The Self-Reliance Manifesto

Ashley Hayes

Dr. Reizer’s recent post about health and food succinctly captures an important truth about our food and health, and it’s a concern shared by most. 

Many awakened folks today share reader Sandy Edwards’ hesitancy about eating mass-produced/distributed food given that we just don’t know what is in it, how it was prepared, how it was packaged, etc. — not to mention the not-so-minor detail that the FDA is not looking out for  us.

Additionally, if you eat out, it will be of no consolation knowing there is NO regulation on franchise restaurants. Literally none.  (This tidbit I learned after having been served tainted food at a  popular “prepared”-in-front-of-you burrito franchise, as well as a popular coffee shop, among others, and made multiple calls getting confirmation of this fact.)

In light of this, I’d like to share a fantastic post originally shared by Brian Shilhavy at  The Self-Reliance Manifesto: More Than 350 Resources to Guide You on the Path to Radical Freedom

In 2021, he posted an update to this extraordinary collection of links provided by Daisy Luther of The Organic Prepper where you can learn about:   homesteading; frugal gardening (including how to start a garden in the winter, and 15 fruits and vegetables you can grow in buckets); many foods that surprisingly do not need refrigeration; raising chickens, goats, bees and more, on a budget, and so much more.

You can do more than you may think you can.  And there is no better time to get started than now! 

Here’s the link:

Pass it on . . .

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The world is nothing like it appears

Dr. John Reizer

For over a decade, I have been telling people on NoFakeNews through my writings that the world is nothing like it appears.

For the most part, readers here understand that a select few control the many and those few have worked hard to paint a picture of reality that is pretty far removed from what is happening behind the scenes.

In this article, I am addressing something completely different than the few who control the many. My title line, The world is nothing like it appears, refers more to the nature of reality than it does to the dirty machinations taking place every day.

Whether we realize it or not, we all live in a holographic illusion that is filled with a plethora of universal frequencies that contain intelligent information waiting to be decoded by biological computers.

The computers are biological avatars that assume the forms of plants, animals, and human beings.

The avatars have the amazing ability to decode and transform universal frequency signatures through a process I refer to as solidification into a physically appearing world.

Quantum physicists have already proven that atoms and subatomic particles are more hollow than they are solid. In other words, the tiny things that make the physical world we live in fluctuate between being solid and invisible, or waves of energy. I refer to them as frequency signatures.

The things we see and hear are frequencies that are transformed into intelligible images and sounds by our brains which are essentially the central processing units of the biological avatars.

The things we taste, smell, and feel are also frequency signatures that can be solidified by the avatars and converted by the brain into perceptible information that is used to create the illusory world we believe is solid and real. It is not solid, nor is it real in the sense that we believe it is.

Many years ago, scientists discovered DNA. The scientists began to realize that the DNA structures were the computer codes of biological avatars that a Vast intelligence created to introduce and sustain all life forms.

Science now knows that if you alter the computer codes of life, the avatar’s appearance will change. Our bodies are the product or phenotypic expression of the computer codes in a grand simulation.

Frequencies in >>> = >>> Solid matter out

DNA – Antenna/Frequency Converter

When Universal Frequency Codes encounter human/animal/plant DNA, the DNA’s basic structure acts like a receiving antenna that will solidify said frequencies into subatomic particles. Depending on the code’s particular arrangement, a holographic or solid appearing reality is created for humans and other sentient beings interacting within the parameters of the simulated Earth game. A specific light/frequency introduced to the DNA template can modify its structure and affect/limit a human being’s ability to perceive one holographic expression of reality from another.

This is how and why different dimensional constructs can exist simultaneously. Other dimensional parameters of existence containing expressive life forms are quite abundant. However, humans can only perceive a limited number of Universal Frequency Codes because the tuning mechanism they are bound to (DNA) has been strategically designed to filter out other-dimensional platforms.

Life on Earth is only possible because of the broadcast of universal frequencies that are continually being converted into something of substance through the solidification process I mentioned earlier.

Solidification, once again, is the unique process whereby universal frequencies are converted by DNA into subatomic particles. The subatomic particles, previously arranged in a prescribed order by a Vast intelligence, create the solidness of all things within the universe. That solidness would include the Earth as well as all living and nonliving things that are found there.

The universal frequency codes are the foundational platform for the game and everything else involved with the expressions of a human’s life experiences.

The one percenters and the secret societies they have created to pass on ancient esoteric knowledge to their offspring (life is a simulation and not real) have been in existence for what humans perceive to be long periods of time.

The few who control the many have figured out that we are all living in a simulation. The elites have also figured out how to modify the game’s avatars, that time is an illusion and that time only exists within the parameters of the game’s construct.

Key Points to Remember!

  1. Life on Earth is a holographic experience derived from a frequency generated blueprint.
  2. A human being’s perception of reality is far removed from absolute reality.
  3. Time does not exist outside the parameters of the holographic experience being realized by sentient beings.
  4. Everything and anything appearing to be solid is a frequency signature.
  5. When solid subatomic particles revert to Universal Frequency Codes, time cannot exist. In the absence of solid particles, physicality is nonexistent, and there are no physical objects in existence capable of passing through space, which requires the passage of time.
  6. When Universal Frequency Codes are transformed through solidification into solid subatomic particles, time exists because solid particles can pass through space, which requires the passage of time.

The current business and noise taking place concerning Artificial Intelligence, hacking the human brain, mRNA vaccines and other sinister-appearing technologies have a single purpose. That purpose is to genetically transform or alter the game’s avatars so that the simulation’s ultimate control is transferred from the Vast Intelligence that created it to the one percent Avatars (Elites) attempting to hijack the Earth Game. That is what is happening in a nutshell.

The reason why directed energy weapons and certain frequencies can be used to alter living physiology and create or eliminate organic diseases is that living human beings have an auric field surrounding them (frequency signatures). We are holograms that, in the right vibrational setting, appear to be solid matter.


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When it comes to academic quality, Europeans show the way

David Dill, University of North Carolina – Chapel Hill

There is a growing concern about the cost, quality and value of higher education.

Despite the increasing cost of an academic degree, recent studies show substantial percentages of students, even in the most selective US colleges and universities, have failed to demonstrate significant improvement in critical thinking, complex reasoning and writing skills over the four years of college.

While students score high grades – an A has become by far the most common grade and is awarded three times more frequently now than in the 1960s – surveys done over the last 30 years indicate that the amount of time college students report actually studying for their academic degrees has declined by almost 50%.

Other indicators too show a decline in student academic achievement. In 1995, the US led developed nations in the share of the population (ages 25-34) with a college degree; today we have fallen to 19 among 28 nations.

Consequently, Congress is now considering major reforms to academic accreditation, the primary means by which we assure the academic quality of our colleges and universities.

Why are there problems with US academic accreditation, and what policies are needed to improve and assure academic quality?

I have been studying academic quality assurance (QA) for the last decade. Comparative research on the quality assurance policies of other developed nations offers useful insights.

What is academic accreditation?

In the US, the process of accreditation was developed by colleges and universities over the last 100 years to evaluate, assure and improve academic quality.

Today, each accrediting agency is a private membership association which, based upon an external peer review of an institution or academic program, recommends the award of accredited status to colleges and universities. The US has six regional agencies accrediting nonprofit public and private as well as for-profit institutions.

Accreditation is now crucial for the economic survival of colleges and universities. Beginning with the Korean War GI Bill in 1952, student grants and loans provided by the federal government could be used only at accredited institutions.

Therefore, accreditation in the US now serves the dual function of academic quality assurance and eligibility to receive federal funds.

Why academic grades in US don’t reflect standards

However, US accreditation for bachelor’s degrees appears less successful than the quality assurance (QA) agencies of other developed countries such as Finland, the Netherlands and Norway. Why is that?

A significant difference lies in the structure of our baccalaureate education.

In most other countries, baccalaureate programs are focused on a particular field. The courses of instruction students take are largely mandated by each university, and academic programs often culminate in a comprehensive exam or project that influences students’ graduation.

A more cohesive degree structure in other countries motivates students to take their learning seriously.
smannion, CC BY-NC

Foreign academic programs, even in the arts and sciences, are more comparable to US undergraduate professional programs such as engineering and architecture.

The more cohesive degree structure in other countries motivates students to take their learning seriously and to invest greater time and effort in their studies.
These structured degrees also provide valuable information – both to the student and to the student’s program faculty – of what each student has actually learned.

In contrast, the majority of US baccalaureate students are enrolled in degree programs in which over three-quarters of their academic work is part of a general education component, and students personally select most of the courses they complete.

Because of the influence of a student’s grade point average on his or her future success, many, even at select colleges and universities, choose individual courses and academic majors characterized by greater grade inflation.

A study of Duke University undergraduate students estimated they elected 50% fewer courses in the educationally rigorous fields of the natural sciences and mathematics because grading practices across disciplines are not equitable.

Our undergraduate programs are distinctive in their large number of elective courses, the variation in grading standards across subject fields and the degree of student choice. There is also a lack of comprehensive measures of what students actually learn from their general education as well as from many majors.

Consequently, the faculty’s reliance on academic credits and grades as the principal means of assuring academic standards is ineffective.

Effective reform

So, how can public policy best address this problem?

As Nobel Laureate Elinor Ostrom argued, neither markets nor the rules of the state are the most effective means “to govern, provide, and manage public goods” that are complex and difficult to measure, like academic knowledge.

This is particularly the case in professional, self-governing organizations like US colleges and universities.

I believe three actions are essential.

First, as the education ministers of the European Union (EU) stipulated in a collective policy governing QA agencies in their respective countries: effective quality assurance requires a national regulatory agency with appropriate expertise, which is truly independent from governments, higher education institutions and organs of political influence.

As of now, in the US, the private accrediting agencies are owned, operated and financially supported by fees paid by the institutions they evaluate.

At the federal level, the National Advisory Committee on Institutional Quality and Integrity (NACIQI) has the power to define accrediting criteria as well as approve accreditation agencies whose awards provide eligibility for federal funds.

The NACIQI reports to the Department of Education and is composed of 18 members, six appointed by the secretary of education and 12 appointments divided evenly between the majority and minority leaders of the House and Senate.

In short, the existing system for assuring academic quality in the US is neither independent nor autonomous.

How can the system be reformed?
Francisco Osorio, CC BY

One means of creating a truly independent and competent national quality assurance agency would be to assign the responsibilities of NACIQI to an agency governed by and reporting to the National Academies of Science.

The National Academies are private, nonprofit societies of distinguished scholars dedicated to the furtherance of science and technology and to their use for the general welfare. Based upon a congressional charter granted in 1863, the National Academies have a mandate to advise the federal government on matters of science and education.

Institutional measures for learning outcomes

The criteria for US academic accreditation need to be more sharply focused on institutional processes that ensure quality in teaching and student learning.

These include the institution’s processes for:

  • designing, approving, and evaluating academic courses and programs
  • evaluating and improving instruction
  • assuring the integrity of grading standards across subject fields
  • assuring the validity of means for assessing student learning outcomes.

Instead, the accreditation criteria mandated by NACIQI now include institutional measures not directly related to student academic performance. These include facilities, fiscal and administrative capacity, as well as student recruiting and admissions practices.

The question for accreditors is not whether an institution has a process for evaluating academic programs, but whether evaluations are objectively assessing program quality and resulting in demonstrable improvement in teaching and student learning within identified programs.

The academic audit review at Hong Kong’s universities, adapted by the public university systems in Missouri and Tennessee, provides a valuable model for this approach.

External evaluation

Third, the policy approved by the educational ministers in the EU countries also required that all national QA agencies in participating countries undergo an independent external evaluation, which is made public.

Our higher education would be served best if a new federal QA agency were similarly required to be publicly evaluated by an established, respected and truly independent national organization such as the US Government Accountability Office.

This would also help provide assessments of the extent to which a regulatory agency helps assure academic standards.

Eventually, the most effective means of reforming US academic accreditation would be to reframe and redesign our national process for assuring academic quality.

We need to remember that academic accreditation should reinforce the incentives for collective action by faculty members within each college and university, for that is the surest means to effectively assess and continually improve teaching and student learning.

The Conversation

David Dill, Emeritus Professor of Public Policy, University of North Carolina – Chapel Hill

This article was originally published on The Conversation. Read the original article.