Ebook Environmental Friendly Transport Aircraft

Almost all scenarios for the development of air traffic show that a further growth of transport capacity can be anticipated in the future. Solutions to handle the increased traffic are constrained by economical and environmental issues which may lead to quite different or even completely new aircraft configurations. In the past, it was tried to minimize the environmental impact after the configuration had already been developed mainly based on cost and performance requirements. In the future, environmental issues will have a stronger influence at the component level, but also on the arrangement of the aircraft components and thus on the configurations. Increased transport capacity can be provided by:

1. increasing the number of aircraft,
2. reducing the turn around time at the airport and separation between flights,
3. enlarging the aircraft capacity, and
4. increasing the cruise speed of aircraft.

The first path has been followed in the past by simply using a larger number of available aircraft. It is severely limited by the number of airport slots and by environmental issues. The second possibility seems to offer a small potential for further improvements only. Over the years, the last two solutions have been the subject of conceptual and preliminary design studies which have lead to roposals for new configurations.

Body Mind Spirit

To help answer the question “What are the skills that information professionals must have to work with e?books, electronic records, and other digital materials?,” the National Archives and Records Administration, the Arizona State Library and Archives, and the Society of American Archivists hosted “New Skills for a Digital Era.” This colloquium brought together individuals with different perspectives on the question, including information professionals, educators, managers, and technologists. All were expected to have practical experience working with digital publications and records.

Discussion sessions were at the heart of the colloquium. Each session began with a presentation of one or two case studies that related to specific functions and illustrated practical skills information professionals need to work with born?digital and digitized materials, rather than merely theoretical knowledge. The colloquium sought to identify specific skills that information professionals working with digital materials needed to do their jobs. These skills that go beyond those of the consumer of records, but it seems unreasonable to expect information professionals to have the skills of a professional programmer or systems administrator.

PDF Ebook New Skills For a Digital Era

More than sixty people attended the colloquium. The program began Wednesday evening, 31 May 2006, with a welcome by Ken Thibodeau, Director of the Electronic Records Archives Program at the National Archives and Records Administration. Richard Pearce?Moses, President of the Society of American Archivists and Director of Digital Government Information at the Arizona State Library and Archives set the stage for discussions by framing the question. Margaret Hedstrom, professor at the University of Michigan and Stuart McKee, National Technology Officer for Microsoft, gave keynote presentations.

During the next day and a half, the participants listened to and, in small groups, discussed eleven case studies grounded in real world experience. They assessed the skills used in the case study and suggested other skills that might be useful. Some of these skills are essential for all archivists, and others are desirable for most. Some are necessary for individuals whose specialty is working with digital materials.

Participants engaged in formal and informal conversations throughout the meeting. The case studies and keynote presentations comprised both the focus of discussion and the stimulus for wide?ranging dialogue on the broader implications of these issues. The participants were clearly energized by the level of commentary. A brave band of recorders took notes at both the general and small group discussions.

PDF Ebook How To Organize Your School

Bringing about the necessary changes and adjusting work systems represent a major part of the work of the Director of a Self-Sufficient School. Thinking about how change causes disruption in an organization can be quite wearisome. Faced with this challenge, many ignore problems rather than deal with the situation. However, those that have been in organizations going through a phase of change know better. The bottom line is that changes cause disruption, and disruption in turn provokes a crisis of uncertainty and insecurity in the staff which makes them seek new frontiers.

This manual has been carefully designed to guide the director of a rural school in the process of transforming the institution into a Self-Sufficient School. Great care has been taken to ensure his or her success in the process of changing the paradigm of the school while keeping staff motivated and increasing their sense of self-worth.

This manual will also help the Director make several small but significant changes in his or her style of work and alter his or her perception of the organization.

Chapter 2 introduces concepts that are fundamental in order to understand everything that follows. It discusses the concept of Human Capital, its importance in an organization and explores the need to create an ‘entrepreneurial spirit’ as a key part of building the new model of school you are seeking.

Chapter 3 explains how to plan and approach the paradigm shift in a professional manner. Chapter 4 will guide you in the transformation of the existing roles within the organization and their adjustment to a new model of school that incorporates entrepreneurship. A practical approach is presented here of the different job positions established, by level of hierarchy, which have been successfully implemented at the San Francisco Agricultural School, a Self-Sufficient School in Paraguay.

Chapter 5 shows how to evaluate the work of your collaborators in a way that is simple and easily understood by everyone, followed by the basics on how to prepare a incentive/reward system in Chapter 6.

Chapter 7 explains how to transform an educational institution into a “learning organization” - literally, an organization that learns! - while Chapter 8 deals with the importance of creating a Code of Ethics. Lastly, in Chapter 9, we briefly discuss procedures related to human resources.

Contents
1. Introduction
2. Basic Concepts
3. Creating a Paradigm Shift
4. Defining Job Descriptions & Responsibilities
5. Evaluating Performance
6. Design Your Own Incentive Plan
7. Creating an Environment for Learning
8. Constructing a Code of Ethics
9. Self Evaluation

PDF Ebook Weak lensing and cosmic acceleration

Cosmology is commonly thought to have entered its “precision era”, a threshold of every science. Some of the first - and essential in order to promote it to the rank of science - developments happened almost by chance, such as Hubble’s discovery of expansion, or Penzias and Wilson’s casual observation of the Cosmic Microwave Background, or CMB). Afterwards, the level of sophistication reached by the auxiliary pure sciences, like physics or mathematics, allowed room for fast and spectacular improvement. In the Sixties, after the couple of extraordinary events I mentioned, the new-born Cosmologists not only had a fantastic playground - the Universe itself - but were also supported by a well-established mathematical setting like Einstein’s theory of General Relativity and by a good knowledge of most of the required physics of fluids; also, high-energy physicists were at the same time developing the standard model of particles.

From the Hot Big Bang Cosmology to the formulation of the theory of inflation to the discovery of the CMB anisotropies, there were years that revolutioned the way people thought about the Universe. Then, after some tens of years, Cosmology has become a precision science, in the sense that the guidelines are written, and now we are cross-stitching on models, more often limited by the sensitivity of the instruments than by the cosmological community’s capacity of having better ideas. We have quite a converging view (so converging, in fact, that we call it Concordance model) of the numbers that form the Universe matter-energy content, and still we profoundly lack a theoretical interpretation of these numbers. I think that the fact that we are conceiving more and more sophisticated experiments, while at the same time the nature of a good 96% of the Universe is obscure to us, renders the present era for Cosmology more thrilling than ever. This peculiar state-of-the-art sets as a crucial challenge the search for unusual point of views, in the sense of new observables, able to resolve the present degeneracies among different parameters or give us new independent - in space or in time - constraints. We are in the intriguing era of “tricking the Universe” to force it to tell us something about itself... rather than the elegant Universe, I would call it the reluctant one.

PDF Ebook Weak lensing and cosmic acceleration

The work I have been doing during my PhD tried to go in the direction that I outlined above - the choice of an observable which was capable to select one particular epoch in the history of the Universe, and the exploration of the information that we can infer from it. Our target is to shed some light on the mechanism giving rise to the observed cosmic acceleration, a relatively recent cosmological process, started a few billions years ago. The easiest theoretical interpretation is in terms of a non-zero energy density in the vacuum, the Cosmological Constant; however, its required value is extremely low with respect to any conceivable (in the sense of “natural”) fundamental physical scale, and the corresponding riddle is motivating a huge theoretical and experimental effort for the understanding of this component. If we generally (although a bit inappropriately) call “dark energy” the component responsible for the acceleration, and constituting the 75% of the matter-energy content of the universe, one of the major present challenges, that motivated the present work, is to determine whether the dark energy has a constant behavior, or is instead characterized by some dynamics.

PDF Ebook Stress Management Module

Stress is a routine part of our lives. Certain amounts of stress are beneficial; however, sometimes the level of stress can become burdensome. Students in university experience many changes. There is research, Irish as well as international, to indicate college can be a stressful experience for students (Aherne, 2001; Fisher, 1994; Tyrrell, 1993). Being able to manage and control stress is a useful skill, for life as a student but also for life beyond university. Stress management can be taught on a personal as well as a professional basis.

The material in this module can be used as a stand alone - given in addition to regular courses. However, it can also be incorporated into course content when suitable.

PDF Ebook Stress Management Module

Each section gives the presenter some Background Information on the area to be addressed as well as Suggestions for Integration of the material with subject material. There is also a Suggested Presentation if the teacher wants to present the material as a workshop. It includes suggested activities and procedures, materials necessary and time estimates. The module also contains a PowerPoint presentation with slides and notes, as well as exercises and handouts. The teacher may be selective – using parts or all of the module sections – or he/she may customise, alter or add to the module.

CONTENTS
Objectives
Introduction
1. About Stress

1.4 Demands and Resources

Suggestions for Integration
Suggested Presentation
2. Managing Stress

2.1 Coping With Stress

2.1.3 Performance Under Stress

2.2 Foundation for Lifelong Health – Reducing Long Term Stress

Suggestions for Integration
Suggested Presentation
3. Summary
References and Bibliography

Personal resource systems define the quality of daily living, shaping personal well-being, societal satisfaction and overall quality of life. This study explores the construct of such systems through the emerging concept of Personal Resource Systems Management (PRSM) and models that concept for future research, consideration and debate. It is a qualitative exercise in grounded theory, a demonstration of integrative, interdisciplinary scholarship and a contribution to interactive practice in resource management, a subject matter specialty of Family and Consumer Sciences (FCS). As such the proposed PRSM model advances the stated goal of FCS practice to "promote optimal well-being of families, individuals and communities." Specifically, a PRSM model within the context of FCS should.

• describe person-environment interaction
• as well as aggregates thereof (family and community) and
• identify diverse daily impacts on the quality of living, personal well-being, societal satisfaction and overall quality of life
• by modeling a consistent system of multiple options, each with a clear solution

PDF Ebook Personal Resource Systems Management (PRSM): A Proposal for Interactive Practice

Twenty-three existing models appearing in resource management texts between 1975 and 1996 were evaluated for the ability to adequately support these assumptions, using the Liebert and Spiegler framework for evaluation of theory. Though most models provided partial support, no existing models fully fit the adopted criteria. Traditional resource management concepts were therefore adapted and extended using interdisciplinary findings to model the Personal Resource Systems Management (PRSM) concept.

CONTENTS
ABSTRACT
DEDICATION
ACKNOWLEDGMENTS
LIST OF FIGURES
LIST OF TABLES
I. INTRODUCTION

II. BACKGROUND FOR STUDY

III. METHODOLOGY

IV. FINDINGS FROM THE LITERATURE

V. CONCEPTUAL DEVELOPMENT

VI. THE NEXT STEP

PRSM Function

PRSM Resources

PRSM Time/Space
Summary

VII. IMPLICATIONS FOR FURTHER RESEARCH

Extending the Concept

Empirical Testing

PDF Ebook The Effect of Positive Emotions on Multimedia Learning

The study examined whether the positive emotions experienced during multimedia learning facilitate cognitive process that leads to better learning performance and satisfaction. Positive emotions were experimentally induced before a multimedia based learning by means of self-referencing mood induction procedure (positive or neutral emotions) and during the learning by the aesthetic design of the learning materials (good or neutral design). The result of the experiment shows that there is significant effect of emotions on their transfer test, mental effort investment, as well as level of satisfaction. It also indicates that positive emotions can be generated by the instructional design that may be able to affect learners’ experience and performance. The study implies that positive emotions should be considered as important factors in instructional design. Also, emotional design principles should be studied in more detail for better instructional material design.

Is it important that learners experience positive emotions during learning? If so, how can multimedia learning environments be designed to be both efficient and inducing positive emotions in learners? Research on emotions has been conducted in various academic fields. However, little empirical research on users’ emotions and their effect on learning performance is available that could guide the design of learning environments.

The purpose of the research is to study whether the positive emotions experienced during multimedia learning facilitate cognitive process that leads to better learning performance and satisfaction. Furthermore, we investigate whether positive emotions induced before the learning are maintained throughout the learning process so that they affect the learners’ cognitive process during the learning, and how we can generate.

PDF Ebook Meditation: The Inward Journey

Why meditate? Why now? ... because you have no choice. No choice according to you. You already know that you are way too busy. So busy that you have become a stranger to yourself. All of us have paid so much attention to the world around us, that we know nothing about the world within us. Our life has kept us running here and there, succeeding, failing, winning and losing -- this is all we seem to know. When we are not socializing with our friends and family, we are socializing with the Internet or the television.

What happens when we become a stranger to ourselves? We lose our confidence. We get confused about why we are living such a hectic life. We feel empty inside. As our outer pillars of support crumble around us, we become afraid. Very afraid. We expect answers to magically come from heaven and solve all of our problems. We hope that our politicians will solve all the social ills and the police will keep us safe. In short, we have become so powerless that we blame others for our troubles and we demand others to take care of us. Peace and prosperity was just a wish, a mere desire, we never made it a priority and thus, we did not make it happen.

In ancient times, we used Mother Nature’s herbs and fresh foods to help us heal. Then for decades we ignored all of this. Today modern medicine is re-awakening the knowledge of herbs, nutrition and natural healing. Why? Because traditional medicines have a very long tradition of helping us. These methods worked way back then and we are seeing that they still work today. The ancient knowledge of meditation is also coming back. This inward science can lead us to the heights of spiritual wisdom and worldly success.

I have been practicing meditation since I was 17. It started as a search for happiness - an antidote to the pain and confusions of adolescence. Over time, an awareness and an identity started to emerge. It was not as a Christian or a Jew, Republican or Democrat, it was a purely human identity. I was starting to identify myself with the plain, simple me. Fallible, lovable, trainable, me.

For over 30 years I have continued to meditate. The insights and rewards are too numerous to count. If you have the slightest doubt about the benefit of meditation, jump right now to Chapter 12 and read some of the 2000-plus clinical trials that show meditation’s benefits on physiology and emotions.

There is a true humanness to the science of meditation. All of us know things we could do to improve our lot in life - but we do not always do them. This is not a modern dilemma, this is a human dilemma.

This straight-forward view of human frailty and sincere human effort is what endears me to the science of meditation. The best thing that I can do for you and that you can do for me, is to be real and authentic. Meditation lifts us out of our false fantasies and out of our troubling trifles. Uplifted from these, we finally see the wonder and beauty of the true human spirit.

Contents
Introduction
1. Learning to Pay Attention
2. The Setting
3. You
4. Sit Down
5. Be Still & Use Your Breath
6. Your First Meditation
7. Alternate Nostril Breathing
8. Your Second Meditation
9. Making Friends with Your Mind
10. Inward Traveling & Holistic Health
11. Your Happiness & Your Destiny
12. The Health Benefits of Meditation
13. Resources

PDF Ebook A Field Experiment on Studying and Procrastination

We investigate the effect of paying students to complete 75 hours of studying at a monitored location over a five-week period. Students were recruited both from a large introductory class and from students in the regular experimental subject pool. In one treatment, the 75 hours of studying must be composed of at least 12 hours during the first week, at least 24 hours by the end of the second week, etc. In the second treatment, 75 hours of studying must be completed, but there were no weekly studying requirements. While our ex ante prediction was that imposing a weekly structure would help procrastinating students avoid getting too far behind, we instead find that a higher proportion of students achieve the 75-hour target in the time-unstructured treatment. The patterns of study time show a pronounced weekly cycle; remarkably, this pattern is almost identical for both treatments. While we cannot reject the models of quasi-hyperbolic discounting, these patterns seem more consistent with the notion of willpower. Finally, we find evidence that, over time, students who achieve the studying goal improve their performance in the introductory class relative to those students who did not.

People experience self-control problems when their preferences are not consistent across time. One form of self-control problem concerns persistent bad habits or addictions, such as overeating or cigarette smoking. An individual knows that he or she will later regret a current choice of self-indulgence, but nevertheless engages in the activity. The other side of the coin is a situation where an individual is faced with an activity that will lead to future benefits, but is unappealing at the moment. This often leads to procrastination, common in everyday life. People vow to stop smoking, stop eating ice cream, or start exercising tomorrow. Procrastination has been found to be quite pervasive among students: Ellis and Knaus (1977) find that 95% of college students procrastinate, while Solomon and Rothblum (1984) find that 46% nearly always or always procrastinate in writing a term paper.

There have been at least a handful of studies that consider how one might overcome self-control problems. Aside from exerting willpower in the face of a disagreeable task, one approach is to bind one’s own behavior with costly restrictions. Wertenbroch (1998) presents anecdotal examples of binding behavior, including tactics such as putting savings into a Christmas-club account that does not pay interest or buying small packages of goods such as cigarettes or ice cream.1 Schelling (1992) mentions reforming drug addicts who send out self-incriminating letters, to be divulged in the case of a relapse into drug use.

Empirical studies of habits and procrastination are new in economics. Recently, there have been some field interventions, which attempt to study these issues in a controlled environment. Angrist and Lavy (2002) offer substantial cash incentives in Israel for matriculation; while this was unsuccessful when individual students are selected for the treatment, matriculation rates do increase when this program was school-wide. Charness and Gneezy (2006) pay students at an American university to attend a gym during a period of time, finding that attendance rates increase substantially not only during this period, but also after the intervention ends. Angrist, Lang, and Oreopoulos (2007) offer merit scholarships to undergraduates at a Canadian university; they have some success in improving performance, but mixed results overall.

Another device is to set deadlines for one’s self; for example, many a researcher has agreed to present a yet-unwritten paper in the future, in the hopes that the embarrassment of being forced to cancel or make a change will be a strong motivation for writing the paper prior to the presentation. In fact, many activities seem deadline-driven, particularly in our contemporary society in which most people seem to be short on time. Ariely and Wertenbroch (2002) assign three tasks to be completed over a three-week period and find that externally-imposed costly deadlines during this period are more effective than elf-imposed (and binding) costly deadlines, which in turn are more effective than having no additional deadlines. Burger and Lynham (2007) examine weight-loss bets in England, where one could bet on achieving a weight goal by a deadline; however, the vast majority of bettors lost their bets with the agency.

PDF Ebook The Essentials of Spirituality by Felix Adler

Similar effects are often produced by widely differing processes. In the psychical world that quality which we call spirituality may be associated with and evoked by Theism, or the belief in a Divine Father; by Pantheism, as in the case of Spinoza, whose face at the very first glance impresses you with its spiritual cast; or even by the Buddhist belief in Nirvana. It may also be attained by following the precepts and striving after the ideals of Ethical Culture. For spirituality is not indissolubly associated with any one type of religion or philosophy;it is a quality of soul manifesting itself in a variety of activities and beliefs.

Before we proceed further, however, we must hazard a definition of the word. In the region of mental activity which is called the spiritual life vagueness is apt to prevail, the outlines of thought are apt to be blurred, the feelings aroused are apt to be indistinct and transitory. The word 'spiritual' becomes a synonym of muddy thought and misty emotionalism. If there were another word in the language to take its place, it would be well to use it. But there is not. We must use the word 'spiritual,' despite its associations and its abuse. We shall endeavor, however, to attach a distinct and definite meaning to the word. Mere definition, however, is too abstract and nakedly intellectual. Perhaps a description of some types of character, combined with definition, will be the better way.

Savonarola is surely one of the commanding figures in history. His fiery earnestness, his passion for righteousness, the boldness with which he censured the corruptions of the Roman Court, the personal qualities by which he--a foreigner and a mere monk--made himself for a short period the lawgiver, the prophet, and virtually the dictator of Florence--that Florence which was at the time the very gemmary of the Renaissance--his sudden fall and tragic death; all combine to attract toward him our admiration, pity, and love, and to leave upon our minds the impression of his extraordinary moral genius. And yet, though a spiritual side was not wanting in Savonarola, we should not quote him as an outstanding exemplar of spirituality. The spiritual life is unperturbed and serene. His nature was too passionate, he was too vehement in his philippics, too deeply engrossed in the attainment of immediate results, too stormy a soul to deserve the name of spiritual.

Again, our own Washington is one of the commanding figures in history. He achieved the great task which he set himself; he secured the political independence of America. He became the master builder of a nation; he laid securely the foundations on which succeeding generations have built. He was calm, too, with rare exceptions; an expert in self-control. But there was mingled with his calmness a certain coldness. He was lofty and pure, but we should hardly go to him for instruction in the interior secrets of the spiritual life. His achievements were in another field. His claim to our gratitude rests on other grounds. The spiritual life is calm, but serenely calm; irradiated by a fervor and a depth of feeling that were to some extent lacking in our first president. Lincoln, perhaps, came nearer to possessing them.

Again, we have such types of men as John Howard, the prison reformer, and George Peabody, who devoted his great fortune to bettering the housing of the poor and to multiplying and improving schools. These men--especially the latter--were practical and sane, and were prompted in their endeavors by an active and tender benevolence. Yet we should scarcely think of them as conspicuous examples of the spiritual quality in human life and conduct. Benevolence, be it never so tender and practical, does not reach the high mark of spirituality. Spirituality is more than benevolence in the ordinary sense of the term. The spiritual man is benevolent to a signal degree, but his benevolence is of a peculiar kind. It is characterized by a certain serene fervor which we may almost call saintliness.

But perhaps some one may object that a standard by which personalities like Savonarola, Washington, Howard and Peabody fall short is probably set too high, and that in any case the erection of such a standard cannot be very helpful to the common run of human beings. Where these heroic natures fall short, can you and I hope to attain? To such an objection the reply is that we cannot be too fastidious or exacting in respect to our standard, however poor our performance may be. Nothing less than a kind of divine completeness should ever content us. Furthermore, there have been some men who approached nearer to the spiritual ideal than the patriots and the philanthropists just mentioned--some few men among the Greeks, the Hindus, and the Hebrews. And for the guidance of conduct, these more excellent spirits avail us more than the examples of a Savonarola, a Washington or a Howard. To be a prophet or the lawgiver of a nation is not within your province and mine. For such a task hardly one among millions has the opportunity or the gifts. To be liberators of their country has been accorded in all the ages thus far covered by human history to so small a number of men that one might count them on the fingers of a single hand. Even to be philanthropists on a large scale is the restricted privilege of a very few. But to lead the spiritual life is possible to you and me if we choose to do so. The best is within the reach of all, or it would not be the best. Every one is permitted to share life's highest good.

Anyone who should believe to find in this work nothing else but a collection of recipes, with the aid of which he can easily and without any effort attain to honor and glory, riches and power and aim at the annihilation of his enemies, might be told from the very inception, that he will put aside this book, being very disappointed.

Numerous sects and religions do not understand the expression of “magic” otherwise than black art, witchcraft or conspiracy with evil powers. It is therefore not astonishing that many people are frightened by a certain horror, whenever the word “magic” is pronounced. Jugglers, conjurers, and charlatans have discredited this term and, considering this circumstance, there is no surprise that magic knowledge has always been looked upon with a slight disregard.

PDF Ebook Initiation Into Hermetics : A Course of Instruction of Magic Theory & Practice

Even in the remotest times the MAGUS has been regarded as one of the highest adepts and it might be of interest to learn that, as a matter of fact, the word “magic” is derived from this word. The so called “sorcerers” are by no means initiates but only imitators o the mysteries, who counting partly on the ignorance and partly on the credulity of the individuality or a whole nation in order to reach their selfish aims by, lies and fraud. The true magician will always despise such practices.

In reality, magic is a sacred science, it is, in the very true sense the sum of all knowledge because it teaches how to know and utilize the sovereign rules. There is no difference between magic and mystic or any other conception of the name. Wherever authentic initiation is at stake, one has to proceed on the same basis, according to the same rules, irrespective of the name given by this or that creed. Considering the universal polarity rules of good and evil, active and passive, light and shadow, each science can serve good as well as bad purposes. Let us take the example of a knife, an object that virtually ought to be used for cutting bread only, which, however, can become a dangerous weapon in the hands of a murderer. All depends on the character of the individual. This principle goes just as well for all the spheres of the occult sciences. In my book I have chosen the term of “magician” for all of my disciples, it being a symbol of the deepest initiation and the highest wisdom.

Many of the readers will know, of course, that the word “tarot” does not mean a game of cards, serving mantical purposes, but a symbolic book of initiation which contains the greatest secrets in a symbolic form. The first tablet of this book introduces the magician representing him as the master of the elements and offering the key to the first Arcanum, the secret of the ineffable name of Tetragrammaton*, the quabbalistic Yod-He-Vau-He. Here we will, therefore, find the gate to the magician’s initiation. The reader will easily realize, significant and how manifold the application of this tablet is. Not one of the books published up to date does describe the true sense of the first Tarot card so distinctly as I have done in my book. It is – let it be noted – born from the own practice and destined for the practical use of a lot of other people, and all my disciples have found it to be the best and most serviceable system.

*Tetragrammaton literally means “the four-letter word”. It was a subterfuge to avoid the sin of uttering the sacred name YHVH (Yahveh) or Jehova as it later became when the vowels of another word were combined with the consonants of YHVH.

But I would never dare to say that my book describes or deals with all the magic or mystic problems. If anyone should like to write all about this sublime wisdom, he ought to fill folio volumes. It can, however, be affirmed positively that this work is indeed the gate to the true initiation, the first key to using the universal rules. I am not going to deny the fact of fragments being able to be found in many an author’s publications, but not in a single book will the reader find so exact a description of the first Tarot card.

I have taken pains to be as plain as possible in the course of the lectures to make the sublime Truth accessible to everybody, although it has been a hard task sometimes to find such simple words as are necessary for the understanding of all the readers. I must leave it to the judgment of all of you, whether or not my efforts have been successful. At certain points I have been forced to repeat myself deliberately to emphasize some important sentences and to spare the reader any going back to a particular page.

There have been many complaints of people interested in the occult sciences that they had never got any chance at all to be initiated by a personal master or leader (guru). Therefore only people endowed with exceptional faculties, a poor preferred minority seemed to be able to gain this sublime knowledge. Thus a great many of serious seekers of the truth had to go through piles of books just to catch one pearl of it now and again. The one, however, who is earnestly interested in his progress and does not pursue this sacred wisdom from sheer curiosity or else is yearning to satisfy his own lust, will find the right leader to initiate him in this book. No incarnate adept, however high his rank may be, can give the disciple more for his start than the present book does. If both the honest trainee and the attentive reader will find in this book all they have been searching for in vain all the years, then the book has fulfilled its purpose completely.

Contents
Foreword
Introduction
Part I: Theory
Picture of the Magician
1. About the Elements
2. The Principle of Fire
3. The Principle of Water
4. The Principle of Air
5. The Principle of Earth
6. The Light
7. Akasa or the Ethereal Principle
8. Karma, the Law of Cause & Effect
9. Man
10. The Material Plane
11. The Soul or the Astral Body
12. The Astral Plane
13. The Spirit
14. The Mental Plane
15. Truth
16. Religion
17. God
18. Asceticism
Part II: Practice
Step I ~ Magic Mental Training
1. Thought control, discipline of thoughts, subordination of thoughts
Step I ~ Magic Psychic Training
1. Introspection or self-knowledge
2. Making of the black & white mirrors of the soul
Step I ~ Magic Physical Training
1. The material or carnal body
2. mystery of breathing
3. Conscious reception of food
4. The magic of water
Step II ~ Magic Mental Training
1. Autosuggestion or the secret of subconsciousness
2. Concentration exercises

Step II ~ Magic Psychic Training
1. Magic-Astral balance with respect to the elements
2. Transmutation or refinement of the soul
a. By fight or control
b. By auto-suggestion
c. By transmutation
Step II ~ Magic Physical training
1. Conscious pore breathing
2. Conscious position of the body
3. Body Control in everyday life, at will
Step III ~ Magic Mental Training
1. Concentration of Thoughts with 2 or 3 senses at once
2. Concentration on objects, landscapes, places
3. Concentration on animals & human beings
Step III ~ Magic Psychic Training
1. Inhaling of the Elements in the whole body

Step III ~ Magic Physical Training
1. Retaining of Step I, which has to become a habit
2. Accumulation of vital power

3. Impregnation of space for reasons of health, success, &c.
4. Bio-magnetism
Step IV ~ Magic Mental Training
1. Transplantation of consciousness

Step IV ~ Magic Psychic Training
1. Accumulation of elements

2. Production of element-harmony in regions of the body
Step IV ~ Magic Physical Training
1. Rituals & their practical applicability

Step V ~ Magic Mental Training
1. Space magic
Step V ~ Magic Psychic Training
1. Projection of elements outward

2. Outward projection without passing through the body
Step V ~ Magic Physical Training
1. Preparation for passive communication with the invisible ones

2. Passive Communication:

Step VI ~ Magic Mental Training
1. Meditation on the own spirit
2. Becoming conscious of the senses in the spirit
Step VI ~ Magic Psychic Training
1. Preparation to master the Akasa principle
2. Deliberate induction of trance with the help of Akasa
3. Mastering the elements with an individual ritual from Akasa
Step VI ~ Magic Physical Training
1. Deliberate creation of beings:

Step VII ~ Magic Mental Training
1. Analysis of the spirit with respect to the practice
Step VII ~ Magic Psychic Training
1. Development of the astral senses with the help of elements & fluid condensers:

Step VII ~ Magic Physical Training
1. Creation of elementaries by different methods
2. Magic animation of pictures
Step VIII ~ Magic Mental Training
1. Preparation for mental wandering
2. Practice of mental wandering:

Step VIII ~ Magic Psychic Training
1. The great moment of Now
2. No clinging to the past
3. Concentration disturbances as a compass of the magic equilibrium
4. Mastering the electric & magnetic fluids
Step VIII ~ Magic Physical Training
1. Magic influence through the elements
2. Fluid condensers:

Step IX ~ Magic Mental Training
1. Practice of clairvoyance with magic mirrors

Step IX ~ Magic Psychic Training
1. Deliberate separation of the astral body from the material body
2. Impregnation of the astral body with the four divine fundamental qualities
Step IX ~ Magic Physical Training
1. Treatment of the sick with the electromagnetic fluid
2. Magical loading of talismans, amulets & gems
3. Wish realization through electromagnetic balls in Akasa (“volting”)
Step X ~ Magic Mental Training
1. Elevation of the spirit to higher levels
Step X ~ Magic Psychic Training
1. Conscious communication with the personal God
2. Communication with deities &c.
Step X ~ Magic Physical Training
1. Several methods for acquiring magic faculties
Epilog

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