atomic nitrogen
    can be created so that from
  1458. nitrogen you can create other
    pieces of the amino acid.
  1459. Then you can produce –
    what would you like?
  1460. beef?
  1461. fish?
  1462. wheat?
  1463. or rice?
  1464. because they’re all connected through
    this combination of the work.
  1465. And according to how they are
    connected and by what matter
  1466. of connection they are connected,
    they become what you have.
  1467. That’s why feeding Man in space is very
    easy now that you understand the process.
  1468. (RC).
  1469. It’s half past the hour now,
    Mr Keshe, did you want to
  1470. bring things to a close or do
    you want to go a bit longer?
  1471. (MK) If there are any questions
    to be answered, no problem.
  1472. The structure of life is based
    on the production of nitrogen
  1473. on this planet, due to the
    position of this planet in
  1474. respect to the sun, and due
    to the gravitational-magnetic
  1475. field of the composite plasmas
    in the centre of the planet.
  1476. Because the gravitational
    field, magnetic field
  1477. strength from the sun is
    constant; it has not changed.
  1478. It is the planets that change their
    positions as they get closer.
  1479. 2:16:08 And in time, when the
    gravitational-magnetic field of the
  1480. earth in interaction of the
    gravitational-magnetic field plasma
  1481. of the sun in the solar system
    become different or in different
  1482. positions, then we will produce
    most probably, let’s say, gold.
  1483. Gold will fall from the skies.
  1484. That’s why now we see
    with Venus a different
  1485. composition with a different
    position of rotation.
  1486. That’s why we see life in Mars,
    or we say ‘we see things in Mars.
  1487. ’ Because Mars is going through the
    same condition Earth was to start
  1488. being made into rivers so that the
    oceans can be created, partially
  1489. from the fields that are coming
    from the earth, which is rejecting
  1490. itself out as it’s burning out,
    not always absorbing everything.
  1491. Secondly because of the position of
    Mars can, most probably, because
  1492. it’s created the same as the earth,
    if it’s position will reach the
  1493. gravitational-magnetic field position
    somewhere between the current orbits
  1494. of Earth and Mars that starts the
    creation of life in a physical state.
  1495. Life exists in every level of
    creation right across the universe.
  1496. Any other questions?
  1497. Or we call it a day.
  1498. We are nearly into two
    hours, two-and-a-half hours.
  1499. (RC).
  1500. That was a nice ending I think.
  1501. (MK) We have a lot to learn, especially
    with the Teachings with the University.
  1502. 2:18:00 And there’s
    something I have to say:.
  1503. If you are thinking to
    join the university as a
  1504. Knowledge Seeker, what
    we call a member of the
  1505. Executive Master Programme
    One, in three years,
  1506. this thing, we’ve been
    told, will be released.
  1507. Please understand the position we are
    in and how the University will be run.
  1508. We hope we’ll be able to teach in
    masses rather than individuals
  1509. and, at the same time, there is a
    lot of development to be done.
  1510. And at the same time, as
    you’ve seen like today, do
  1511. not come in to become a
    specialist in one thing.
  1512. We’ll teach you right
    across and you pick what
  1513. you can to contribute
    back into Humanity.
  1514. The applications are there.
  1515. I filled in my application this
    morning to see if it gets accepted.
  1516. I was rejected immediately.
  1517. I wasn’t good enough to
    be accepted as a student.
  1518. So when the real one goes up,
    by Thursday fill in the form
  1519. and expect to be here on May
    the fourth as a student.
  1520. Thank you very much.