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Kyiv. Lavra Pecherskaya - Lavra Nebesnaya

Lavra Pecherskaya nebesnaya krasa.Foto Paul Lashkevich_ 05.Mar.2007_ 082.JPGLavra Pecherskaya.All Saints Bell.Foto Paul Lashkevich_14.June.2007_049.JPGLavra Pecherskaya.Lavra Nebesnaya Bell.Foto Paul Lashkevich_20.Sept.2008_DSC08039.JPG

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, 08 2011 . 04:27 +
Hobbittt [ + !]



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Kone, Liptov, jazdenie 2010

, 05 2011 . 01:43 +

 Kone, Liptov, jazdenie 2010



http://www.youtube.com/watch?v=LYZA4a6DhZU

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Ako sa jazdí v zime .. Liptov 2010 - 2011

, 05 2011 . 01:20 +

 Ako sa jazdí v zime .. Liptov 2010 - 2011



http://www.youtube.com/watch?v=5hqA_ll2p-g

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- - (Clive Meredith)

, 04 2011 . 02:38 +
angreal [ + !]



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The Art of Flight

, 04 2011 . 02:02 +
Stars_Swan [ + !]

The Art of Flight


    Best !!! 


 



 

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, 04 2011 . 21:46 +
Katra_I [ + !]



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, 04 2011 . 19:44 +
Scaldir [ + !]



http://community.livejournal.com/ru_learnenglish/1915221.html

" " by [info]alexroz in [info]ru_learnenglish.

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: 10 Things Your Language School Doesn't Want You to Know

  1. You don’t need a teacher or school to learn a foreign language
    There is an important distinction to be made between learning and schooling. Those who believe they need formal training in a language are making the false assumption that the two are one and the same. To reach fluency in a language, you need to acquire a great deal of tacit knowledge, that special kind of internalized, experience-based information that you may not be conscious of. The sad truth is that most teachers focus on explicit knowledge (e.g. facts about the language such as grammar rules), which has very little to do with one’s ability to speak a language. Explicit knowledge is easier to teach and test, however, which probably explains why it makes up the bulk of school curricula.

  2. You don’t need to learn grammar rules
    At some point in history, the education establishment convinced society that they needed to be “taught” languages. This was quite an amazing feat considering that all human beings are endowed by evolution (or God if you prefer) with the ability to automatically acquire any language they hear in adequate quantities. The problem for most learners (and the reason they buy into the “I need more schooling!” mentality) is that they never get an “adequate quantity” of language input. The irony is that this input deficiency is often caused by the very classes that are supposed to provide it. With a focus on memorizing grammar rules, most learners end up spending the vast majority of their time learning about a language instead of the language itself.

  3. Tests and grades do more harm than good
    Ideally, formalized testing and grading systems motivate students by providing competition and objective feedback. In reality, however, most grading is far from objective (teachers tend to reward students they like and penalize those they don’t), and tests do little more than demonstrate one’s ability to memorize facts. Feedback is important, but it needn’t be in the form of traditional testing or grades. Ask your teachers to evaluate your performance by giving specific examples of things you said right or wrong, not with multiple choice tests.

  4. Classes go as fast as the slowest person
    The bigger the class, the wider the range of abilities, and the slower the class will have to go. Schools know that students are more likely to stick with something too easy but will quickly throw in the towel if something is too difficult. And despite placement tests and numerous class levels, it can be very difficult to appropriately group students by their actual skill in the language. With finite time slots mutually convenient for all students in a given group, some students will inevitably be placed in classes that are above or below their actual ability level. Also, placement tests come with the same problems mentioned in # 3: they test one’s memory and knowledge (especially of the written word).

  5. Reading out loud does not improve your pronunciation or speaking ability
    Teachers often have students read out loud to allegedly “practice pronunciation.” The truth is that your pronunciation improves only from massive amounts of listening input and then massive amounts of speaking when you’re ready. Reading aloud does little more than show what words you are unfamiliar with and often reinforces mispronunciations instead of fixing them. While some teachers genuinely believe in the read aloud method, others just use it as a zero prep activity to count down the clock.

  6. Oral drills do not help you learn how to speak; they only demonstrate your ability to do so
    Just as reading aloud does not improve your pronunciation or reading skills, oral drills do little for your speaking fluency. We improve our speaking ability through increasing the quantity and quality of listening input (e.g. podcasts about your favorite topics), and then applying what we have heard in natural, contextualized conversations.

  7. You will be encouraged to move up to the next level even if you aren’t ready
    This is all about business. Schools make more money when you buy new books, take level tests and re-enroll in more classes.

  8. Your progress reports are meaningless
    Teachers hate writing progress reports. They are usually an exercise in creative writing, not meaningful feedback on your actual performance and progress in the language. Not knowing what to say (and not wanting to waste time on a task they don’t get paid for!), many teachers will just cut and paste canned comments, or come up with general, vague statements and overly technical descriptions of your grammar and pronunciation problems.

  9. You should be the one who chooses the material
    Despite being widely used, standardized textbooks are bad tools for a number of reasons. They build on the myth that schooling equals learning, as discussed in # 1 above. They lull students into a false sense of accomplishment, where completion of chapters is confused with actual internalization of the content. And with content written not to entertain but to avoid offending anyone, they are typically boring and sterile. Interest in the material is essential for effective language learning, so make sure to choose schools or teachers that allow you to choose materials that float your boat.

  10. It doesn’t take years to learn a foreign language well if you do it right
    If you like the language you are learning, believe you can learn it, and get as much listening and reading input as possible, you will learn the language well enough to communicate in a matter of 6 months to a year. Most students, however, end up paying tuition for years and years despite a lack of progress. Students blame themselves (backed up by the bogus comments found in their progress reports), not realizing that the problem lies not in them, but with their school’s materials and methodologies.
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, 04 2011 . 19:41 +
Scaldir [ + !]



http://www.l2mastery.com/blog/featured-articles/not-to-do-list

alexroz ([info]alexroz) [info]ru_learnenglish

          
: /, ,


: The NOT to Do List - Common Missteps and Inefficient Habits to Avoid in Foreign Language Learning

 


  1. Do NOT spend more than 5% of your study time on grammar, translation, vocabulary lists or any other overt information about the language. Languages are "acquired," not learned. And acquisition by its very definition happens subconsciously over time given proper input. Which leads us to number 2.

  2. Do NOT spend time on materials that are too difficult or don't interest you. Motivation is one of the greatest keys to success in foreign language learning, and motivation's favorite fuel is interest. There is a wealth of material available today for free (podcasts, YouTube, blogs, online newspapers and magazines, etc.). Poke around online and find material that excites you.

  3. Do NOT study in long, infrequent sessions. After motivation, consistency is the most important factor in language learning. If you are strapped for time (and who isn't?), it is far better to study a little bit everyday than doing marathon study sessions a few times a month. For example, if you only have 2 hours free per week to commit to language studies, it is far better to do 20 minutes per day, 6 days a week than doing the whole 2 hours on one day.

  4. Do NOT worry about speaking too soon. Although oral fluency is certainly the goal of most language learners, it takes the brain some time to assimilate enough input to be able to produce meaningful output. Babies listen actively to the language around them for up to 2 years before uttering a single meaningful word. Adults can get to the output stage much earlier if they follow these 10 tips, but they should not force themselves (or let themselves be forced) to speak before they are ready. This is perhaps the single greatest problem with formal language instruction: students are expected to speak long before they are ready, creating a great deal of anxiety and diminishing the student's motivation and interest.

  5. Do NOT memorize vocabulary out of context. To have any chance of retaining or using new words, they must be heard or read (preferably the former) many, many times within a meaningful situation. "Narrow" listening and reading (i.e. going through a number of different articles on the same specific topic) is a good way to increase the repetition of key words in a meaningful and interesting way.

  6. Do NOT try to learn new words, alphabets, ideographic characters or spelling using "rote" memory. We have 5 senses at our disposal; use them! Integrate taste, touch, smell, sound and movement as much as possible. Use "imaginative memory" to visualize connections, stories, objects, etc. The crazier the story, the easier it will be to imprint in long term memory.

  7. Do NOT overly rely on the written word. Whenever possible, try to listen to a piece first before reading it. This trains you to rely on your ears first, and better follows the natural order of acquisition (remember: you learned to speak your first language long before you learned to read it!)

  8. Do NOT look up words before making at least one full pass through each reading or listening material (or each section for longer pieces.) Once you have gone through once or even twice, then go back and look up words you don't know. When you don't interrupt the "semantic flow," it's easier to get a feel for the big picture. And this prevents us word-nerds getting lost in unrelated vocabulary and new linguistic connections.

  9. Do NOT let the "affective filter" put a damper on your language learning. The affective filter is a fancy word for a simple and intuitive concept: your emotions and psychological state significantly affect your performance in a foreign language (or any skill-based act for that matter.) If you are bored, nervous, angry, hungry, tired, or preoccupied with the fight you had last night with your significant other, your ability to speak well in a foreign language (and acquire new language) will go down faster than the current stock market. On the other hand, I am sure you have noticed that a few brewskies can significantly improve your ability to converse in a foreign tongue. Why? Because booze (like meditation, exercise, and experience) helps lower inhibitions and boost social skills like verbal communication. If your teacher makes you feel nervous or stupid, fire them. If your language partner does not see the logic in your incorrect, but nevertheless intelligent errors, replace them. You will never make any real progress if you are afraid to speak and are not free to make all the wonderfully logical-albeit incorrect-utterances that define both infant and adult language acquisition.
  10. Do NOT forget to have some fun! Language learning takes time, but it needn't be difficult. If you approach language learning with a smile instead of a grimace, you too WILL succeed!
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- Henry Makow Ph.D.

, 04 2011 . 18:04 +

 Adolf Hitler -- Agent of Zionism and Freemasonry


March 3, 2011

A German Researcher Renounces Hitler as a Cabalist and Traitor



"Hitler's smear campaign was exclusively against Jews, but he had concealed the names of the Zionists who, with greatest brutality and disregard for the Jewish community, had planned the World Revolution and the foundation of the State of Israel. This is striking evidence that he worked together with the Zionists and that he was a first class liar, hypocrite and public traitor."



by Dieter Ruggeberg
(for henrymakow.com)


(This is Chapter 1 from the book "Secret Politics-3")

On January 30, 1933, Adolf Hitler became Chancellor of the German Reich. When he assumed power, he was surrounded by four paramount advisers and their financial sponsors.

Behind him was Henry Ford; beside him Hjalmar Schacht and Rabbi Leo Baeck, and ahead of him, Franz von Papen. An interesting picture appears when one takes a closer look at these four advisers.

1. Henry Ford (July 30, 1863 - April 7, 1947) was a Freemason of the Scottish Rite, 33rd degree. In 1919 Ford published a book called "The International Jew". In Germany, "Der International Jude" was soon printed many times. In official history books, Henry Ford is always presented as an anti-Semite. He was actually the contrary, namely a Zionist agent tasked bringing anti-Semitism to Germany and Middle Europe. By the exiling of Jews, he was to help create the state of Israel.

Edwin Black writes in "Nazi Nexus" (page 4) "..., Ford showed friendship to Jewish people - both the Jewish Eastern European immigrant factory workers who he treated with equality and his Jewish friends such as his next door neighbor, Rabbi Leo M. Franklin, who received a free custom-built automobile each year as a birthday present." 1.

According to Wikipedia, Rabbi Franklin was a member of the "Anti-Defamation League", which in turn is merely an underground organization of the B'nai B'rith Lodge and further of the High Degree Freemasonry.

According to "www.reformation.org": "What most people did not realize was that the Ford Motor Company was a subsidiary of the Rockefeller owned Standard Oil Company." 2.} In the book "Secrets of the Federal Reserve" by Eustace Mullins, I learned that the Rockefeller family was linked closely to the J.P. Morgan and Rothschild families, particularly with regard to the establishment of the Federal Reserve Bank in 1913.

2. Hjalmar Schacht (January 22. 1877 - June 3, 1970) was a Freemason of the Scottish Rite. He was connected to the English Scottish Rite Freemason Montagu Norman, and consequently to the Bank of England and the City of London. As Eustace Mullins wrote in "Secrets of the Federal Reserve", the Bank of England is under the control of the Rothschild family.

3. Rabbi Leo Baeck (May 23, 1873 - Nov. 2, 1956) was a Freemason of the Scottish Rite, 33rd degree and a promoter of the Zionists' plans. Gerd Schmalbrock wrote: "Dr. Leo Baeck was a Freemason of the 33rd degree, leader of the German conference of Rabbis and Großpraeses of the German district of the Jewish order B'nai B'rith. In order to expose the deeper wisdom of the National Socialists, he was assigned by Hitler to be President of the Reich's Deputation of the German Jews." 3.

4. Franz von Papen (29 October 1879 - 2 May 1969) was a Knight of the Holy Grave, one of the highest orders of the Vatican. He was assigned to lead the promotion of Hitler in such a way that during the distribution of the powers no disadvantage could occur for the Vatican.

Hitler himself was not only a member of the Thule Order but also a member of a Magic 99-Order. Details of the working methods of this order can be found in Franz Bardon's book "Frabato the Magician". After closer examination of this constellation it can be stated that Hitler was an agent of Zion, of the Vatican and of the Bank of England (City of London).

The most important supporting evidence is:

1. In 1925 the book "Mein Kampf" by Adolf Hitler was published. Throughout its entire seven hundred plus pages, Jews are condemned wholesale. He writes as if the average Jewish citizen had invented the Protocols of Zion and the World Revolution. This is idiotic because it is not about the Jewish people, rather about very specific Jews. Specifically it is about those in the secret societies who intended to shape the world, for instance Karl Marx (Scottish Rite, 33rd degree).

Where are their names? The supposedly greatest Jew hater of all times has nothing to say about Adolphe Cremieux, Theodor Herzl, Parvus-Helphant, Leo Trotzky, Kaganovich, the Warburgs, the Rothschilds, Trebitsch-Lincoln, Bernhard Baruch, Mandell House and Walter Rathenau, just to name a few. That is absolutely ridiculous.

These names simply had to be known to him because they had already been referred to by Ford in his book "The International Jew" and well known to anyone interested in politics. He openly stirs up hatred against Freemasonry which is supposed to serve the Jews, yet secretly he meets foreign High Degree Freemasons to prepare for the takeover of power. The name of the B'nai B'rith Lodge, pertaining to the centre of Freemasonry, is omitted altogether in his book.

That is conscious suppression of the truth and betrayal of both the German and the Jewish people! Hitler's smear campaign was exclusively against Jews, but he had concealed the names of the Zionists who, with greatest brutality and disregard for the Jewish community, had planned the World Revolution and the foundation of the State of Israel. This is striking evidence that he worked together with the Zionists and that he was a first class liar, hypocrite and public traitor.

2. On August 25, 1933, the Ha'avara-agreement between Hitler and the Zionists was concluded. On March 24, 1933 the Zionists declared war on Germany and five months later Hitler signed an agreement with them!

3. On September 10, 1933, a State-Church-agreement, the Reichskonkordat, was concluded between Hitler and the Vatican.

4. On May 3, 1940, the English army was beaten at Dunkirk by the German army. On Hitler's orders, the remaining 330,000 British soldiers are permitted to return to England, but had to promise to come back later and totally destroy Germany. The English army complied. An extremely unique case in man's history. Please refer at the chapter "Dunkirk and After" in Captain A.H.M. Ramsay's book "The Nameless War".

5. On January 18, 1941, Hitler received an offer of cooperation from the Zionist underground organization N.M.O

(National Military Organization, Irgun Tzwa'i Le'umi) Menachem Begin happened to belong to this group. Hitler accepted the offer and the visible result was the foundation of the Theresienstadt camp in the spring of 1941. H.G. Adler reports extensively on this in his book "Theresienstadt 1941 - 1945".

6. On January 20, 1942, the infamous Wannsee conference took place. Using this conference as their basis, the international press and many history books concluded that "complete extermination of the European Jews" had taken place. An investigation of the document however brings to light quite a different fact. It actually does not contain a single sentence about murdering Jews but merely a section indicating the fact that Hitler's SS (Schutzstaffel) had a plan to build a Jewish elite. Another typical case of truth distortion by the Allies against Germany.

1945: Adolf Hitler escapes to South America. Any historical researcher who does not take into consideration membership in secret societies of the power the elite, i.e. bank managers, politicians and heads of the big companies, is not at all able to discover much more than fifty per cent of the entire truth.

Or like Christ said: "There is nothing hidden that will not be revealed, and there is nothing secret that will not become known and come to light." (Luke 8/17). I became particularly encouraged to study this line of thinking by the book "Adolf Hitler - Founder of Israel" by Hennecke Kardel.

*

This is a chapter from the book "Secret Politics-3".

Information about the edition of "Secret Politics-1 - Countdown for World Domination" can be found under the link

www.geheimpolitik/politics.
*

Literature:

H.G. Adler: "Theresienstadt 1941-1945", Verlag J.C.B. Mohr (Paul Siebeck), Tübingen 1955

Franz Bardon: "Frabato" (Wuppertal 1979) [English: Frabato the Magician]

1.} Edwin Black: "Nazi Nexus", Washington 2009, page 4

Karlheinz Deschner: "Mit Gott und dem Führer" (Köln 1988)

2} www.reformation.org/henry-ford-pdf.html

Adolf Hitler: "Mein Kampf", München 1927

H. Kardel: "Adolf Hitler - Begründer Israels" (Genf 1974) [English: Adolf Hitler - Founder of Israel]

Aron Monus: Les Secrets de L'Empire Nietzschéen (Hodmezovasarhely 1992)(deutsch: Verschwörung: Das Reich von Nietzsche)

Eurstace Mullins: "Secrets of the Federal Reserve" (New York 1952) [Deutsch: Die Bankierverschwörung, 1987)

Captain A.H.M. Ramsay: "The Nameless War", 1952

D. Rüggeberg: "Geheimpolitik - Der Fahrplan zur Weltherrschaft" (Wuppertal 1990) [English: Countdown to World Domination]

D. Rüggeberg: "Geheimpolitik-2 - Logen-Politik" (Wuppertal 1994)

3.} Gerd Schmalbrock (IKC-Presse, Gladbeck, "Ihr Programm", Nr. 83 v. 19. Nov. 1979)."

*

Wuppertal, 26 November 2010

Dieter Rüggeberg

www.secret-politics.com
 

++++++++++++++++++++

Comments for "Adolf Hitler -- Agent of Zionism and Freemasonry"

Dick said (March 3, 2011):

Mr. Ruggeberg presents a bit of a mixed bag with this one. Despite a number of interesting details, history is presented as an
agglomeration of personalities, where (for example) Henry Ford's motivations for supporting fascism are assumed to be related to freemasonry and Zionism, rather than the obvious economic reasons.

I take great exception to the condemnation of Walter Rathenau, who in Mr. Ruggeberg's view escaped the scorn of Hitler. Rathenau (the
foreign minister before Hitler's seizure of power) was a powerful German nationalist and vocal opponent of Zionism and socialism, who
argued for Jews to assimilate into German culture, and for workers to participate in capitalism, rather than reject it. He negotiated
the Treaty of Rappollo (1922) with the Soviet Union, which established joint industrial and infrastructure projects – for this
he was/is condemned as a jewish commie collaborator. In fact, he should be celebrated as an opponent of the British imperial strategy to divide and conquer Germany and Russia. Remember that before WW1, these nations enjoyed strong bonds with each other and with the United States. What was the result of Rathenau's efforts?
He was assassinated by proto-Nazis. The event was mourned in his time and celebrated by the Nazis.

Mr. Ruggeberg steps on the right path when connecting Hjalmar Schacht to Montagu Norman, and falls back into the comforts of anti-zionism by saying "the Bank of England is under the control of the Rothschild family."

The question should not be "did Hitler hate the right Jews?" but, "what interests did Ford Motors, Standard Oil, JP Morgan Chase, et all have in promoting both Nazism and Zionism?" The answers to this question don't require one to examine the masonic regalia on human footnotes like Franz von Papen.


--
Dick

I disagree with your defense of Rathenau. As you know, he said "300 men all known to each other control Europe." He was one of them. His pact with the Soviet Communists is consistent with the Judeo-Masonic agenda.

I question the statement that the Rockefellers owned/controlled the Ford Motor Co but Ford's capitulation to the "Jews" and his later sup[port of Hitler is definitely a story that remains to be told. I like Ford and like to think he was a dupe rather than a conscious agent of the Zionists. Most Freemasons are dupes.


-Henry
 

http://henrymakow.com/

++++++++++++++++++++++++++++++++++++++++++++++++++++

++++++++++++++++++++++++++++++++++++++++++++++++++++

Now, Heterosexuals are in the Closet

by Henry Makow Ph.D.


http://www.savethemales.ca/000652.html

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