Tuesday, December 27, 2016

NAS Lyrics


"I Can"

I know I can (I know I can)
Be what I wanna be (be what I wanna be)
If I work hard at it (If I work hard at it)
I'll be where I wanna be (I'll be where I wanna be)

Be, B-Boys and girls, listen up
You can be anything in the world, in God we trust
An architect, doctor, maybe an actress
But nothing comes easy it takes much practice
Like, I met a woman who's becoming a star
She was very beautiful, leaving people in awe
Singing songs, Lina Horn, but the younger version
Hung with the wrong person
Got her strung on that
Heroin, cocaine, sniffin up drugs all in her nose...
Coulda died, so young, now looks ugly and old
No fun cause now when she reaches for hugs people hold they breath
Cause she smells of corrosion and death
Watch the company you keep and the crowd you bring
Cause they came to do drugs and you came to sing
So if you gonna be the best, I'ma tell you how,
Put your hands in the air, and take a vow

[Chorus - 2x (Nas and Kids)]
I know I can (I know I can)
Be what I wanna be (be what I wanna be)
If I work hard at it (If I work hard at it)
I'll be where I wanna be (I'll be where I wanna be)

Be, B-Boys and girls, listen again
This is for grown looking girls who's only ten
The ones who watch videos and do what they see
As cute as can be, up in the club with fake ID
Careful, 'fore you meet a man with HIV
You can host the TV like Oprah Winfrey
Whatever you decide, be careful, some men be
Rapists, so act your age, don't pretend to be
Older than you are, give yourself time to grow
You thinking he can give you wealth, but so
Young boys, you can use a lot of help, you know
You thinkin life's all about smokin weed and ice
You don't wanna be my age and can't read and write
Begging different women for a place to sleep at night
Smart boys turn to men and do whatever they wish
If you believe you can achieve, then say it like this


Be, be, 'fore we came to this country
We were kings and queens, never porch monkeys
There was empires in Africa called Kush
Timbuktu, where every race came to get books
To learn from black teachers who taught Greeks and Romans
Asian Arabs and gave them gold when
Gold was converted to money it all changed
Money then became empowerment for Europeans
The Persian military invaded
They heard about the gold, the teachings, and everything sacred
Africa was almost robbed naked
Slavery was money, so they began making slave ships
Egypt was the place that Alexander the Great went
He was so shocked at the mountains with black faces
Shot up they nose to impose what basically
Still goes on today, you see?
If the truth is told, the youth can grow
Then learn to survive until they gain control
Nobody says you have to be gangstas, hoes
Read more learn more, change the globe
Ghetto children, do your thing
Hold your head up, little man, you're a king
Young Princess when you get your wedding ring
Your man is saying "She's my queen"


Save the music y'all, save the music y'all
Save the music y'all, save the music y'all
Save the music

Tuesday, October 4, 2016

"The Balanced Treatment for Flat-Earth Science and Spherical-Earth Science Act"

A Bill To Be Entitled
"The Balanced Treatment for Flat-Earth Science
and Spherical-Earth Science Act

An Act to require balanced treatment of flat-earth science (Zetetic Astronomy) and conventional astronomy in public schools; to protect academic freedom by providing student choice; to ensure freedom of religious exercise; to guarantee freedom of belief and speech; to prevent establishment of religion; to prohibit religious instruction concerning the shape of the earth; to bar discrimination on the basis of planar or spherical belief; to provide definitions and clarifications; to declare the legislative purpose and legislative findings of fact; to provide for severability of provisions; to provide for repeal of contrary laws; and to set forth an effective date.

Be it enacted by the Legislature:

Section 1. Requirement for Balanced Treatment. Public schools within this State shall give balanced treatment to flat-earth science and to conventional science. Balanced treatment to these two models shall be given in classroom lectures taken as a whole for each course, in library materials taken as a whole for the sciences and taken as a whole for the humanities, and in other educational programs in public schools, to the extent that such lectures, textbooks, library materials, or educational programs deal in any way with the subjects of the earth's form and figure, the sun, moon, planets and stars, the form and dimensions of the universe, and its recent creation.

Section 2. Prohibition against Religious Instruction. Treatment of either spherical-earth science or flat-earth science shall be limited to scientific evidences for each model and inferences from the scientific evidences, and must not include any religious instruction or references to religious writings.

Section 3. Requirement for Nondiscrimination. Public schools within this State, or their personnel, shall not discriminate, by reducing a grade of a student or by singling out and making public criticism, against any student who demonstrates a satisfactory understanding of both spherical science and flat-earth science and who accepts or rejects either model in whole or part.

Section 4. Definitions. As used in this Act:
(a) "Flat-earth science" (Zetetic Astronomy) means the scientific evidences for the earth's being an outstretched plane and inferences from those scientific evidences.
(b) "Spherical science" means the scientific evidences for the sphericity of the earth and inferences from those scientific evidences.
(c) "Public schools" means public secondary and elementary schools.

Section 5. Clarifications. This Act does not require or permit instruction in any religious doctrine or materials. This Act does not require any instruction in the subject of the shape of the earth, but simply requires instruction in both scientific models (of spherical-earth science and flat-earth science) if public schools choose to teach either. This Act does not require each individual textbook or library book to give balanced treatment to the models of spherical-earth science and flat-earth science; it does not require any school's books to be discarded. This Act does not require each individual classroom lecture in a course to give balanced treatment, but simply requires the lectures as a whole to give balanced treatment; it permits some lectures to present spherical-earth science and other lectures to present flat-earth science.

Section 6. Legislative Declaration of Purpose. This Legislature enacts this Act for public schools with the purposes of protecting academic freedom for students' differing values and beliefs; ensuring neutrality toward students' diverse religious convictions; ensuring freedom of religious exercise for students and their parents; guaranteeing freedom of belief and speech for students; preventing establishment of Theologically Liberal, Humanist, Non-theist, or Atheist religions; preventing discrimination against students on the basis of their personal beliefs concerning the shape of the earth; and assisting students in their search for truth. This Legislature does not have the purpose of causing instruction in religious concepts or making an establishment of religion.

Section 7. Legislative Findings of Fact. This Legislature finds that:
(a) The subject of the form, figure, and origin of the earth and universe is treated within many public school courses, such as general science, earth science, physics, astronomy, history, philosophy and social studies.
(b) Only spherical-earth science is presented to students in virtually all of those courses that discuss the shape and origin of the earth. Public schools generally censor flat-earth science and evidence contrary to the spinning ball theory.
(c) The spherical theory is not an unquestionable fact of science, because it cannot be proved beyond a doubt, and because it has not been accepted by some scientists.
(d) The spherical-earth theory is contrary to the religious convictions or moral values of some students and parents, including individuals of many different religious faiths and with diverse moral values and philosophical beliefs.
(e) Public school presentation of only spherical-earth science without any alternative model of the earth abridges the United States Constitution's protections of freedom of religious exercise and of freedom of belief and speech for students and parents, because it undermines their religious convictions and moral or philosophical values, compels their unconscionable professions of belief, and hinders religious training and moral training by parents.
(f) Public school presentation of only spherical-earth science furthermore abridges the Constitution's prohibition against the establishment of religion, because it produces hostility toward many Theistic religions and brings preference to Theological Liberalism, Humanism, Non-theistic religions, and Atheism, in that these religious faiths generally include a religious belief in a spherical earth.
(g) Public school instruction in only the spherical theory also violates the principle of academic freedom, because it denies students a choice between scientific models and instead indoctrinates them in spherical-earth science alone.
(h) Presentation of only one model rather than alternative scientific models of the earth's shape is not required by any compelling interest of the State, and exemption of such students from a course or class presenting only the spherical theory of the earth does not provide an adequate remedy because of teacher influence and student pressure to remain in that course or class.
(i) Attendance of those students who are at public schools is compelled by law, and school taxes from their parents and other citizens are mandated by law.
(j) Zetetic Astronomy (flat-earth science) is an alternative model of the earth which can be presented from a strictly scientific standpoint without any religious doctrine just as spherical-earth science can, because some scientists have concluded that scientific data best support flat-earth science and because scientific evidences and inferences have been presented for flat-earth science.
(k) Public school presentation of both spherical-earth and flat-earth theories would not violate the Constitution's prohibition against establishment of religion, because it would involve presentation of the scientific evidences and related inferences for each model rather than any religious instruction.
(l) Most citizens, whatever their religious beliefs about the shape of the earth, favor balanced treatment in public schools of alternative models of the earth's shape for better guiding students in their search for knowledge, and they favor a neutral approach toward subjects affecting the religious and moral and philosophical convictions of students.

Section 8. Short Title. This Act shall be known as the "Balanced Treatment for Flat-Earth Science and Spherical-Earth Science Act."

Section 9. Severability of Provisions. If any provision of this Act is held invalid, that invalidity shall not affect other provisions that can be applied in the absence of the invalidated provisions, and the provisions of this Act are declared to be severable.

Section 10. Repeal of Contrary Laws. All State laws or parts of State laws in conflict with this Act are hereby repealed.

Section 11. Effective Date. The requirement of the Act shall be met by and may be met before the beginning of the next school year from the date of this bill, if that is more than six months from the date of enactment, or otherwise one year after the beginning of the next school year, and in all subsequent school years.

Main content and outline from the original by Robert J. Schadewald
Copyright 1980 by Robert J. Schadewald 

Layout design, paragraph and Section organization for clarity, font design for visual aid,and underlined phrases of interest by Melissa E. Campanella, Sept. 2016

About the Author: 
Bob Schadewald is a free-lance science writer, specializing in the off-beat. He has spent five years doing research on the history of the flat-earth movement and three years researching the creationists.

Monday, January 25, 2016

Lots of thoughts and lots of things

There always seems to be two choices when a situation demands decision: to or not to. The important thing to remember is that it's not about which you choose; to or not to, but what the intent is. Always make sure the choice is made with these in mind: it makes you happy, it's not deceitful, and other people can't be hurt by it. Even if any of these sure-things occur when you thought impossible, remember shit happens and as long as your original intent was genuine, learn to learn from your mistakes. Life is about many things, all in perfect balance of each other. But one thing is for sure when it comes to the meaning of life; and that is learn from mistakes so that you never make the same mistake again. Learn to deal with mistakes, knowing some things don't change over night. Always research everything you are taught, told or given as "truth". There are nearly 8 billion different minds in the world which means there are 8 billion different interpretations of any one concept or idea. There is no one person in the world with the "one truth" for everyone. That doesn't truly exist. There can only be one truth per one person; that "truth" is personal and is an accumulation of your own first hand experiences. Nothing should be allowed to stunt the growth of your truth of mind; no religion, no master, no leader, no pope, no preacher, no president, no occult or cult, no "relationship", nothing that is centered in fear that is. Be true to your own gut feelings, stop flattering others as it's just another way of false advertising and basically lies. Remember the unavoidable subconscious karma-like law of "if this then that" happens behind the scenes, working in the backroom parallel, simultaneously as you live consciously doing conscious things. And therefore, with the ITTT working alongside you without you initiating the function of it, being now aware of how it works, consciously create positive and only positive can follow it as it inevitably makes it's way around back to you. Waiting for the good thing to come back to you because of your positive choice you made, is unnecessary and unattractive to be frank. Remember this: good only produces good. Fear or commonly miss-used. "bad", in it's very nature can only therefore produce repercussions of the same once they too come back around. SO do what makes you happy which will create positive outcomes that will naturally abandon fear, causing no detrimental hurt to you and yours, and then forget about it. WHEN you make mistakes, decisions made from fear, which produce deceit that spawns hurting others without them knowing it which will create the sadness deep inside you, don't dwell on the failure, but rather counter-create a positive. Be honest early, come clean early enough so that you don't have to prepare for that original "bad" decision when it comes back to you later. Life is what you make of it and you are not defined by the failures you make because if you made them, you can also make them go away. Think about that ;)

Remember, no human is superior to another human. Superiority is not the same as Responsibility. Superiority is a myth; an easily persuasive misconception that fools the subconscious mind into believing it can be king or queen of the whole world around it. When in reality, the basis is true, just misinterpreted in application. Each individual human being IS the superior and the soul ruler of THEIR own world; their own life. That inherent desire to be like gods or in charge of something great or the desire to be looked up to for whatever reason, is not a negative thing. It's the failure in properly applying that desire to your own life-world. The problem is not the human nature tendencies that every single human being has inside them,  the problem is the easily fooled sub-mind that naturally applies it's desires to the world around you, outside of your "real" inner true world, the only one that matters essentially. Once you realize this about your sub-mind, you can then redirect, revert, reroute and ultimately controlling the direction of application. This sort of perfect balance of two counterparts in one, each function-able in and of itself, are invincible as soon as you know when it kicks in, how and what affects it, why it reacts suddenly to certain situations, etc. We are meant to rule over the world we create from the perfect teamwork of your balanced co-pilot kind of union between you and your sub-conscious. We are NOT meant to shut off the conscious, we are not meant to let the subconscious take over because it doesn't know any better; it doesn't know the difference between, for example, a dream or when you are awake. Our subconscious is not equipped (without the conscious) to control its reactions to what is coming into our heads. It will react binary-ly, so to speak. It doesn't know you are watching a horror film at home in the dark, so when the movie is over, and you are getting ready to go to bed, if your conscious self is shut off, you will begin to hear things, see things feel spooky things in the house as your sub-mind is still in fear mode from watching the scary movie even though it's over and wasn't in fact real. Your subconscious doesn't know the difference. It's a perfect design, flawless in power, working perfectly as it is supposed to; at the very same time, its very natural binary function is the very same thing that can kill you IF you let go of your common sense, your conscious awareness, your counter-reactive physical self. This is so easily misunderstood and flip-flopped in application so commonly that if you try to explain it to someone who has shut off their physical conscious common sense self, they will look at you like you are insane because they have been taught the very same concept but they don't realize it was applied ass backwards. So they think they are doing things the correct way when they are actually doing the correct thing in the absolute wrong way. So the look you get, that dead stare of confusion, is so beyond what they were taught in church growing up or told in politics growing up, that they immediately assume you are the crazy one that has it all wrong.
Life is all about balance. The accumulation of your own experiences, both "good" and "bad" to create the perfect co-piloting mechanical relationship between your blind sub-conscious and your clairvoyant-hearing impaired, deaf physical conscious, to custom fit to your ultimate co-existence enabling you to actually create your own future; eliminating fear entirely.

Tuesday, January 19, 2016

BE FEARLESS - The Hampstead Cover-Up: Alisa & Gabriel are the bravest children to-date

People are not born Evil, they are BRED evil. People are not BORN in sin, they are BRED to believe they are. People are not born liars, they are BRED liars. People ARE born FEARLESS.

Toddlers are fearless, until someone comes along and puts fear in their heads. A toddler sees a spider for the first time and doesn't scream and run away, the toddler is curious and observational, until someone jumps in and interjects with a protective grab of the toddler and usually a gasp and says "Yikes! Move away from that!" Thus marking the BRED or learned reaction to spiders forever.

After our natural fearlessness is interrupted and replaced with fear, our minds, our personality, our way of living is out of our control making us slaves to a fear-based system.
Break free of that false sense of fear and no one can control you except you.

Be Fearless. Be free. Be the change you want to see on this plain-et and don't be afraid to speak up and speak out against the ones who are subjecting people to fear-based lives.
Without fear, all that's left is LOVE, in all forms. Be Fearless