Mental Remote Viewing Google Rus-Eng

�

�

�

�

�

Mental�viewing��

Bronnikov�method�2-3�level�

This training manual is not the author, her sostovlyaet those who took training courses in

Bronniokva Vyacheslav Mikhailovich.

The method of VM Bronnikov

"Informational human development"

II-III degree of learning

Exercise 1. The positive psychological adjustment.

Starting position: Exercise is performed while sitting, standing, lying down.

Method of execution:

Teacher shows and pronounces, and then offers the student with this exercise. In the future, a

student performs his own when a bad mood.

Raising his hands up and away, stretch and bend, and even enjoyed yawn, imagining that he

had just woken up after a pleasant sweet sleep on her face to represent the broadest smile,

presenting in front of a huge warm gentle sun. Feel like the happiest person in the most

healthy and powerful, the richest, most intelligent and beautiful, the most free and joyous,

and around him see only the kind of beautiful and wonderful friends ...

To bring into operation a couple of times to take a deep breath and calm exhalation, and then

finally tune in for the teacher announced a moment of silence.

Exercise 2. "Energy Hands"

Starting position: The student stands, feet shoulder width apart, arms down.

Methods of execution.

A student throws up his hands to the sides, and then brings them in front of him, then raises

up and lowers down. Remembers feeling at each position of the hands.After that mentally

separates the parties in the hands of their material, and virtual (energy), draws attention to

the preservation of sensation. Mentally brings "energy hands" in front of them and lifts them

up, and finally drops down.

The student is doing any power hand manipulation, extending their thoughts, touches, such

as walls, ceiling of the room, telling the teacher about their feelings.

Exercise 3. "Conscious of the phantom"

Starting position: The student stands, arms down.


The student mentally picks up in the right side of the virtual hand, it extends to the right wall

and touches the wall, without turning his head toward her, describes his feelings out loud,

for, remembers them. Similarly, the virtual hand touches the left wall of the left and also

remembers his feelings.

The student then observes the feeling of the floor under his feet, takes a step forward with

right foot and brings the virtual center of gravity of the virtual body in the new

position. Compares a new sense of the previous one. The student can mentally walk through

the room, watching their feelings of sex (a virtual body will be called "conscious of a

phantom").

Further, a student extends his neck and a virtual lack the parietal part of the virtual head of

the ceiling, describes his feelings out loud.

Finally, the student fills out all of their virtual body space of the room and tries to experience

the same time (at once) all internal surfaces of the room.

The student may increase the height of the phantom and partly to be in the upper room, or on

the roof. Then the student observes that part of the phantom, which was outside the room

with his physical body, and describes his feelings out loud (seen, heard, etc.). With the same

success phantom student gets on the ground floor.

Exercise 4. Management "screen out of the eye"

(Or "screen personal biocomputer" / LBK / "screen vision," "inner vision screen")

Starting position: Posture, "the coachman." Eyes closed pupil

bandage.


After the teacher has the psychological adjustment to consider carefully the pupil dark

comfortable space (or a dark background, dark screen, black screen) and describe

what they see. Then, the teacher encourages the student to submit (to form, remove

from memory, draw, feel), white point, to deploy this point in the horizontal white

line, and then expand the line (vertical rolling) in the white screen. First, all operations

are performed by a team teacher. At subsequent sessions of the team teachers "to

include a personal bio-computer" (LBK), a student performs a program including the

screen itself. The process of "inclusion" is typically 3-5 seconds. At the end of the

screen, its "off" in reverse order. For a complete view of the physiological transition

from the regime of "screen LBK" to "eye" to the student to remove the blindfold and

make an "energy surge". In most children the operation "on", "off" and "work with the

screen" happen very easily. Many adults can be a difficult, in some people, the screen

does not appear, which can be explained by the following reasons: the relatively low

brain activity, the presence of insurmountable psychological barriers, religious

facilities, etc.

When you see the screen, it becomes possible to obtain with the help of imagination vivid

pictures, animate them, record the necessary information, etc.

Exercise 5. "The coloring of the screen"

Starting position: Student in the attitude of "driver". In the eyes of the student band.


The teacher gives the command, and the student after each of the reports confidently and

succinctly: "There." If you experience any difficulties (partial fulfillment of the tasks, pain in

the head, etc.) a student must immediately inform the teacher.

1. Include LBK, white screen.

2. White screen change to blue.

3. Blue screen change to red.

4. Red screen change to green.

5. Green screen change to white.

6. Turn off the LBK. Remove the bandage to make a "splash"

1. Tell the teacher about their observations, written in

a notebook and sketch color screens on the album.

Please note:

The duration of employment less than 10 minutes. After the lesson may be yawning. Success

comes only when the regular and successive classes. The first difficulty of the operation may

be "on" or "off" LBK, in this case it is necessary to work on appropriate exercise.

Exercise 6. "A table with numbers"

Starting position: Student in the attitude of "driver". In the eyes of

student band.


1. Include LBK.

2. On a white screen, draw a square frame with black lines (cell).

3. In the middle frame with black paint figure 1.

4. Puncture needle in the middle of figure 1 and turn a digit, as the arrow of the

mechanical clock, in a horizontal position.

5. Erase the arrow.

6. Draw two adjacent cells.

7. Draw the four adjacent cells in the two floors.

5. Fill in the resulting table of single digits (the teacher calls a number and its place in

the table after each student placement number in the appropriate box informs the word

"is").

6. To call all the numbers and their place in the table (student looks at his screen and

reports about the contents of the table).

7. Remove a table with a white screen (moves the student table, for example, right).

8. Turn off the LBK.

5. Tell the teacher about the difficulties encountered, write in a notebook his impressions

and sketch created on-screen table, on the album.

Please note: in the first table and the figures may be fuzzy. From classes to engage in

progressively increase the number of cells in the table, and the numbers can be recorded and

valued.

Exercise 7. "A table with colored cells"

Starting position: Student in the attitude of "driver". In the eyes of the student band.


1. Include LBK.

2. On a white screen, draw a table (grid) consisting of four squares.

3. Fill each cell of a monochromatic color tables filled (teacher calls a color and place

cells, and student fill after the operation, said "there").

4. Name the colors of the cells (a student looks at the LBK.

calls the place cells, and its color).

5. If successful, the job to the table pririsovat two cells and continue the exercise of

paragraph 3.


7. Tell about the difficulties to record their impressions in

a notebook, sketch the cells of the table on the album.

Please note: in case of fatigue or pain sensations a student ceases to exercise.

Exercise 8. "Table with color pictures"

Starting position: Student in the attitude of "driver", a bandage on his eyes.


1. Include LBK.

2. On a white screen, draw a table of four cells.

1. Draw in each table cell color image

(a simple arrangement of two or three items).

2. Describe in detail each picture to indicate its place in the table.

3. If successful, the job, you can add two more cells, and to continue the exercise with

paragraph 3.


1. Tell about the difficulties to record their impressions in a notebook and sketch a table

with pictures in the album.

Exercise 9. "Spatial imagination"

(Or "volume memory")



1. Include LBK.

1. On a white screen, draw a hollow cube (someone easier to

imagine, for example, a wooden box, glass aquarium).

2. Bypass the cube clockwise by marking the outside of his face, the cover and the

bottom of the original drawings.

3. Describe all the faces of a cube.

1. If successful, the job, check the inside face of the cube with new pictures and to

continue the exercise with paragraph 4.


1. Tell about the difficulties to record their impressions in a notebook and sketch a cube

with pictures in the album.

Exercise 10. "Track (or route) memory"



1. Include LBK.

1. Choose a theme for the route (eg, visiting a museum, a trip by public transport,

inspection and storage, etc.). Let's look around in a clockwise direction museum

exhibits, placed on the floor, on the left wall, the ceiling and on the right side.

2. On a white screen, we see a picture of the front door of the museum premises. Virtual

hand, open the door, and enter the museum (the teacher describes the fictional

exhibits: "Under his feet a green rubber mat. Left on the wall hanger. Whist on the

ceiling

light. right a wooden chair. "student places on the screen (" virtual room "), in

appropriate order, the images of objects).

3. Describe aloud the images of objects.

3. If successful, the job moving forward (the teacher describes the following fictional

exhibits: "On the floor, cast-iron core. Left on the wall

hangs an old map of the city. On the ceiling there is a nest with a stuffed crow. right

on the bedside table is a small basket of fruit. "student places on the screen - in the

"virtual room" - these new images.)

4. Successfully moving this way for a "virtual museum room", a student captures images

of objects and describes them aloud.

3. Close LBK.

Describe the difficulties encountered, record their impressions in a notebook, sketch images

to an album recorded by subjects.

Exercise 11. "To see the color of his hand"

Starting position: The student sits at a table in front of the bandage. Prepared a set of sheets

of colored paper.


1. Include LBK.

2. Set bioenergetic contact with the surface of the palm leaf (see Exercise 12).

3. On a white screen, carefully observe the appearance of color. (A student talks about

his feelings and determines the color names. Teacher "corrects" color).

4. The teacher puts the student under the palm of the other sheet of colored paper, and

the exercise continues with step 2.


6. Tell the teacher about the difficulties encountered, write in a notebook his

impressions, sketch their observations to the album on-screen colors.

Please note: at first, the duration of the exercise is recommended to not exceed 10-15

minutes, and repeat the exercise after every half-hour of rest. Quality "of his hand,"

significant increases in the heave and roll hands (horizontally and vertically) of the observed

object. The teacher encourages student morale by "good", "well done", etc. To test their

color sensations a student can touch the surface of the sheet, pick up a sheet, applying it to

any part of the head.

Exercise 12. "To see a simple hand signs"

Starting position: The student sits at a table in front of the bandage. Prepared a set of maps

Zener.


1. Include LBK.

1. Set bioenergetic contact with the palm of your hand on the

surface of Zener cards.

2. On a white screen, carefully observe the emergence of

eating shapes (student talks about his feelings, called the figure of the observed, the

teacher "corrects" the figure).

3. The teacher puts the student under the palm of the other

Zener card, the exercise continues with step 2.


1. Tell the teacher about the difficulties encountered, to write

about their impressions, sketch on the album its on-

screen figures observation.

Exercise 13. "To see the hand written signs"

Starting position: The student sits at a table in front of the bandage. Prepared card on which

are written as separate letters and separate words fonts of different sizes.


1. Include LBK.

1. Set bioenergetic contact with the surface of the palm cards.

3. On a white screen, carefully observe the appearance of the letters or words. We read

aloud.

4. The teacher puts the next card, continue to exercise with paragraph 2.


6. Tell the teacher about the difficulties encountered, written in the notebook of your

impressions, sketch in an album seen on the internal screen plots.

Please note: At first, the student observes the large letters and words, gradually

moving to read words written in smaller type.

Exercise 14 . "To see any part of the body"

Starting position: The student sits at a table in front of the bandage. Prepared sheets of

colored paper, card and Zener cards with letters and words.


1. Include LBK.

2. Pick up an object, set the bioenergetic contact, such as the forehead with the surface

of the observed object.

3. On a white screen, carefully observe the appearance of color, character, characters,

words. Talking out loud about the observed.

4. The teacher gives another subject, the exercise continue with step 2.



impressions, sketch in an album seen on the internal screen, colorful scenes.

Please note: Do this exercise by observing objects such as fingers, neck, parietal part of the

head, nose, ears, back, chest, abdomen, legs and soles, etc.

Exercise 15 . "To see their internal organs"

Starting position: The student sits, stands or lies in front of the bandage.


1. Include LBK.

2. Attach the palm of one hand, for example, on the other hand hand, to establish contact

between the bioenergetic

3. On a white screen, carefully observe the appearance of the outlines of the fingers,

hairs on the skin, curly white bones of the phalanges of fingers, the red lines of blood

vessels. The student describes the observed aloud part of the body.


Five. Tell the teacher about the difficulties encountered, written in the

notebook of your impressions, sketch in an album seen on the inner

screen of colorful stories about

their individual bodies.

Please note: This exercise can be recommended for use in anatomy classes in high school

and other specialized medical schools.

Exercise 16 . "To see through any object"

Starting position: The student is sitting, standing or lying down. In the eyes of a bandage in

his hand an object (a stick, pencil, ruler, etc.)


1. Include LBK.

2. Set bioenergetic contact between the end of the arm is in the subject and the observed

surface.

3. On a white screen, carefully observe the appearance of images aloud to describe the

visual sensations.




Please note: At first, perform an exercise in simple objects (colored paper, card Zener,

individual letters).

The screen image can be observed in the reduced size of icons under study with respect to

the original.

Exercise 17. "Changing the size and position of the image on the screen"

Starting position: The student sits, stands or lies in front of the bandage. Zener cards are

prepared.


1. Include LBK.

1. Set bioenergetic contact with the surface Zener cards.

2. On a white screen, carefully observe the appearance of images, called aloud to a

student figure.

3. Increase (decrease) the size of the figure, keeping the original and a copy placed on

the right (left, top, bottom, etc.) from the original. Fill the screen copies of different

sizes.


1. Tell the teacher about the difficulties encountered, record their impressions in a

notebook, sketch the album seen on the internal screen plots.

Exercise 18 . "Draw colored letters and words"

Starting position: The student sits at a table in front of the bandage. Prepared colored

markers, the album and cards with painted different colors on them letters and

words. procedure execution.

1. Include LBK.

2. Set bioenergetic contact with the surface cards.

3. On a white screen, carefully look at the letter, word and color parts.

4. Similarly, see the colored pens and start drawing the colored letters and words on the

album.


6. Tell the teacher about the difficulties encountered, analyze their drawings in a

notebook to record their impressions.

Pay attention: At first the pictures of letters and words may be formed irregular, and

sometimes even upside down.

Exercise 19. "Turns the text"

Starting position: The student sits at a table in front of the bandage. Prepared an album,

pens, cards with words written in large print.


1. Include LBK.

2. Set bioenergetic contact with the surface cards.

3. On a white screen, carefully observe the appearance of the word.

4. Turn the word "upside down".

5. Sketch the word on the album in its normal position and inverted.


7. Tell the teacher about the difficulties encountered, analyze their drawings in a

notebook to record their impressions.

Please note: Exercise can be diversified, turning, turning the tables of numbers, letters,

words, pictures.

Exercise 20. "To see into the depths of the brain"

Starting position: The student is sitting or standing, in front of the bandage. Zener cards are

prepared, colored objects of large size (eg, ball, book, cup, vase, etc.).


A. Enable LBK.

Two. The student picks up an object and places it in front of his face, establishes contact

with the subject of bio-energy.

Three. On a white screen, closely following the appearance of the image object, this object

describes aloud.

4. Slowly pushing the hands of the person and the subject of bringing it to the person to

monitor the clarity of the image on the screen. The teacher helps the student under the

supervision of the subject, the subject of removing a person from the partner and bringing-

to-face at a distance of one to two meters. A student is continuously reported their

observation object, the distance to the object-definition images on the screen.

Five. Turn off the LBK.



Please note: In order to exercise power "outside of the eye," the ability to see the brain is

recommended to use a variety of board games (checkers, chess, cards, dominoes, bingo,

etc.), computer games.

Exercise 21. "Moving blindfolded"

Starting position: The student stands in front of the bandage. Planned route of travel.


1. Include LBK.

1. Set bioenergetic contact with the nearest objects, located on the intended route.

2. On a white screen, carefully observe the appearance of the outlines of objects, tell the

teacher about their observations.

3. With the support of the teacher to make a few steps and then "look" around.



impressions, sketch in an album seen on-screen stories.

Please note: The student trains daily, except for walking, running down the hall, riding a

bike, playing mini-soccer, basketball, etc.

Exercise 22. "Distant-penetrating vision"

Starting position: The student sits at a table in front of the bandage. Prepared a card with

writing on them big, colored sheets of paper.


1. Include LBK.

2. The teacher covers the card with a record sheet of colored paper and invites the

student to read the word. The student establishes a bioenergetic contact with the

surface of the sheet.

3. On a white screen, carefully observe the appearance of the image, the student tells the

teacher about what they saw.

4. The teacher encourages or corrects the student, the exercise continues with step 2.


6. Tell the teacher about the difficulties encountered, written in the book about their

experiences, the album sketch seen on-screen stories.

Please note: Cards with a record can be covered by several sheets of paper, cloth, plates of

different materials.

Exercise 23 . "To see and to paint in the dark"

Starting position: The student sits at a table in front of dressing room lights

extinguished. Zener cards are prepared, colored sheets of paper, card stock with a major

record words, colored pens, an album.


1. Include LBK.

2. Set bioenergetic contact with the observed surface.

3. On a white screen, carefully observe the appearance of images, to inform the teacher

about what they saw.

4. The student sketches in his observation of the album.

5. The teacher has to address another subject, the exercise continue with step 2.


7. Tell the teacher about the difficulties encountered, written in the notebook of his

observations.

Landscape analysis of their drawings.

Exercise 24 . "see through walls"

Starting position: The student is sitting or standing, in front of a bandage, his head covered

by special bag or blanket. Cooked color paper, Zener cards, cards with a major record words,

colored pens, an album.


A. Include LBK.

Two. Set bioenergetic contact with the object.

Three. On a white screen, carefully observe the appearance of images, to inform the teacher

about what they saw. The student sketches markers observed object to the album.

4. The teacher corrects the student and provides for the consideration of another subject, the

exercise continue with step 2.

Five. Turn off the LBK.

6. Tell the teacher about the difficulties encountered, record their impressions in a notebook,

an analysis of his drawings.

Please note: In the future, instead of a bag, bedspreads, before the student can set a screen

on which is hung, for example, paper, cardboard, cloth, etc.

Exercise 25. "To see around us"

(Or "spherical vision")

Starting position: The student sits in front of bandage around his head hangs a cylindrical

bar, which are drawn around the perimeter of pictures and words.Cooked color pens, sketch

pad.


1. Include LBK.

2. Set bioenergetic contact with the surface of the cylinder.

3. On a white screen, carefully observe the appearance of images, to inform the teacher

about what they saw.

4. The teacher corrects the student, who then sketched a fragment of the album and the

torsion of the head moves to the observation and drawing the next track, depicted on

the cylinder. (Thus the entire visible band is cylindrical, we sketch all the pictures and

words on the album. As a result of the exercise are viewing around the head and

around it).


6. Tell the teacher about the difficulties encountered, record their impressions in a

notebook, review an album causes the painted garland of words and pictures.

DIFFICULTIES IN THE DEVELOPMENT OF VISION EYE OUT

A. The psychological barrier.

Two. Internal and common diseases.

Three. The weakness of the body (starvation, overeating, drowsiness,

fatigue).

4. Misunderstanding of the job.

Five. Perevozbuzhennost (stress - anger, fear, grief, passion,

physiological needs, etc.).

6. Apathy, lack of desire to do, and aversion to the teacher, etc.

7. Environmental factors (cold, heat, loud noise, odors, magnetic storms,

changes in atmospheric pressure).

Eight. Inability to focus the student.

�

Documents

Mental Remote Viewing Google Rus-Eng