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Soul Journey Friends as Spiritual Guides in Ascension Age

By:TJ Morris
Date: Fri,02 Sep 2011
Submitter:Theresa J Thurmond Morris

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There are many of us on earth who participate in life here among the people of this world as Lightworkers and Truthseekers. Some are unsung heroes and never ask for anything in return. We are all body-mind-spirits sharing the birth-life-death experiences together on this planet we call earth, and Gaia.

I believe we are all on our own soul journey. I share my quest on a spiritual path with those who desire to be awakened and aware of the fact that we are all chosen to live a vertical life swimming up stream so to speak in the river of ascension of energy and essence in this dimension and plane. While we are learning to return to the overall soul which our past ancestors referred to as the “Oversoul” we can sometimes share our memories and imprints that are ingrained into us at the DNA level of life. This being said, we can sometimes have recurring past life recalls.

I have been asked to share in a way that many will not yet believe in and that is where the future past leads us back to the present and loops beyond what we call the past life experiences which travel with us in all our present existences. Some of us are call Avatars and we have some memories and some of us have all memories restored through time travel. We can use what some call astral travel and some use Neuro Linguistic Programming. Regardless of the paths we understand in this lifetime, we are all on the same course and we all travel on the same orb in space we now call planet earth.

It is time for me to now enter a new phase of my life here on earth. As an Alien ET Contactee that shares information that pertains only to me and how I share my life with others on earth, I will be sharing only with those who are now considered my friends in life due to the nature of the topics I have been asked to share news, views, and opinions as a paranormal investigator. I will share that which I believe to be separated from the science fiction fantasy and the present human experience we call reality that some simply call a delusional illusion of our own minds.

We each can create our own world inside our own minds and it is becoming more and more frequently noted that we must begin to share in the global information Artificial intelligence
Natural language processing, a field of computer science and linguistics concerned with the interactions between computers and human (natural) languages
No-Longer Polymers List
Nonlinear programming
Medicine and biology
No light perception, or total blindness, the complete lack of form and visual light perception
Ninein-like protein, a human gene
Neoplastic lumbosacral plexopathy
Communications and psychotherapy
Neuro-linguistic programming, a method applied to interpersonal communication, organizational change and psychotherapy
Neuro-linguistic psychotherapy, an approach to psychotherapy based on Neuro-linguistic programming

The corporate working world sees the Global Community as a place to make a living and to take what we deem necessary in marketing and sales of our products and services.
This is one level of understanding the history of our planet referring to sustaining life with past sharing of information.

We also have a level of sustaining life in the Green Planet world of Whole Life Products and Services of which I am a part. We are they who are concerned with what is best for the entire planet when it comes to sustaining a healthy world with concern for the entire environment with healthy creations. I have been participating in expos and events since 1993 when the Whole Life Expo and the Eco Expo Green Business Conference was my arena to present my own products of cuercus suber oak tree from Spain and Portugal.

It is now time on earth to share more as a social entrepreneur with a commitment to share what I believe is the truth for those in the Ascension Center Enlightenment and ACE FOLKLIFE we call Lightworkers and Truthseekers. We share the life arena with others of similar interests in the Spiritual Guide Work and World.

See also: Sustainable development
Alien Extraterrestrial Concerns by TJ Morris ET Contactee: I believe that what I was sent to this planet to share in the knowledge that I learn from being here now in the present and how to share in Ascension Center Enlightenment Sustainability. We are all Citizens of the entire universe, multiverses, metaverse, xenoverses, and omniverse. We can all do our part to learn about our minds, our souls, our spirit, and how we can contribute to the world. We can all share in the future for the entire omniverse starting at our point of origin.

Sustainability is the capacity to endure. In ecology, the word describes how biological systems remain diverse and productive over time. Long-lived and healthywetlands and forests are examples of sustainable biological systems. For humans, sustainability is the potential for long-term maintenance of well being, which has environmental, economic, and social dimensions, and encompasses the concept ofstewardship, the responsible planning and management of resources.
Healthy ecosystems and environments provide vital goods and services to humans and other organisms. There are two major ways of reducing negative human impact and enhancing ecosystem services. One approach is environmental management; this approach is based largely on information gained from earth science,environmental science, and conservation biology. Another approach is management of consumption of resources, which is based largely on information gained from economics.
Sustainability interfaces with economics through the social and ecological consequences of economic activity. Moving towards sustainability is also a social challenge that entails, among other factors, international and national law, urban planning and transport, local and individuallifestyles and ethical consumerism. Ways of living more sustainably can take many forms from reorganising living conditions (e.g.,ecovillages, eco-municipalities and sustainable cities), to reappraising work practices (e.g. using permaculture, green building, sustainable agriculture), or developing new technologies that reduce the consumption of resources.

We also share the arena as an Alliance with those of the United Nations Education Science Culture Organization.
UNESCO’s mission is to contribute to the "building of peace", reducing poverty, promoting sustainable development and intercultural dialogue through education, the sciences, culture, communication and information. The Organization focuses, in particular, on two global priorities: Africa and Gender Equality.

Other priorities of the Organization include attaining quality education for all and lifelong learning, addressing emerging social and ethical challenges, fostering cultural diversity, a culture of peace and building inclusive knowledge societies through information and communication. The broad goals and concrete objectives of the international community – as set out in the internationally agreed development goals, including the Millennium Development Goals (MDGs) – underpin all UNESCO’s strategies and activities.

The United Nations Educational, Scientific and Cultural Organization (UNESCO; pronounced /ju?'n?sko?/) is a specialized agency of the United Nations. Its stated purpose is to contribute to peace and security by promoting international collaboration through education,science, and culture in order to further universal respect for justice, the rule of law, and thehuman rights along with fundamental freedoms proclaimed in the UN Charter.  It is the heir of the League of Nations' International Commission on Intellectual Cooperation.
UNESCO has 193 Member States and seven Associate Members.

Most of the field offices are "cluster" offices covering three or more countries; there are also national and regional offices. UNESCO pursues its objectives through five major programs: education, natural sciences, social and human sciences, culture, and communication and information. Projects sponsored by UNESCO include literacy, technical, and teacher-training programs; international science programs; the promotion of independent media and freedom of the press; regional and cultural history projects; the promotion of cultural diversity; international cooperation agreements to secure the world cultural and natural heritage (World Heritage Sites) and to preserve human rights, and attempts to bridge the worldwide digital divide. It is also a member of the United Nations Development Group.

Please join me in sharing what I am interested in as friends. The new security of Facebook will be changing the way we communicate. Check your new security settings and only allow those who are friends and are committed to the Ascension Awakening Awareness of our Species which entails the Body-Mind-Spirit having the Birth-Life-Death Experience. I will be taking those with me to a higher level of understanding in our ACE FOLKLIFE - art, culture, education, science, technology. TJ

UNESCO and its mandate for international intellectual co-operation can be traced back to the League of Nations resolution on 21 September 1921, to elect a Commission to study the question. The International Committee on Intellectual Co-operation (CICI) was officially created on 4 January 1922, as a consultative organ composed of individuals elected based on their personal qualifications. The International Institute for Intellectual Cooperation (IICI) was then created in Paris on 9 August 1925, to act as the executing agency for the CICI. 

On 18 December 1925, the International Bureau of Education (IBE) began work as a non-governmental organization in the service of international educational development. However, the work of these predecessor organizations was largely interrupted by the onset of the Second World War.

After the signing of the Atlantic Charter and the Declaration of the United Nations, the Conference of Allied Ministers of Education (CAME) began meetings in London which continued between 16 November 1942 to 5 December 1945. On 30 October 1943, the necessity for an international organization was expressed in the Moscow Declaration, agreed upon by China, the United Kingdom, the United States of America and the USSR.

This was followed by the Dumbarton Oaks Conference proposals of 9 October 1944. Upon the proposal of CAME and in accordance with the recommendations of the United Nations Conference on International Organization (UNCIO), held in San Francisco in April–June 1945, a United Nations Conference for the establishment of an educational and cultural organization (ECO/CONF) was convened in London 1–16 November 1945. 44 governments were represented. At the ECO/CONF, the Constitution of UNESCO was introduced and signed by 37 countries, and a Preparatory Commission was established. The Preparatory Commission operated between 16 November 1945, and 4 November 1946 – the date when UNESCO’s Constitution came into force with the deposit of the twentieth ratification by a member state.

The first General Conference took place from 19 November to 10 December 1946, and elected Dr. Julian Huxley to the post of Director-General. The Constitution was amended in November 1954 when the General Conference resolved that members of the Executive Board would be representatives of the governments of the States of which they are nationals and would not, as before, act in their personal capacity.

This change in governance distinguished UNESCO from its predecessor, the CICI, in terms of how member states would work together in the Organization’s fields of competence. As member states worked together over time to realize UNESCO’s mandate, political and historical factors have shaped the Organization’s operations in particular during the Cold War, the decolonization process, and the dissolution of the USSR.
Among the major achievements of the Organization is its work against racism, for example through influential statements on race starting with a declaration of anthropologists (among them was Claude Lévi-Strauss) and other scientists in 1950 and concluding with the 1978 Declaration on Race and Racial Prejudice.

 In 1956, the Republic of South Africa withdrew from UNESCO claiming that some of the Organization’s publications amounted to “interference” in the country’s “racial problems.” South Africa rejoined the Organization in 1994 under the leadership of Nelson Mandela.

UNESCO’s early work in the field of education included the pilot project on fundamental education in the Marbial Valley, Haiti, started in 1947. 

This project was followed by expert missions to other countries, including, for example, a mission to Afghanistan in 1949.

 In 1948, UNESCO recommended that Member States should make free primary education compulsory and universal. 

In 1990 the World Conference on Education for All, in Jomtien, Thailand, launched a global movement to provide basic education for all children, youths and adults.

Ten years later, the 2000 World Education Forum held in Dakar, Senegal, led member governments to commit to achieving basic education for all by 2015.

UNESCO’s early activities in the field of culture included, for example, the Nubia Campaign, launched in 1960. 

The purpose of the campaign was to move the Great Temple of Abu Simbel to keep it from being swamped by the Nile after construction of the Aswan Dam. During the 20-year campaign, 22 monuments and architectural complexes were relocated. This was the first and largest in a series of campaigns including Mohenjo-daro (Pakistan), Fes (Morocco), Kathmandu (Nepal), Borobudur (Indonesia) and the Acropolis (Greece).

The Organization’s work on heritage led to the adoption, in 1972, of the Convention concerning the Protection of the World Cultural and Natural Heritage.

The World Heritage Committee was established in 1976 and the first sites inscribed on the World Heritage List in 1978.

Since then important legal instruments on cultural heritage and diversity have been adopted by UNESCO member states in 2003 (Convention for the Safeguarding of the Intangible Cultural Heritage[26]) and 2005 (Convention on the Protection and Promotion of the Diversity of Cultural Expressions).

At an intergovernmental meeting of UNESCO in Paris in December 1951 was held which led to the creation of the European Council for Nuclear Research (CERN) in 1954.

The World Wide Web was born at CERN in 1989.

Arid Zone programming, 1948–1966, is another example of an early major UNESCO project in the field of natural sciences. 

In 1968, UNESCO organized the first intergovernmental conference aimed at reconciling the environment and development, a problem which continues to be addressed in the field of sustainable development.

The main outcome of the 1968 conference was the creation of UNESCO’s Man and the Biosphere Programme.

In the field of communication, the free flow of information has been a priority for UNESCO from its beginnings. In the years immediately following World War II, efforts were concentrated on reconstruction and on the identification of needs for means of mass communication around the world. UNESCO started organizing training and education for journalists in the 1950s. 

In response to calls for a "New World Information and Communication Order" in the late 1970s, UNESCO established the International Commission for the Study of Communication Problems, which produced the 1980 MacBride report (named after the Chair of the Commission, the Nobel Peace Prize laureate Seán MacBride).

Following the MacBride report, UNESCO introduced the Information Society for All programme and Toward Knowledge Societies program in the lead up to the World Summit on the Information Society in 2003 (Geneva) and 2005 (Tunis).
^ International Institute for Sustainable Development (2009). What is Sustainable Development?. Retrieved on: 2009-02-18.]
^ EurActiv (2004). "Sustainable Development: Introduction."Retrieved on: 2009-02-24
^ Kates, R., Parris, T. & Leiserowitz, A. (2005). "What is Sustainable Development?" Environment 47(3): 8–21. Retrieved on: 2009-04-14.
^ Holling, C. S. (2000). "Theories for Sustainable Futures"Conservation Ecology 4(2): 7. Retrieved on: 2009-02-24.
^ Redclift, M. (2005). "Sustainable Development (1987–2005): an Oxymoron Comes of Age." Sustainable Development 13(4): 
About the American Folklife Center
The twentieth century has been called the age of documentation, and folklorists and other ethnographers have taken advantage of each succeeding technology, from Thomas Edison's wax-cylinder recording machine, invented in 1877, to the latest digital audio equipment, in order to record the voices and music of many regional, ethnic, and cultural groups, in the United States and around the world. Much of this priceless documentation has been assembled and preserved in the American Folklife Center's Archive of Folk Culture, which founding head Robert W. Gordon, in 1928, called "a national project with many workers." As we enter the twenty-first century the American Folklife Center is working on the critical issues of digital preservation, Web access, and archival management.

The collections of the American Folklife Center include Native American song and dance; ancient English ballads; the tales of "Bruh Rabbit," told in the Gullah dialect of the Georgia Sea Islands; the stories of ex-slaves, told while still vivid in the minds of those who endured one of the most harrowing periods of American history; an Appalachian fiddle tune that has been heard on concert stages around the world; a Cambodian wedding in Lowell, Massachusetts; a Saint Joseph's Day Table tradition in Pueblo, Colorado; Balinese Gamelan music recorded shortly before the Second World War; documentation from the lives of cowboys, farmers, fishermen, coal miners, shop keepers, factory workers, quilt makers, professional and amateur musicians, and housewives from throughout the United States; first-hand accounts of community events from every state; and international collections from every region of the world.
All of these images, sounds, written accounts, and a myriad more items of cultural documentation await researchers at the Center's Archive of Folk Culture, where over 4,000 collections, assembled over the years from "many workers" embody the very heart and soul of our national traditional life and the cultural life of communities from many regions of the world.

The collections in the Center's Archive of Folk Culture include folk cultural material from all fifty states, as well as United States trusts, territories, and the District of Columbia. Most of these areas have been served by the American Folklife Center's cultural surveys, equipment loan program, publications, and other projects.

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Folklife is an integral part of all American lives and an essential part of the National Library. The story of America is reflected in the cultural productions of ordinary people who live everyday lives, from cooking and eating meals, to the activities of work and play, to religious observances and seasonal celebration. Folklife includes the songs we sing, the stories we tell, the crafts we make. The American Folklife Center was created in 1976 by the U.S. Congress to "preserve and present" this great heritage of American Folklife through programs of research, documentation, archival preservation, reference service, live performance, exhibition, publication, and training. The American Folklife Center was made permanent in 1999. The Center includes the Archive of Folk Culture, which was established in the Library of Congress in 1928, and is now one of the largest collections of ethnographic material from the United States and around the world.
On this Web site you will find not only an introduction to the activities of the American Folklife Center and its Archive of Folk Culture but also news about programs and activities, online presentations of multiformat collections, and other resources to facilitate Folklife projects and study. The American Folklife Center aims to be the national center for folklife documentation and research, and this Web site offers a virtual destination for those who cannot visit the Library of Congress in Washington, D.C.

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