Impotence, Infertility, and Sterility (Part 2)

Excessive ejaculation is very detrimental to overall optimal male health. Sperm contains the elixir of life (vitality) and constant loss of this special elixir causes a man to age prematurely. His hair thins, balds and turns grey, his teeth begin to fall out, his hearing and sight becomes bad, he’s constantly fatigued or feeling lethargic, and prone to many sicknesses that claim his health.

Celibacy or temporary periods of sexual (or ejaculatory) fasting allows the spark plugs of the genitals to recharge (rejuvenate and revitalize), in addition to allowing sperm count and production to increase. Celibacy is also warranted to help heal from STDs (sexually transmitted diseases), which is the number one cause of chronic degeneracy of the male sex gland and reproductive system. Chronic sores, bumps, blisters, inflammation, discharges, and rashes debilitate the physical makeup of the male (and female) sex glands or organs and entire reproductive system and are greatly implicated in sterility and infertility.

Most STDs are contracted from recreational sex. God, Biblically speaking, instructed us to have “procreational” sex, but as hypocrites (to God) and loyal imps of the Adversary and his Matrix, we love to pursue and engage in recreational sex. Recreational sex is “wreck creational” (to wreck creation) and that’s exactly what we are and have been foolishly doing – WRECKING God’s creation, especially when you women and girls get pregnant and run to the butcher shop and get an abortion (infanticide), that many of us males are the cause (and financiers) of. I’ll cover abortions and miscarriages in detail in a future article. However, you pay a hidden price for these government-approved acts of legalized murder euphemistically called “abortion” that I will pull your coat tail to (expose, bring to light).

The Adversary’s Matrix keeps us ignorant and unconscious to our lower nature and manipulates us through the imbalances of our lower charkas, especially the root chakra (located at the genitals) and the sacral chakra (located under the belly button). Why do you think its high fashion today for women to wear shirts (blouses) that reveal their belly buttons? By all means am not I telling any woman to stop wearing blouses or even the most revealing clothes. Djehuty is pro freedom, liberation and choice. You do what you want to do. I’m just asking the question “do you know why you’re doing what you do?” Do you know the science behind your fashion, styles, and habits? Do you know why you are piercing your belly buttons today? Do you know what the metals (gold, silver) do to your energy (including your sexual energy) and your sacral chakra? I’m simply asking a question!

Concurring with Author Stewart A. Swerdlow, blatant sexuality is all around us, from fashion to media to everyday speech. This sexuality is a deep, bright red that essentially pulls on your sexual charkas and opens them up. Using color, tone, and archetype (or symbol), these sexual chakras are systematically opened, fed, and energized, expanding them out of proportion until they have control over you. Then you are controlled and manipulated through these chakras.” But when certain people like myself suggest the use of earth’s crystals and gemstones that are naturally red in color and substance which balances and protects the sexual charkas, I’m called a diviner or a practitioner of divination, an occultist, etc.

Your religious leaders and institutions and the public fool (school) system have failed to teach you the metaphysics and metaphysical aspects of life that the Adversary uses against you. Do you deny the sexual perversity, decadence, immorality (fornication and adultery) that takes place in your religious institution or settings, even amongst the officials and leaders? Why do you think sex is so out of control today, but at the same time it’s used to control society (fear of contracting AIDS or STDs, fear of getting pregnant, etc.)?

Sex is connected to fear and fear is the greatest weapon of control on the masses of the people today. But moving along with our topic…

Healing Impotence

To combat or reverse impotence, eat a more vegan-vegetarian based diet and/or consume only sparse amounts of meat (white meat only). Eat plenty of green leafy vegetables, raw and organic fruit, plenty of seeds and nuts (think about it, male sperm is commonly known as “seed” i.e. “to plant seed in a woman”; and ejaculation is commonly referred to as a “nut” or “nutting”, i.e. to bust a nut). The best seeds for a man to eat are pumpkin seeds (papitas) and sunflower seeds due to their rich zinc content. The male prostate gland is chiefly comprised of zinc and with every ejaculation, a man losses vital zinc.

There are a plethora of male-specific hormonal herbs that greatly help heal impotence and degeneracy of the male organ and reproductive system. Yohimbe bark, a powerful African aphrodisiac herb, greatly helps to counteract impotence by its power of increasing and enhancing blood flow to the penis greatly enhancing girth and hang time of the penis. Lycii berry invigorates the blood and can help to increase sperm count and reproductive secretions. Epimedium (Horny Goat weed), a powerful Chinese herb, counteracts premature ejaculation and improves circulation to the penis by its action of dilating the capillaries and larger blood vessels (just like Yohimbe). They don’t call this herb Horny Goat weed for nothing. Epimedium has an effect that makes a man (and a woman) horny and lustful like a goat. Muira Puama, a South American herb commonly known as “potency wood”, is probably the best herb in counteracting im(potence). It has a libido enhancing effect and greatly supports organ regeneration.

Ashwagandha, a powerful Indian or Ayurvedic herb, promotes sexual organ health and regeneration and also has a libido enhancing affect. Damiana, a Mexican aphrodisiac herb, greatly enhances circulation to the penis and energizes the penis. Sarsaparilla nourishes the male sex gland and system and greatly helps reverse conditions of impotence and degeneracy. I could never forget about Stiffcock Strongback. The name says it all for this West Caribbean herb! It is great for a stiff “cock” (penis) in cases of impotence and also strengthens the back which becomes degenerate from a lot of humping. Ever wanted to know why a man was said to be “sowing his oats” in regards to having sex with a woman? This saying has to do with the herb Oat or Oatstraw. Goats are very sexual and lusty creatures, and what do goats in America eat? Oatstraw (grass)! Oatstraw is excellent for the improvement of the male regenerative system.

From time to time (every 4-6 months), I make a tea with all of the foregoing herbs and some other herbs not mentioned, for maintenance of my reproductive system (and one day is all I need). It actually takes control over your body and you almost have no control over your sex organ. The penis does have a mind all of its own. God’s herbs are far more effective than man’s pharmaceutical drugs’ (Cialis and Viagra).

I concocted an herbal compound that we sell at DHERBS called Jackrabbit to serve as a safer and saner alternative to these harmful pharmaceutical sex enhancing drugs. If you really want to conceive a child or just improve your sex life, start messing around these herbs and herbal concoctions (Jackrabbit, Male Hormonal Formula, Prostate Formula). Your impotence will be gone in a matter of days. You will become a hound dog and a lusty goat, hopefully under the right circumstances (like being in a monogamous relationship or married). You’ll read the Song of Solomon in the Bible and become aroused at all of its sexual innuendos.

After all, God made the herbs for the service of man (Psalms 104:14) and instructed man to be fruitful and to multiply and replenish the earth (Genesis 1:28). Now if God instructed us to be fruitful and to multiply and replenish the earth, and today we cannot do such because we are impotent as men (and sterile or infertile as women), what does this imply? Somewhere along the line we have deviated from God’s path and ordained way of life for us. The proof is in the pudding! Our sexual disorders are preventing us from adhering to God’s commandment. Could our modern day high meat, dairy and starch-filled diets and fast-paced and technological-based lifestyles have something to do with this?

It’s interesting in that after God instructed man and woman to be fruitful and to multiply and replenish the earth in Genesis 1:28, God comes behind this with an ordained diet for man and woman in Genesis 1:29 that is a fruitarian (fruit-based) diet:

“And God said, Behold, I have given you every herb bearing seed, which is upon the face of all the earth, and every tree, in the which is the fruit of a tree yielding seed; to you it shall be for meat.”

Now if God instructed us to eat fruit that contains seed, how come we are eating seedless fruit today, such as seedless watermelon, seedless grapes, seedless oranges, etc.? Again, we talk and profess God, but we are the most loyal imps of the Devil or Adversary and are too blind and self-righteous to know it, but are perplexed at our modern day pathologies and disorders. I truly understand how the devil came to God walking amongst the sons of God without the sons of God having a clue that the devil was with them:

“Now there was a day when the sons of God came to present themselves before the Lord, and Satan came also among them.” JOB 1:6

So getting back to our Genesis-based fruit-based diet, the terms “fruitful” and “seed” have to do with sexual reproduction. Does a man not have “seed”? Is not a woman “fruitful”? The term “infertility” derives from the Latin word infertilis, meaning “not fruitful” [in “not” and fertilis “fruitful”]. A woman who is not fruitful is said to be infertile which brings us to the topic of female infertility.

What is infertility?

Infertility (or infertile) is defined as: “The inability to produce offspring. This condition may be present in one or both sex partners and may be temporary and reversible. The cause may be physical, including immature sexual organs, abnormalities of the reproductive system, hormonal imbalance, and dysfunction or anomalies in other organ systems, or may result from psychological or emotional problems. The condition is classified as primary, in which pregnancy has never occurred, and secondary, when there have been one or more pregnancies.” SOURCE: Mosby’s Dictionary, 3rd Edition (1990)

Eat plenty of artichokes and asparagus (steam them). Eat plenty of pomegranates, berries (raspberries, Lycii, vitex or chaste tree, blueberries, Goji, etc.). Eat plenty of sunflower and pumpkin seeds (uterus food). These are your fertility enhancing foods.

Women, do you know how to bless your wombs? Do you know how to prevent the psychic attacks on your womb?

Your womb is a potential internal nursery for a Rosemary’s Baby which means your womb is used to produce a baby for the Devil (Adversary, Matrix). In the 1966 Roman Polanski movie “Rosemary’s Baby”, actress Mia Farrow unsuspectedly and unknowingly carried a baby for the Devil. These murderers, serial killers, drive-by shooters, cut-throats, and natural born killers, where did they come from? Answer: from the womb of a female!

Healing for Infertility (Frigidity)

Herbs that help a woman to heal from infertility include SQUAWVINE, DAMIANA, ASHOKA, FALSE UNICORN, SAW PALMETTO BERRIES, CHASTE TREE BERRIES, MACA MACA and BALA.

The following essential oils may be burned in a diffuser, added to bath water, or inhaled throughout to help enhance fertility: CLARY SAGE, JASMINE, YLANG YLAND COMBAVA, ROSE ABSOLUTE and TUBEROSE.

Crystals and gemstones such as ROSE QUARTZ, CARNELIAN, CHRYSOPRASE, MOLDAVITE, ZINCITE, MOONSTONE, CINNABAR (DRAGON’S BLOOD), RHODOLITE GARNET, JADE, THULITE, RHODONITE, RHODOCHROSITE and PEARL all enhance fertility

Formulas that will aid and assist in impotence and infertility include: JACKRABBIT, FEMALE HORMONAL, MALE HORMONAL, YONI, STD-RID, AND PROSTATE.

a quick overlook of jobs your cheatsheet

Ways of Working Remotely

Most individuals are now choosing to work remotely as they feel that this is the most convenient way of working for them. People working remotely are still earning just like these individuals working from the office. However, people can work remotely using various modes such as part-time or full-time jobs. People are required to select the working mode that they want. Most people think that people working from home have the best working time which is not true. Some of the businesses limit their worker such that they are not allowed to work remotely. Remote working is similar to working from the office the only difference is that people are not physical at the premise although they are given the duties related to the office. The article explains how to work remotely.

Firstly, make sure that you maintain effective communication. People should use communication as their first consideration if they are working away from the office. Communication is the only thing that will maintain you to work remotely because without it, then people will not get to work. It is wise to make sure that you are working from a well-established internet connection so that you will be able to communicate. It is essential that you keep in touch with other workmates so that you will not be bored as much and it is wise to exchange a word or two about the wellbeing of your work.

Make sure that you have a plan about your daily tasks and how you will carry them out. Different people with different methods of working will have different working programs. If you are working as a part-timer, you should know when to work and make sure that you utilize the time you will be free by maybe doing some other job. Working as a full-timer will require you to plan how you will carry out your daily tasks and still make it for work at the right time. Most people have believed that individuals working for more hours are the ones that are getting paid more, but they forget that commitment is all that is needed.

Thirdly, you need to know your goals. It is necessary that you have something that is pushing you towards the work. Different people have different goals. Put in mind the reason as to why you are working as it will motivate you more. Research has shown that individuals that work remotely tend to lose focus more than those in the office.

Ensure that you deal with your distractions so that they will not affect your productivity.
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Using Pictures to Teach Narrative Writing with Roll of Thunder, Hear My Cry

Subject: Sixth Grade Language Arts – Segregation and Roll of Thunder, Hear My Cry

Time allotted: 90 minutes

Organization: large group

Objective: Students will demonstrate the understanding of the components in a narrative by using pictures about segregation to write the narrative.

Student worksheet available at http://www.trinaallen.com/rollofthunderstudent.html

Teaching Mode: Direct

Provision for Individual Differences: Students are heterogeneously mixed. The combination of modeling by the teacher and students will help to meet the needs of the varying abilities in the classroom. This assignment is open-ended enough for all students to find success “where they are” (Gardner, 2004).

Teaching Strategies: Some lecture, dialogue, modeling, discussion, group critique, planning.

Teaching Behavior focus: Focus will be as facilitator. Students will direct the lesson by creating the model used to demonstrate narrative writing.

Materials needed for this lesson:

oOne copy of a picture depicting segregation for each student– ideally with larger copies available for fine details.

oPaper- pencil

ooverhead, board and markers, or chalk

oGeneral classroom supplies

Lesson Activities:

Step 1. Anticipatory Set: (Motivation)

oAs review, ask students to write a definition of segregation. Volunteers will state their definitions. Write the definition on the board for students to refer to as they write their narratives. (Students should have read and discussed segregation and Roll of Thunder, Hear My Cry prior to this lesson).

oDistribute pictures depicting segregation- one to each student. Or ask students to bring pictures from magazines that demonstrate segregation or reverse segregation. Hang several larger pictures on the wall so students can use them for greater detail.

oStudents will examine their picture individually for five minutes, writing details on the worksheet.

Note: Newspapers and magazines are good sources of pictures for this lesson as well as the following online museum Web sites.

Jim Crow Museum of Racist Memorabilia at Ferris State http://www.ferris.edu/htmls/news/jimcrow/index.htm

Norman Rockwell Museum http://www.nrm.org/

Online Tours of the National Gallery of Art http://www.nga.gov/onlinetours/index.shtm

Web Museum, Paris http://www.ibiblio.org/wm/paint/auth/

Step 2. Objective (Overview of learning outcomes to pupils):

Students will use pictures about segregation related to their unit of study for Roll of Thunder, Hear My Cry to:

odemonstrate knowledge of the characteristics of narrative writing by writing a narrative.

odemonstrate connections between images and words by using narrative writing to build understanding of content.

ouse detailed vocabulary in writing their text.

Step 3. Presentation (Input) of information:

Students will review the following characteristics of narrative writing as a whole class: developing plot, character and setting using specific detail and ordering events clearly using chronological order.

Direct students’ attention to one picture on the board. As a whole class have students brainstorm possible events and characters this picture illustrates about segregation. Place the words or phrases under the following headings on the board as students share their ideas. Have students fill this information in on their worksheets.

Characters Setting Situation Feelings Vocabulary

Step 4. Modeling/Examples:

Use one character from the class table. Model writing a narrative on the board from the character’s point of view by calling on students to give the details. Encourage students to describe the picture and to invent an original story related to the segregation illustrated in the picture. Decide as a class whether to tell the story that leads up to the picture, or to narrate the events that follow the picture. Write events in chronological order on the board as well as including the character’s feelings and thoughts.

Step 5. Checking for Understanding:

Have students evaluate the story written on the board that they created by checking the blank before each element of narrative writing that they find in the class story about segregation.

1. _____ One character’s point of view.

2. _____ Details about the character .

3. _____ Details about the setting.

4. _____ Details about the situation.

5. _____ The story was in the correct chronological order.

6. _____ The narrative contained feelings and thoughts.

Circulate as students work to check for understanding. Call on students to share their evaluation to be sure all students understand the content.

Step 6. Guided Practice:

Using the picture that they were assigned (or the one they brought from home) students will brainstorm possible events and characters by filling their ideas in the same table used in step 3:

Characters Setting Situation Feelings Vocabulary

Circulate to check for understanding.

Step 7. Independent Practice:

Have students choose one character from the table and write a narrative similar to the one modeled for them in step 4 from that character’s point of view. Students will invent an original story related to the segregation illustrated in the picture. They will decide whether to tell the story that leads up to the picture, or to narrate the events that follow the picture. They will write events in chronological order and write about the character’s feelings and thoughts.

Step 8. Closure:

Students will be evaluated using the same rubric used in step five, Checking for Understanding. Refer students to that evaluation rubric and ask students to give the example from the story previously written on the board to illustrate each area from the rubric. The stories can be assigned as homework or completed as class work as per the preference of the teacher.

Note: This lesson is modified from Gardner, T. (2004). A Picture’s Worth a Thousand Words: From Image to Detailed Narrative, from http://www.readwritethink.org/lessons/lesson_view.asp?id=116.