GTNW Training 1 Guide

A note before beginning:

Every generation grows up with one government and media sponsored boogie man. In the era of the Cold War the big threat was the Soviet Union and MAD (mutually assured destruction) was the discussion of the ages on how the world was surely going to end. Think tanks developed “The Midnight Clock” were each year it’s reset to reflect just how close we are to this forecaster hour of destruction. The CCCP remained the boogie man until in December of 1991, the Soviet Union fell apart. Likely do to the fact that defense spending and the economic stimulus therein cannot thrive without conflict a new boogie man entered the scene exactly 10 years later. September 11th, 2001 ushered in a new age of governmental and media spun terror. The dreaded Muslim extremists were now out to destroy America from within and there was no shortage of messages that attempted to confirm this message. Despite the ever-mounting physical, circumstantial qualitative, and testimonial evidence the likelihood that 9-11 was a false-flag event that would allow the U.S. to remove Saddam Hussein from power. Hussein started selling oil in Euros back in October the year before (2000) and in a declaration to the UN he stated he wasn’t going to participate in American racketeering of the oil industry. To leave Iraq unchallenged would absolutely decimate the US economy which at the time was heavily dependent on the so-called “petrodollar” for economic stability and sustaining the American debt-based currency. This unit takes what is, at this point, the most likely scenario that a nuclear catastrophe could erupt. False flag or no, the event itself would likely play along the holy war narrative. Only in our case, the holy war is about math. The group Al-Gejbrah (algebra) is painted in this case file as an extremist group demanding equality for what they call, “the balance.” Which, interestingly, is exactly what “al gebra” means in Arabic. It’s an adequate slap in the face to the economic cabal and their attempts to drive a world-narrative to suit the needs of an elite few.

Training ONE Guide

Section ONE: (Est. Time =40 min)

The terror agenda goes nuclear

There is a “Director’s Briefing icon”  linked to video instructions for the section so the students know exactly how to do the work. This is important enough to perhaps watch as a group as the table below can very easily be messed up and filled out incorrectly.

The goal of this section is to set the stage for just HOW INSANELY POWERFUL nuclear weapons are and have become over the last 60 years. The “Check it out” icon in the upper left takes the students to a site called nukemap.com. It provides a rough estimate of how much devastation would take place if a nuke were to go off in that location. It’s an eye-opening experience.

 

Answers to Section 1 Questions:

  1. The filled out chart from below can vary from student to student as the city they choose will likely change from student to student. An example chart that shows the general trend that the students should can be seen by: Clicking here.

Section TWO: (Est. Time = 10 min)

The terror agenda goes nuclear

There is a “Director’s Briefing icon”  linked to video instructions for the section so the students know exactly how to do the work.

The goal of this section is to have the students identify the two alternative and possibly more deadly side-effects of nuclear holocaust. The nuclear winter part is similar to the effects of the Yellowstone volcano (not nearly as dramatic) but still horrible.

The “Check it out” icons in each topical area represent internet resources that can be used to answer the challenges presented.

 

Answers to Section 1 (first part)Questions:

  1. Basic definition of a nuclear winter should mention particulates and dust in the atmosphere that blocks large portions of sunlight. This drops the global temperature and kills off plants and consequentially, lots of animals.
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  2. Effects would include, temperature drops, famine, loss of animal life, growing ice sheets, lowering the oceanic water levels.
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  3. This is a list of  ten things that would help a person to survive an nuclear winter. Answers will vary, but the explanation should note the location and defend the logic behind how it would be best for them or their family.

Answers to Section 1 (second part)Questions:

  1. Basic definition of radioactive fallout – the deposition of atomic material that can emit radioactive particles that are deadly to living tissue that falls in the first 24-36 hours and delayed fallout that takes years to hit the ground.
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  2. If a nuke was detonated in LA, the fallout would include concrete, glass, dirt, dust, and the fallout would likely blow east because of the on-shore flow that pushes air inland.

Section THREE: (Est. Time =40 min)

Nuclear vs. Thermonuclear

There is a “Director’s Briefing icon”  linked to video instructions for the section so the students know exactly how to do the work. 

The “Check it out” icon in provides external sites that provide additional information about nuclear decay and thermonuclear devices.

 

Answers to Section 1 Questions:

  1. Fission is the breakdown of large particles that release energy. Fusion is the combination of smaller elements to make larger ones. The loss of neutrons in the fusion process is what is converted to heat energy.
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  2. (As shown in the white diagram above) the radioactive products are Krypton-92 and Barium-141 along with 3 neutrons.
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  3. The nuclear products from fusion would be Helium-4 and lots of heat energy. 
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  4. Other nuclear devices can be found using the “check it out” icon at the top of the “Your Task” section. Answers include: Electromagnetic pulse nukes, dirty nukes, neutron bombs and salted bombs
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    The image link at the bottom is really interesting and would make a great class opener to set the tone before starting this section with the students.

Section FOUR: (Est. Time = 25 min)

Radioactive decay: Nuclear breakdown

There is a “Director’s Briefing icon”  linked to video instructions for the section so the students know exactly how to do the work. 

The “Media icon” presents the students with a video that describes some of the basics of nuclear chemistry. The video is a YouTube video presented by Crash Course and is part of their chemistry series. More Crash Course vids can be see by visiting their channel by clicking here.

As a side note there is a secret buried in this section. Click around and see if you can find it.

 

Answers to Section 1 Questions:

  1. Radioactive decay occurs when either chucks of nucleus, electrons or electromagnetic radiation are emitted from an atomic nucleus in a spontaneous manner.
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  2. An isotope is an element that has several different weights due to the number of neutrons resident in the nucleus
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  3. The half-life of an atom is described as how long before the decay of the atom leaves only half of it’s original quantity. These times very immensely depending on the atom.
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  4. Most particles aren’t dangerous externally and they sure as hell don’t glow in an iridescent green light.
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  5. An alpha particle differs from a beta particle in that alpha particles are  MUCH heavier due to it’s composition of 2 protons and 2 neutrons. Electrons are almost have no mass and do not change the weight atom when it leaves. It does however, increase the atomic number by 1 unit.

Section FIVE: (Est. Time = 10 min)

Penetrating power

There is a “Director’s Briefing icon”  linked to video instructions for the section so the students know exactly how to do the work.

If you want to know how to secure yourself from external radiation, this is information is key to know.

 

Answers to Section 1 Questions:

  1. Cardboard blocks: Alpha particles only
  2. Inside your house: All but gamma particles
  3. Inside metal storage shed: All but gamma particles
  4. A lead lined metal storage box: Blocks everything
  5. Underground: Blocks everything

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