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• Put a drop of “"fixed”" urine on a slide. Apply coverslip. Add 1 to 3 drops of 50% Lugol’'s to edge of coverslip and allow it to seep in.     Note: persons who have been treated for cancer or HIV using any of the known drugs may show only 1 to 2 fluke parasite stages per drop of saliva or urine. For this reason, you may need to search through 20 or more slides to find flukes. Very ill persons may show up to 10 parasites per drop (slide). Taking Pictures Of What You See     You may be unsure of what you see even if you have the microscope slides of labeled flukes and their stages to study and compare. In real life, they vary so much in shape and size that absolute identification is difficult without experience. Unfortunately in a few hours, just as you are getting proficient, your magnificent specimens will be drying out and unfit for observation. To preserve them longer you can seal the edges by painting around the coverslip with fingernail clear enamel. Or dribble hot sealing wax along the edges and then place them in sealed plastic bags (one per bag). Melt sealing wax in a metal jar lid. Make an applicator from a piece of coat hanger wire bent in the shape of a small square to fit around the coverslip and a handle.      Or take photographs. To take pictures of what you see under the microscope you will need a photomicrographic camera, which costs $200.00 and up (see Sources). It is easy to use. Remember to label your pictures so you know which slide they came from.     Even photographs do not scientifically prove identity of parasite stages, but it is very good evidence. Proof would require that the saliva or urine sample could be cultured and seen to produce the known parasite stages.	• Put a drop of “"fixed”" urine on a slide. Apply coverslip. Add 1 to 3 drops of 50% Lugol’'s to edge of coverslip and allow it to seep in.     Note: persons who have been treated for cancer or HIV using any of the known drugs may show only 1 to 2 fluke parasite stages per drop of saliva or urine. For this reason, you may need to search through 20 or more slides to find flukes. Very ill persons may show up to 10 parasites per drop (slide). Taking Pictures Of What You See     You may be unsure of what you see even if you have the microscope slides of labeled flukes and their stages to study and compare. In real life, they vary so much in shape and size that absolute identification is difficult without experience. Unfortunately in a few hours, just as you are getting proficient, your magnificent specimens will be drying out and unfit for observation. To preserve them longer you can seal the edges by painting around the coverslip with fingernail clear enamel. Or dribble hot sealing wax along the edges and then place them in sealed plastic bags (one per bag). Melt sealing wax in a metal jar lid. Make an applicator from a piece of coat hanger wire bent in the shape of a small square to fit around the coverslip and a handle.      Or take photographs. To take pictures of what you see under the microscope you will need a photomicrographic camera, which costs $200.00 and up (see Sources). It is easy to use. Remember to label your pictures so you know which slide they came from.      Even photographs do not scientifically prove identity of parasite stages, but it is very good evidence. Proof would require that the saliva or urine sample could be cultured and seen to produce the known parasite stages. 501
Using A Frequency Generator     Frequency generators come in all sizes and costs and capabilities. If you can purchase one that reads out the frequency for you in numbers (digital type) and lets you produce a fraction of a kilohertz by turning a dial, it meets your most elementary needs. It should also be possible to set it on positive offset (100% positive) and still give you 5 volts. Then it can be used as a zapper. You should also be able to select a sine wave or square wave.     The advantages of having a frequency generator are that you can do your own diagnosing. You can find, in a few minutes: 1. Which invaders you have by dialing in to their frequencies. 2. At what frequencies you are broadcasting to the world. 3. What frequencies are used by other living things. The Theory     Every living animal and every cell type produces its own frequencies and responds to these frequencies as well. We may speak of frequencies but we really mean waves, waves of energy. All waves have a frequency associated with them, so it's not really misleading to say frequencies when we really mean waves.     When the animal is alive it produces them, when it is dead it still responds to some of them. It is like the opera singer and the glass goblet. The opera singer produces frequencies in the air. The goblet responds to them because of its structure, not because it's alive. The goblet “"picks up”" on that particular frequency of sound because its own “"resonant”" frequency is exactly the same. If the singer sings loud enough the goblet	Using A Frequency Generator     Frequency generators come in all sizes and costs and capabilities. If you can purchase one that reads out the frequency for you in numbers (digital type) and lets you produce a fraction of a kilohertz by turning a dial, it meets your most elementary needs. It should also be possible to set it on positive offset (100% positive) and still give you 5 volts. Then it can be used as a zapper. You should also be able to select a sine wave or square wave.     The advantages of having a frequency generator are that you can do your own diagnosing. You can find, in a few minutes: 1. Which invaders you have by dialing in to their frequencies. 2. At what frequencies you are broadcasting to the world. 3. What frequencies are used by other living things. The Theory     Every living animal and every cell type produces its own frequencies and responds to these frequencies as well. We may speak of frequencies but we really mean waves, waves of energy. All waves have a frequency associated with them, so it's not really misleading to say frequencies when we really mean waves.     When the animal is alive it produces them, when it is dead it still responds to some of them. It is like the opera singer and the glass goblet. The opera singer produces frequencies in the air. The goblet responds to them because of its structure, not because it's alive. The goblet “"picks up”" on that particular frequency of sound because its own “"resonant”" frequency is exactly the same. If the singer sings loud enough the goblet 502
shatters from the vibrations set up in it. An identical goblet, made of plastic, would not have the same resonant frequency.      There is not merely a structural and chemical difference between the living and non living. Living things are transmitting energy of some unique kind. And with your simple device, you will be able to trap this energy. And measure its exact frequency. This is not the same as understanding its makeup and source. We must leave that to others. But we can observe and use our observations to track down bacteria and other parasites. We can track down pollutants. We can measure our health quantitatively and perhaps in the future predict life expectancy. The Syncrometer at left is attached to the handhold. The frequency generator at right is also clipped to the handhold. Fig. 85 Setup for finding resonant frequencies.     The Syncrometer traps the frequencies that match the ones in the material on the test plates and delivers them to an audio speaker in a range that you are able to hear. Instead of test tissues or pathogens, we are now going to use pure test frequencies! Remarkably, few things have overlapping	shatters from the vibrations set up in it. An identical goblet, made of plastic, would not have the same resonant frequency.      There is not merely a structural and chemical difference between the living and non living. Living things are transmitting energy of some unique kind. And with your simple device, you will be able to trap this energy. And measure its exact frequency. This is not the same as understanding its makeup and source. We must leave that to others. But we can observe and use our observations to track down bacteria and other parasites. We can track down pollutants. We can measure our health quantitatively and perhaps in the future predict life expectancy. The Syncrometer at left is attached to the handhold. The frequency generator at right is also clipped to the handhold. Fig. 85 Setup for finding resonant frequencies.     The Syncrometer traps the frequencies that match the ones in the material on the test plates and delivers them to an audio speaker in a range that you are able to hear. Instead of test tissues or pathogens, we are now going to use pure test frequencies! Remarkably, few things have overlapping 503
frequencies, making this technique extremely useful for identification, even without a specimen! Lesson Eighteen     Purpose: To search for the intestinal fluke in your body by listening to its broadcast frequency at 434 KHz.     Method: Turn on the frequency generator, select a frequency a short distance above the one you are interested in, like 438 KHz, turn the voltage (amplitude) down to less than one volt. Select sine waves. The lead coming from the frequency generator will have two connections, usually red and black (ground). We will not use the black (ground), just tape it out of the way. Pick up the handhold and probe in the usual way. Attach the red lead coming from the generator to your handhold. This makes two wires attached to your handhold. Although there is nothing on the test plates, they must be connected as usual with the switch at OFF (one plate is still ON).      Turn the Syncrometer ON. Probe yourself as usual. Your body's waves are being sent to the capacitor (plate) in the test plate box. The frequency from the Syncrometer is sent there, too. And now the 438 KHz waves from the generator are being sent there as well. Three different frequencies are mingling on the plate! If the two from your body and the generator are the same, the circuit will oscillate, and you will hear resonance. Turn the generator to 437 and probe again. Next, 436.      Sometimes, you can hear the resonance start to build. Continue on.  Next try 435. Then 434.      If your body is emitting a frequency of 434 KHz (coming from a live intestinal fluke inside you) it will be reinforced by the generator's 434 KHz. The reinforcement will put oscillations or resonance in the circuit, the same as you are accustomed to hearing with the Syncrometer. If there was none, you don't have	frequencies, making this technique extremely useful for identification, even without a specimen! Lesson Eighteen     Purpose: To search for the intestinal fluke in your body by listening to its broadcast frequency at 434 KHz.     Method: Turn on the frequency generator, select a frequency a short distance above the one you are interested in, like 438 KHz, turn the voltage (amplitude) down to less than one volt. Select sine waves. The lead coming from the frequency generator will have two connections, usually red and black (ground). We will not use the black (ground), just tape it out of the way. Pick up the handhold and probe in the usual way. Attach the red lead coming from the generator to your handhold. This makes two wires attached to your handhold. Although there is nothing on the test plates, they must be connected as usual with the switch at OFF (one plate is still ON).      Turn the Syncrometer ON. Probe yourself as usual. Your body's waves are being sent to the capacitor (plate) in the test plate box. The frequency from the Syncrometer is sent there, too. And now the 438 KHz waves from the generator are being sent there as well. Three different frequencies are mingling on the plate! If the two from your body and the generator are the same, the circuit will oscillate, and you will hear resonance. Turn the generator to 437 and probe again. Next, 436.      Sometimes, you can hear the resonance start to build. Continue on.  Next try 435. Then 434.      If your body is emitting a frequency of 434 KHz (coming from a live intestinal fluke inside you) it will be reinforced by the generator's 434 KHz. The reinforcement will put oscillations or resonance in the circuit, the same as you are accustomed to hearing with the Syncrometer. If there was none, you don't have 504
the intestinal fluke anywhere in your body. Confirm‎ this by starting at 430 KHz and working your way up.     If you hear resonance, you do have it. You may wish to verify this independently using a prepared slide of the fluke. Kill your flukes immediately as described in the next lesson. Lesson Nineteen     Purpose: Killing the intestinal fluke with a frequency generator.     Materials: A frequency generator, two handholds with alligator clip leads for them.     Method: Wrap a single layer of paper towel over each of the two handholds. Wet them under the tap; squeeze out excess water. Clip them to the red and black wires of the frequency generator. (We use both wires for this purpose.) Dial up 434 KHz. Set the amplitude (voltage) at 10 volts. Grasp the handholds in each hand and hold on for three minutes. That is all. You have killed whatever tiny invader has a resonant frequency the same as the setting on the generator. Remember to zap all the stages, too; see Pathogen Frequencies.      If your frequency generator has a positive offset capability, you can use it like a zapper, and a single session will kill all pathogens, provided it is 100% offset and can give at least 5 volts at this setting. When using this technique, the generator can be set to any frequency from 2 KHz to 800 KHz, and you should go for 7 minutes. But even a small percentage of negative voltage will ruin this effect and do more harm than good! To be certain your generator is set correctly it would be best to observe the output on an oscilloscope.      Experiment with other voltage settings. Notice that less than one volt is also effective.	the intestinal fluke anywhere in your body. Confirm‎ this by starting at 430 KHz and working your way up.     If you hear resonance, you do have it. You may wish to verify this independently using a prepared slide of the fluke. Kill your flukes immediately as described in the next lesson. Lesson Nineteen     Purpose: Killing the intestinal fluke with a frequency generator.     Materials: A frequency generator, two handholds with alligator clip leads for them.     Method: Wrap a single layer of paper towel over each of the two handholds. Wet them under the tap; squeeze out excess water. Clip them to the red and black wires of the frequency generator. (We use both wires for this purpose.) Dial up 434 KHz. Set the amplitude (voltage) at 10 volts. Grasp the handholds in each hand and hold on for three minutes. That is all. You have killed whatever tiny invader has a resonant frequency the same as the setting on the generator. Remember to zap all the stages, too; see Pathogen Frequencies.      If your frequency generator has a positive offset capability, you can use it like a zapper, and a single session will kill all pathogens, provided it is 100% offset and can give at least 5 volts at this setting. When using this technique, the generator can be set to any frequency from 2 KHz to 800 KHz, and you should go for 7 minutes. But even a small percentage of negative voltage will ruin this effect and do more harm than good! To be certain your generator is set correctly it would be best to observe the output on an oscilloscope.      Experiment with other voltage settings. Notice that less than one volt is also effective. 505
Lesson Twenty     Purpose: To find the bandwidth of a small living animal.     Materials: A fly, beetle or other insect, Syncrometer, frequency generator.      Discussion: Persons using a Syncrometer might have already tried putting a small insect on one of the plates. The circuit always resonates when you join the circuit at the handhold and probe. Even the tiniest ant placed in a glass bottle or plastic baggy will resonate the circuit. Unless it is too far away from the plate. If it has climbed up the side you will lose the resonance. At least one foot must be touching the bottom of the bottle. If the animal is dead this ceases. Obviously the living thing is affecting the circuit differently before and after death. Is it some kind of a wave form energy? To find its frequency you must add another frequency that will reinforce or interfere with the frequency already on the plate. Adding the generator frequency does just that.      Method: Use the same method as described in the last Lesson; however for an ant or fly, start at 1,000 KHz and proceed upward in big steps like 10 KHz. Use the right test plate which is controlled by the ON-OFF switch. Always listen to the current with the switch OFF, first, then ON. Move the frequency up and repeat. Continue until you hear resonance. Stop immediately. Rest your skin and go back down to the nonresonant frequency region. Move up in smaller steps this time. Repeat and repeat until you feel sure you know just where the resonance begins. But where does it end?      Start testing well above the suspected range taking big steps downward until you reach a resonant frequency. Rest and repeat until you find the upper limit of resonant frequencies. Record the bandwidth, for example, 1009-1112 KHz.	Lesson Twenty     Purpose: To find the bandwidth of a small living animal.     Materials: A fly, beetle or other insect, Syncrometer, frequency generator.      Discussion: Persons using a Syncrometer might have already tried putting a small insect on one of the plates. The circuit always resonates when you join the circuit at the handhold and probe. Even the tiniest ant placed in a glass bottle or plastic baggy will resonate the circuit. Unless it is too far away from the plate. If it has climbed up the side you will lose the resonance. At least one foot must be touching the bottom of the bottle. If the animal is dead this ceases. Obviously the living thing is affecting the circuit differently before and after death. Is it some kind of a wave form energy? To find its frequency you must add another frequency that will reinforce or interfere with the frequency already on the plate. Adding the generator frequency does just that.      Method: Use the same method as described in the last Lesson; however for an ant or fly, start at 1,000 KHz and proceed upward in big steps like 10 KHz. Use the right test plate which is controlled by the ON-OFF switch. Always listen to the current with the switch OFF, first, then ON. Move the frequency up and repeat. Continue until you hear resonance. Stop immediately. Rest your skin and go back down to the nonresonant frequency region. Move up in smaller steps this time. Repeat and repeat until you feel sure you know just where the resonance begins. But where does it end?      Start testing well above the suspected range taking big steps downward until you reach a resonant frequency. Rest and repeat until you find the upper limit of resonant frequencies. Record the bandwidth, for example, 1009-1112 KHz. 506
Lesson Twenty One     Purpose: To see if similar living things interfere with each other when put on the plate together.     Materials: Two identical living insects or very small living things.     Method: Find the broadcast range of each one separately and then together on the plate. Note: Identical living things do not interfere with each others' frequencies. Lesson Twenty Two     Purpose: To see if different living things interfere with each other when put on the plate together.     Method: Find the lower and upper end of the broadcast range of two different living things, such as a fly and a beetle or 2 kinds of flies or beetles. Then put them on the plate together. Notice there is no resonance in the accustomed range for either of them. They are interfering with each other on the plate.      Now add the 2 lower ends, then the two upper ends. Also subtract the 2 lower ends, then the two upper ends. For example imagine two insects, one with a spectrum of 1000 to 1090 KHz, the other with a range of 1050 to 1190 KHz. Adding the lower ends gives us 2050 KHz. Subtracting the lower ends gives us 50 KHz. Adding the upper ends gives 2280. Subtracting the upper ends gives 100. Now search for resonance at 50, 100, 2050, 2280 KHz. (These last two may be outside the range of your frequency generator. Choose more primitive life forms which have lower frequency bandwidths to stay within your limit.)      Notice that you hear resonance at exactly these frequencies and not above or below them. This is evidence for modulation of the frequencies: namely fusing them together.	Lesson Twenty One     Purpose: To see if similar living things interfere with each other when put on the plate together.     Materials: Two identical living insects or very small living things.     Method: Find the broadcast range of each one separately and then together on the plate. Note: Identical living things do not interfere with each others' frequencies. Lesson Twenty Two     Purpose: To see if different living things interfere with each other when put on the plate together.     Method: Find the lower and upper end of the broadcast range of two different living things, such as a fly and a beetle or 2 kinds of flies or beetles. Then put them on the plate together. Notice there is no resonance in the accustomed range for either of them. They are interfering with each other on the plate.      Now add the 2 lower ends, then the two upper ends. Also subtract the 2 lower ends, then the two upper ends. For example imagine two insects, one with a spectrum of 1000 to 1090 KHz, the other with a range of 1050 to 1190 KHz. Adding the lower ends gives us 2050 KHz. Subtracting the lower ends gives us 50 KHz. Adding the upper ends gives 2280. Subtracting the upper ends gives 100. Now search for resonance at 50, 100, 2050, 2280 KHz. (These last two may be outside the range of your frequency generator. Choose more primitive life forms which have lower frequency bandwidths to stay within your limit.)      Notice that you hear resonance at exactly these frequencies and not above or below them. This is evidence for modulation of the frequencies: namely fusing them together. 507
Lesson Twenty Three     Purpose: To find your own bandwidth of emitted frequencies.     Materials: A frequency generator that goes up to 10 MHz. If yours only goes to 2 MHz you can still investigate the lower end of your band.     Method: You do not need to put yourself on the plate, since you are already there by being in the circuit at the handhold. However, if you are measuring someone else, they can simply touch the plate with a finger. Attach the frequency generator to the circuit at the handhold.      Since human adults begin to emit at about 1560 KHz, start searching at 1550, going upward in 1 KHz steps until you hear resonance.      Younger or healthier humans start emitting at a lower frequency and sometimes end at a higher frequency. In other words, they broadcast on a wider band.      Very young infants begin their band at about 1520 KHz. Could you ever regain this ability?      Most adults terminate at 9375 KHz      By eliminating molds from my diet, killing as many parasites and removing as many toxins as I became aware of, I have been able to expand my bandwidth from an initial 1562-9457 KHz in 1990 to 1520-9580 KHz in 1994! I hope this challenges you to accomplish a health improvement reflected in an even broader bandwidth for yourself. Lesson Twenty Four     Purpose: To find the effect of a variety of things on the lower end of your spectrum, such as body temperature, eating, time of day, rainy weather, feeling sick. Notice that you may not change for weeks at a time, then suddenly see a shrinking of your bandwidth. You may assume you have eaten a mold.	Lesson Twenty Three     Purpose: To find your own bandwidth of emitted frequencies.     Materials: A frequency generator that goes up to 10 MHz. If yours only goes to 2 MHz you can still investigate the lower end of your band.     Method: You do not need to put yourself on the plate, since you are already there by being in the circuit at the handhold. However, if you are measuring someone else, they can simply touch the plate with a finger. Attach the frequency generator to the circuit at the handhold.      Since human adults begin to emit at about 1560 KHz, start searching at 1550, going upward in 1 KHz steps until you hear resonance.      Younger or healthier humans start emitting at a lower frequency and sometimes end at a higher frequency. In other words, they broadcast on a wider band.      Very young infants begin their band at about 1520 KHz. Could you ever regain this ability?      Most adults terminate at 9375 KHz      By eliminating molds from my diet, killing as many parasites and removing as many toxins as I became aware of, I have been able to expand my bandwidth from an initial 1562-9457 KHz in 1990 to 1520-9580 KHz in 1994! I hope this challenges you to accomplish a health improvement reflected in an even broader bandwidth for yourself. Lesson Twenty Four     Purpose: To find the effect of a variety of things on the lower end of your spectrum, such as body temperature, eating, time of day, rainy weather, feeling sick. Notice that you may not change for weeks at a time, then suddenly see a shrinking of your bandwidth. You may assume you have eaten a mold. 508
Search for mold frequencies from 75 KHz to 295 KHz. Or test in your liver with mold samples. If this is positive go on a mold free diet—-watching carefully for mold in your white blood cells. Even after removing the mold from your diet, so that no molds appear in your white blood cells, notice that your bandwidth does not recover. It regularly takes 2-3 weeks for mine to recover.  Surely, this sheds light on the poisonous effect of eating bad food. Lesson Twenty Five     Purpose: To find an emission spectrum using a saliva sample.     Materials: A regular frequency generator.     Method: Search for the bottom of the resonant frequency band as in the previous lesson. You may store it in the refrigerator for a few weeks without seeing a change. After that the band begins to shrink. Lesson Twenty Six     Purpose: To observe the effect of dying on the bandwidth.     Method: Freeze the insect you tested in Lesson Twenty to kill it humanely. Repeat the search for its bandwidth. Note the bandwidth has become very narrow. Note the bandwidth also depends on the accuracy of your particular frequency generator. Lesson Twenty Seven     Purpose: To find unknown invaders of your body.     Method: Start at 900 KHz and proceed down to 77 KHz in 1 KHz steps, to search for all pathogens. If you find a resonating frequency, go to the Pathogen Frequency Chart (page 561) to	Search for mold frequencies from 75 KHz to 295 KHz. Or test in your liver with mold samples. If this is positive go on a mold free diet—-watching carefully for mold in your white blood cells. Even after removing the mold from your diet, so that no molds appear in your white blood cells, notice that your bandwidth does not recover. It regularly takes 2-3 weeks for mine to recover.  Surely, this sheds light on the poisonous effect of eating bad food. Lesson Twenty Five     Purpose: To find an emission spectrum using a saliva sample.     Materials: A regular frequency generator.     Method: Search for the bottom of the resonant frequency band as in the previous lesson. You may store it in the refrigerator for a few weeks without seeing a change. After that the band begins to shrink. Lesson Twenty Six     Purpose: To observe the effect of dying on the bandwidth.     Method: Freeze the insect you tested in Lesson Twenty to kill it humanely. Repeat the search for its bandwidth. Note the bandwidth has become very narrow. Note the bandwidth also depends on the accuracy of your particular frequency generator. Lesson Twenty Seven     Purpose: To find unknown invaders of your body.     Method: Start at 900 KHz and proceed down to 77 KHz in 1 KHz steps, to search for all pathogens. If you find a resonating frequency, go to the Pathogen Frequency Chart (page 561) to 509
identify likely candidates for it. Verify the identity of the invader by using a slide or culture specimen. If your pathogen remains unidentified, add it to the chart. This lets you determine whether the next illness is new or a recurrence of this one. Or just kill it.       Use the frequency generator at one pathogen's frequency. Wait ten minutes and retest all of the ones you found. Only that one will be gone. Now zap, wait ten minutes, and test again for all of the ones you found. Notice they are all gone. After one hour, search yet again for the pathogens you had. Any that are back must have come from an internal source not reached by the zapper current, like from the bowel or an abscess. Lesson Twenty Eight     Purpose: To observe the action of a positive offset frequency on a very small animal. Does the animal die or is it just incapacitated?     Materials: A slug or small earthworm.     Method: Place the small animal in a plastic container like a cottage cheese carton. Add a few tsp. of water to wet the bottom. Attach a metal teaspoon to each of the generator clips. Place them on opposite sides in the carton and fasten with tape. Set the generator to positive offset at a frequency of about 30 KHz and 5 to 10 volts. Experiment with different voltages and compare effectiveness. Measure the time it takes for the animal to seem lifeless. You may try to revive it by keeping it for some time in the presence of food. Retest its emission band. Lesson Twenty Nine     Purpose: To kill the bacteria in dairy products.     Materials: A glass of regular pasteurized milk, a carton of cottage cheese. A zapper.	identify likely candidates for it. Verify the identity of the invader by using a slide or culture specimen. If your pathogen remains unidentified, add it to the chart. This lets you determine whether the next illness is new or a recurrence of this one. Or just kill it.       Use the frequency generator at one pathogen's frequency. Wait ten minutes and retest all of the ones you found. Only that one will be gone. Now zap, wait ten minutes, and test again for all of the ones you found. Notice they are all gone. After one hour, search yet again for the pathogens you had. Any that are back must have come from an internal source not reached by the zapper current, like from the bowel or an abscess. Lesson Twenty Eight     Purpose: To observe the action of a positive offset frequency on a very small animal. Does the animal die or is it just incapacitated?     Materials: A slug or small earthworm.     Method: Place the small animal in a plastic container like a cottage cheese carton. Add a few tsp. of water to wet the bottom. Attach a metal teaspoon to each of the generator clips. Place them on opposite sides in the carton and fasten with tape. Set the generator to positive offset at a frequency of about 30 KHz and 5 to 10 volts. Experiment with different voltages and compare effectiveness. Measure the time it takes for the animal to seem lifeless. You may try to revive it by keeping it for some time in the presence of food. Retest its emission band. Lesson Twenty Nine     Purpose: To kill the bacteria in dairy products.     Materials: A glass of regular pasteurized milk, a carton of cottage cheese. A zapper. 510