84 Page Brochure 2014

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Increase
Your
Neural
Connections
ALPHALEARNING INSTITUTE
World Trade Center C.P. 317 - 6982 Agno - Lugano, Switzerland
Tel: +41 (0)79 751 31 36 Fax: +41 (0)91 743 09 01 Website:
http://www.alphalearning.ch E-Mail: renate@alphalearning.ch
Thank you for your interest in the products and training programs offered by the Alphalearning Institute.
The Alphalearning Institute is an academic research institute devoted solely to increasing mental and
physical skills. The primary purpose of the Institute is to conduct research in the specific field of brain
electronic frequencies, their functions and applications and how to control and use them. The Institute also:
1) Conducts training courses in Learning and Brainwave Control for corporations, families and
individuals.
2) Manufacturers and sells brainwave analysis and training equipment.
3) Trains and licenses training specialists in the use of the equipment for
corporate, academic and athletic performance enhancement.
From a scientific point of view, more has been learned about learning in the past decade than in the past
century.
The result of the Institutes 5-year $5,000,000 study into intelligence enhancement using
electroencephalographic and optical-acoustical equipment was twofold:
1) Brain capacity, creativity and processing speed can definitely be improved, quite dramatically.
2) Athletic and physical skills can also be very substantially improved, regardless of whether the
individual is a world champion or a weekend golfer.
Balance and control of the brain are the common denominators.
Individuals attend the training courses for one or more of the following reasons:
Increase IQ and brain performance
Improve Memory and Note-taking Skills
Enhance communication with others.
Increase Reading Speed

Control Stress
Improve sales abilities
You can easily - in only a few days - double or triple your reading speed on all types of printed information
with vastly improved concentration and recall. And - learn how to apply the learning skills to any physical
or mental activity.
The Alphalearning system was originally designed to reprogram one of the most deeply programmed skills
of modern man, i.e., reading. The belief was that if it worked on reading, it would work on anything. It did
work on reading and now is being used for a vast variety of skills; from rodeo riding to typing to language
learning to management team performance.
The main reason so many professionals are joining the Alphalearning courses is because: Information is the
new world currency. Busy business executives are being overloaded with printed materials. How can you
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get the vital information you need from the vast piles of data crossing your desk? And, efficiently
communicate the information to others.
You now have the opportunity to develop a whole new set of skills that will transform forever the way you
process information. A recent Alphalearning course for senior executives achieved an average increase of
400%. That means over 4 times more information read, understood and remembered in the same time.
To learn to use the brain frequencies properly requires the use of Brainwave I; a combination of an
electroencephalograph (equipment that reads brainwave output) and an optical-acoustical trainer (equipment
that controls brainwave input). Brainwave I is a computer based electronic system that uses the brains
output through the electroencephalograph to control the training input from the optical-acoustical
stimulation glasses and earphones. The system allows training, i.e. growth and increased proficiency, for
any section and/or function of the brain.
The Brainwave I analysis enables each person to track their daily progress during the course and to continue
to monitor their own development on a regular basis.
The single most frequently heard comment on 1 month and 3 month follow-up sessions is how much stress
has been reduced, both in business and home life. The increased efficiency creates a relaxed state of
confidence and creativity.
Graduates of the Alphalearning Learning to Learn course are capable of controlling their brainwaves in the 4
major frequencies:
DELTA = 1-2 Hertz
THETA = 3-5 Hertz
ALPHA = 7-9 Hertz
BETA = 12-14 Hertz
(Deep physical relaxation, pain control and stress release.)

(Memory, both memorization and recall, and IQ growth.)
(Learning, reading and listening.)
(Decision making, logic and problem solving.)
Using the appropriate wave frequency for each part of learning, i.e., listening or memorizing is the key to
accelerated learning and increased retention.
We look forward to meeting you and helping you and your company to become even more efficient. Please
telephone, fax or e-mail if you require more information or have any questions.
Yours sincerely,
Alphalearning Institute
Enclosures:
Brochure, Price List, and Registration Form
PRESENTS
BRAINWAVE I
The ultimate state of the art exercise and training equipment for the brain.
FORBES
(The worlds premier Business Magazine)
The latest invention in mental body-building is ALPHALEARNING
SYNAPSIA
(The international scientific journal of intelligence)
Neuro-surgery with light and sound waves is now a reality
The BRAINWAVE I is Nautilus equipment for the brain
ALPHALEARNING INSTITUTE AG
World Trade Center
C. P. 317 6982 Agno Lugano, Switzerland
Tele: +41 (0)79 751 31 36 Fax: +41 (0)91 743 09 01
E-Mail: renate@alphalearning.ch Website: www.alphalearning.ch
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INTRODUCTION TO THE BROCHURE

The most important article to read to receive a quick over view of the Alphalearning system is the
TCS Publishing article. The author invested 3 years researching the article and it has been translated
and reprinted in many languages in worldwide publications.
SECTION 1 -
THE BRAINWAVE SYSTEM
This section presents the results of the 5-year, $5 million study into brainwave research. It explains
how and why the study was done, how the system works and includes a brief introduction to the system and
the results achieved.
SECTION 2 -
LEARNING TO LEARN - THE COURSE
Here you can learn how the course teaches the various systems of enhancing brain performance.
The background of the Research Director, Sean Adam, is covered along with recent research results.
The entire section explains why learning is important and includes reading speed changes and charts.
SECTION 3 -
HISTORY OF THE ALPHALEARNING SYSTEM
A brief summary of the 22 years it took to develop the system.

SECTION 4 -
CLIENT QUOTES
A brief summary of the over 1,000 favorable quotations received at the end of the course, both from
corporate executives who wanted to improve their brains and from families who wanted to improve learning
difficulties in their children.
SECTION 5 -
CLIENT LETTERS - CORPORATE
A representative sample of letters from CEOs and training managers taken from hundreds on file.
SECTION 6 -
CLIENT LETTERS - GOLF
As many athletes from various sports have reported increased performance. Golf has been selected
as a representative since mental control is so important in this sport.
SECTION 7 -
CLIENT LETTERS AND CASE HISTORIES LEARNING DIFFICULTIES
It was accidentally discovered in 1993, many years into the study, that the system originally
developed to increase IQs and improve mental performance for senior corporate executives could improve
many forms of learning difficulties. Please refer to the Synapsia article for more information. Here are
included only 11 of the representative stories of several hundred received by the Institute.
SECTION 8 -
PRESS ARTICLES
Over 100 articles have appeared in newspapers, magazines and scientific journals. Many television
specials have been filmed worldwide about the system and shown in dozens of languages.A representative
sample is included to give an overall view of various writers and researchers.
SECTION 9 -
PRICES AND REGISTRATION APPLICATIONS
Various types of courses and equipment are available, from private sessions and private courses to
public venues. Forms to apply for registration on courses are included at the end of the brochure.
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TABLE OF CONTENTS
PAGE
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DESCRIPTION
WELCOME LETTER
WELCOME LETTER
BRAINWAVE I
INTRODUCTION TO THE BROCHURE
TABLE OF CONTENTS
SECTION 1
THE BRAINWAVE SYSTEM
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7
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9
10
RESULTS OF 5-YEAR RESEARCH STUDY

WHY & HOW THE SYSTEM WAS DEVELOPED?
HOW DOES THE SYSTEM WORK?
INTRODUCTION TO BRAINWAVE I
INTRODUCTION TO BRAINWAVE I
SECTION 2
LEARNING TO LEARN - THE COURSE
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INTRODUCTION TO COURSE
WHO IS SEAN ADAM - THE INSTRUCTOR
BRAIN FREQUENCY TRAINING
OPPORTUNITIES & RESULTS
WHAT IS LEARNING TO LEARN?
RECENT RESEARCH
WHY IS LEARNING IMPORTANT?
READING SPEED WORLD RECORDS
READING SPEED - BEFORE & AFTER TRAINING
SECTION 3
HISTORY OF ALPHALEARNING SYSTEM
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HISTORY OF 22 YEARS OF DEVELOPMENT
SECTION 4
CLIENT QUOTES
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QUOTES FROM CORPORATE EXECUTIVES

QUOTES FROM INDIVIDUALS & FAMILIES
SECTION 5
CLIENT LETTERS CORPORATE
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24
25
26-27
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29
ICL (FUJITSU)
RAYCHEM
HENKEL
LAGERWEIJ & POTTER INSURANCE
ABP PENSION FUND
HOLLAND PARLIAMENT
SECTION 6
CLIENT LETTERS - GOLF
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31-32
33
SUMMARY QUOTES
BELGIUM NATIONAL CHAMPION
HIS FATHER
SECTION 7
CLIENT LETTERS & CASE HISTORIES LEARNING DIFFICULTIES
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35-37
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39
40
41-42
47-46
47-48
49-50
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ACCIDENT-AUTO- R. HANBURY
ACCIDENT-FALL AT AGE 2- M. VAN DER HOEVEN
ACCIDENT-KICK ON KNEE- V NEWTON
ACCIDENT-SPINE- P. DOUGLAS
AUTISM & ADD- L. DESCHENES
DYSLEXIA- J. DOUGLAS
DYSLEXIA- S. HANBURY
DYSLEXIA- DR. H.J.H. RICHARDS
OXYGEN DAMAGE AT BIRTH-J. LEES
OXYGEN DAMAGE AT BIRTH- B. LAMBERT
SECTION 8
PRESS ARTICLES
52-53
54-57
58-63
64-65
66-73
74-75
24 QUOTES
FORBES
SYNAPSIA
EGO 2000
TCS PUBLISHING- THE ALPHALEARNING REVOLUTATION
EXCERPT FROM BOOK- HOW TO PASS EXAMS
SECTION 9
PRICES AND REGISTRATION APPLICATIONS
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PRICE LIST
REGISTRATION FORM
TERMS & CONDITIONS
Section 1
THE BRAINWAVE I SYSTEM
RESEARCH STUDY INTO EFFECT OF:
OPTICAL - ACOUSTICAL ELECTROENCEPHALOGRAPHIC
BRAIN WAVE TRAINING ON LEARNING
LEARNING TO LEARN COURSE

ORIGINAL TEST PERIOD NOV. '89 TO DEC. '94
COURSE LENGTH: FIVE DAYS
TIME OF TEST PERIOD: 5 YEARS
PARTICIPANTS: 450
Note: In the past 13 years 1995 2007, over 4,000 people have been
trained with the same results.
RESULTS OF LEARNING TO USE
THE ALPHA AND THETA BRAINWAVES
1.
Learning speed is increased 300% - any subject.
2.
Memory improved by 300% (i.e., language learning).
3.
Stress reduced, blood pressure down.
4.
I.Q. increased 10% - 30%.
5.
Reading speed increased from 250 w/m to 750 w/m.
6.
Students grades up 3 levels, i.e., C's to A's or D's to B's.
7.
Communication skills more powerful and efficient.
The BOTTOM LINE for profitable use of personal skills is

The STATE OF MIND of the person and how that state of mind
is projected to other colleagues, suppliers and clients.
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Section 1
BRAINWAVE I
The worlds ultimate brain training system
WHY AND HOW IT WAS DEVELOPED
WHY?
As corporate executives became more and more overloaded with information in the late 1980s, they
realised that new and more efficient techniques of learning had to be mastered. In co-operation with
executives from over 100 international corporations, the Alphalearning Institute began in 1989 a research
project to determine whether brainwave frequency training could increase learning efficiency.
HOW?
By testing and studying the brains of hundreds of high performing individuals, i.e., senior corporate, military
and government managers - it was possible to discover the precise brainwave frequencies that were required
to perform various mental and physical activities.
This was the first brainwave study done on super high performing subjects as opposed to subjects with
known learning difficulties or normal subjects.
It became clear that top performers in various areas, i.e., reading, memory, creativity, persuasion, etc. used
various brainwave frequencies - AND - all the high performers had the same frequency analysis on each
function.
Therefore - finally it was proven which frequencies were the best for which function.
Then it was possible to program the computer to read a brain and tune it to the perfect frequency. Once an
individual has learned the appropriate frequencies, he or she can use them at will whenever a particular
function is needed.
It has long been known that stimulation of the brain with light and sound waves causes the brain to
approximate the same frequency.
Light and sound have been used for many thousands of years to influence the state of mind and emotions of
mankind. The early versions (65,000 years ago) were dancers around fires creating the first strobe light
effects. In the early 1970s the first electronic programmable light and sound machines were developed to
enhance music appreciation and meditative experiences.
Also, in the early 70s techniques of brain control and intelligence enhancement using visualisation and
creative thinking proved that IQ increases were possible.
The problem for the 20 years from 1970 - 1990 was that exercise for 20 - 40 minutes a day was required to
achieve a measurable effect on the brain - and, it had to be continued forever to maintain the effect - just as
normal physical exercise to maintain aerobic standard conditioning requires 20 - 40 minutes a day.
Most people today will not invest that time in either their mind or body.
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Section 1
The second problem was that while the light and sound equipment could easily change the brains
frequencies and, therefore, control the thought and physical processes of the body, it did not have a lasting
effect.
Lights off - Effect off.
The solution proved to be a custom program for each individual persons brain.
And - as each persons brain changes due to external factors - stress, accidents, meditation and exercise - the
custom programs must change with the brain to ensure a continual perfect fit.
Much like having a custom tailored suit that is capable of:
(1) Adjusting itself to the individual body weight as it goes up and down and
(2) Gently guiding the body back to the ideal weight.
The brain will then accept the new information and retain it for future use.
The final result
Lights off - Effect permanent.
HOW DOES THE SYSTEM WORK ?
The steps in the process are:
1. An EEG is recorded by attaching 4 small wires to the head with easily removable rubber glue disposable
tabs and viewing the brains activity on the computer screen. This recording is then evaluated to determine
the weak and strong areas of the brain.
2. The light glasses and earphones are put on and a series of various frequencies and combinations will
synchronise the 4 main sections of the brain. The precise program used and the time is based on the results
of the EEG in step one above.
3.
Bio-feedback exercises are performed allowing the user to hear and see their own brainwave
frequencies and their left-right balance. The brain is attracted to the sounds and images of perfect balance
and, therefore, balances and tunes itself.
4. A second EEG is recorded to compare to the first EEG to measure the effect and results of the training
session. This EEG will be used to determine the next session settings for the light and sound training
frequencies.
The above sequence requires approximately 20 minutes.
Recommended use can vary from daily to monthly depending on the individual application. Severe learning
difficulties can utilize 2 - 4 sessions daily in the early months, then decreasing to daily.
Athletic professionals - of either the mind or body might also follow the above schedules.
Pure intelligence enhancement and mental/physical balance training for most people would only require the
full training sequence monthly and the light and sound sequence (10 minutes) one to three times per week.
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Section 1
BRAINWAVE I
A NEW APPROACH TO BRAIN TRAINING! A NEW SET OF TECHNIQUES TO ENHANCE
LEARNING MEMORY AND BALANCE!
Twenty-eight years of research led to the discovery in October 1989 that people could be
trained to control their own brainwaves - very precisely within a few days.
Determining the precise brain wave frequencies and developing the training software and
equipment has taken over five years, has involved over 400 executives and professionals and
required an investment of over $5 million. AND NOW THE RESULT:
BRAINWAVE I IS FINALLY A REALITY!

The ultimate state of the art exercise and training equipment for the brain.
You can now train your brain to achieve any desired frequency with the Alphalearning
System of computerised optical-acoustical electroencephalographic equipment and training
programs.
The ideal learning wave frequencies are in the 3 - 7 Hz range depending on the objective.
7 Hz for learning - taking in information and 3 Hz for memory - storage and retrieval of
information.
RESULTS OF LEARNING TO USE THE ALPHA AND THETA

BRAINWAVES
1. Learning speed is increased by 300% - any subject.
2. Memory improved by 300% (i.e., language learning).
3. Stress reduced, blood pressure down.
4. IQ increased 10% - 30%.
5. Reading speed increased from 250 w/m to 750 w/m.
6. Students grades up 3 levels, i.e., Cs to As or Ds to Bs.
The new Brainwave I training and enhancement equipment from Alphalearning Institute is
designed to meet a variety of needs; from the first time user to advanced medical and
training professionals.
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Section 1
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BRAINWAVE I
IT IS NOW POSSIBLE TO INCREASE READING SPEED BY 300% WITH BETTER MEMORY,
LEARN LANGUAGES 300% FASTER AND GAIN CONTROL OVER STRESS AND TENSION.
The Alpha and Theta frequencies, properly trained with optical acoustical equipment and
correctly used have been proven to achieve the above increases in a five-year study
conducted by the Alphalearning Institute.
OVER 450 PARTICIPANTS WERE INVOLVED IN THE ABOVE STUDY.
The most evident long-term changes (6 months - 2 years) were
DECREASED STRESS
and
INCREASED RELAXATION
CONCLUSION:
OPTICAL ACOUSTICAL BRAIN TRAINING EQUIPMENT USED PROPERLY
AND WITH CORRECT FREQUENCIES
INCREASES LEARNING AND MEMORY VERY SUBSTANTIALLY.
TO BE SERIOUS ABOUT TRAINING THE BRAIN,

BRAINWAVE I EQUIPMENT IS A REQUIREMENT.
Michael Hutchinson, author of Megabrain (the # 1 book on brain technology),
Only those Zen monks who have meditated for more than 20 years are able to enter the
Alpha - Theta states at will.
Maxwell Cade, author of The Awakened Mind (over 4,500 EEGs tested),
To achieve an Alpha frequency of 9 Hz requires two to five years of meditation experience.
With ten to twenty years of practice, we find the Alpha frequency around 7 Hz.
BRAINWAVE I achieves 9 Hz or less in 12 minutes and 7 Hz within 5 - 10 hours of
practice during the Alphalearning Institute Learning to Learn course.
100 % of the graduates had retained and in most cases had improved their brain
control when the 6 month and yearly follow-up tests were conducted.
BRAINWAVE I EQUIPMENT IS TO THE BRAIN WHAT NAUTILUS AND NORDIC SKI ARE TO THE BODY
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Section 2
LEARNING TO LEARN- THE COURSE
LEARNING TO LEARN
A DYNAMIC NEW SEMINAR
LEARN BRAINWAVE CONTROL
SPEED READING & SPEED MEMORY
4
STATE OF THE ART TECHNOLOGY

FOR PERSONAL DEVELOPMENT
Master the Alpha & Theta Waves
and
Triple your reading speed in only a few days!
Clear your desk faster
Improve your professional skills
Multiple your efficiency and enjoy increased
Comprehension - Concentration - Recall
Created by
SEAN ADAM
Sean Adam is, without question, one of the most creative

and talented people in the world today.
The information he gave me is priceless.
Grab him while you can.
TONY BUZAN
World famous authority on the business brain and superlearning skills.
Author of USE YOUR HEAD and 9 other books
on the applications of brainpower and business training.
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Section 2
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WHO IS SEAN ADAM?

As a consultant to international companies, doctors, students and professionals in many disciplines, his
innovations in learning skills and changing habits have led to a revolution in learning techniques. He uses
relaxation theory, left-right / front-rear brain synchronization and neuro-linguistic programming to enhance
speed, comprehension and memory.
These new breakthrough techniques certainly work for Sean Adam; he has held the worlds speed-reading
record for the past 15 years at a rate of 3,850 words per minute (The average 300 page book in 24 minutes),
and has trained 6 of the top 10 readers in the world. The world records for mental achievement are
published in the Book of Genius and Mental World Records - London.
He also holds the world's IQ record in two categories, vocabulary and manipulation of similarities. He is tied
for 6th place in the Synapsia ranking of the top 30 I.Q.s of all time.
Another quote from Tony Buzan,
An extraordinary teacher and trainer, Sean Adam taught me more in one day than anyone else in a year.
Sean Adam has for over thirty years been training the very top people in international corporations. He also
trains doctors, students, athletes and professionals in both personal and business skills.
He is the inventor and holds the international copyrights and patents for the Alphalearning technique, the
Brainwave I computer system and the Wavemeter computerized brain-training program.
Sean Adam specializes in studying why people do what they do and helping them to do whatever they want
to do even better.
The credit in the international brain journal Synapsia for his articles Why Does The Planet Learn So
Slowly?
The author - Sean Adam - began his studies of the power of the mind and brain in 1957, and after 6 years
of study his name was engraved on brass plaques in two major American universities for his academic
excellence. After degrees in physics and higher mathematics he specialized in industrial and marketing
training for 5 years and then embarked on a 3-year world tour of over 100 countries to gather research for
his book Classical Investing. He studied the religious, psychological and economic systems of the planet
in detail and then rested for a few years to consolidate his thoughts and to write.
An acknowledged expert in learning systems and holder of several world records in intellectual
achievement. He lectures to a growing list of international clients. He has recently, for example, taught the
Training Directors of the top 120 European companies how to use Alphalearning in their own corporate
environments.
In addition to his books Classical Investing (a study of 5,000 years of historical evidence about why and
how people of various cultures invest their time, skills and assets for survival), EEG World Records (a
comparative study of over 3,000 electroencephalographs from high performing individuals), he has
published many articles on the brain and learning. The latest book Brainwaves, Their Frequencies,
Functions and Applications will cover the experiences of training over 3,000 individuals to enhance their
brain activities over the past 7 years.
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Section 2
ALPHALEARNING COURSES
From a scientific point of view, more has been learned about how the brain learns and how to transform
habits and create skills in the past 10 years than in the past century.
Graduates of the Alphalearning Learning to Learn course are capable of controlling their brainwaves in the 4
major frequencies
DELTA = 1-2 Hertz (cycles per second)
Deep physical relaxation, pain control & stress release.
THETA = 3-5 Hertz (cycles per second)
Memory, both memorization and recall and IQ growth.
ALPHA = 7-9 Hertz (cycles per second)
Learning, reading and listening.
BETA = 12-14 Hertz (cycles per second)
Decision-making, logic and problem solving.
Using the appropriate wave frequency for each part of learning, i.e., listening versus memorizing is the key
to accelerated learning and increased retention.
Extensive uses of computerized optical-acoustical brainwave training and electroencephalograph analysis
enable each person to track their daily progress during the course.
Alphalearning is a training system that works, sticks and people like it. You can use the systems to teach
and/or learn anything - reading - typing - languages - sales - any new skill. And, old habits can be
effortlessly transformed.
***************************************************************************************
The main reason so many professionals have joined and are joining the Alphalearning courses is because:
Information is the New World currency.

Busy professional business executives are being overloaded with printed materials. How can they get the
vital information from the vast piles of data crossing their desk?
The Alphalearning system was originally designed to re-program one of the most deeply programmed
skills of modern man, i.e., reading.
The belief was that if it worked on reading, it would work on anything.
It did work on reading and now is being used for a vast variety of skills, from rodeo riding to typing to
language learning.
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Section 2
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OPPORTUNITIES AND RESULTS

A new and exciting opportunity now exists to develop a whole new set of skills that will transform forever
the way information is processed and skills are taught. You will learn in this seminar how to achieve
personally:
- Double reading speed
- Take notes 10 x faster and better
- Increase Recall and Memory capacity
- Learn languages faster & with better retention

- Use leading edge learning technology
- Expand creativity
AND: Control brainwaves to achieve and maintain the all-important Alpha and Theta states
You can learn how to apply these learning skills to any physical - mental activity and; to learn means more
than just reading or listening - concentration, comprehension and recall are all necessary to complete the
process.
Companies will routinely send a high priced executive in his 40's - 50's on a one to three week training
course - expecting him to learn with reading, note taking and memory skills learned 30 years ago.
Would any company today expect a secretary to perform with a 30-year-old typewriter or copier? (i.e., 30year-old technology in note taking and recall).
Yet most trainers today are training with and students are learning with 30-year-old methods.
Many modern companies have a policy of sending key people on at least 2 - 6 weeks a year of outside
training. Imagine the cost savings and increased performance if these people could increase their efficiency
in the learning process by a factor of 2 or 3.
After all, it is what they understand, bring back and implement that is the purpose in the first place.
A recent Alphalearning course achieved an average increase of 4.10. That means over 4 times more
information read, understood and remembered in the same time. A few comments from the satisfied
attendees:
"Course was close to perfect - clear and concise"
"Excellent way to learn how to relax while working"
"Always catching the attention of the audience, no dead times at all"
"Delivered the goods"
"Very enjoyable and stimulating - great prospect for the future"
"Maximum learning effect - well and vividly explained"
"Initially skeptical - finally totally convinced"
The single most frequently heard comment on 1 month and 3 month follow-up sessions is how much stress
has been reduced, both in business and home life.
The increased efficiency due to decreased stress creates a relaxed state of confidence and creativity.
Maintaining a relaxed state of mind while learning and performing is very important for all skills, both
mental and physical.
Many graduates have reported spontaneous improvements in their sports skills, especially golf and tennis.
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Section 2
WHAT IS LEARNING TO LEARN?

A step into the future to re-program the habits of the past.
School systems concentrate on imparting knowledge without giving time and attention to teach the actual
skills required to learn the knowledge.
Pay attention! Listen carefully! Remember this! Relax! On and on with commands that seem to make
sense. Yet the question in our subconscious mind is, How?
How do I pay attention, listen, concentrate and remember; much less relax? These are the questions that
concern every student. To a manager, the questions are of paramount importance. How can the manager
maximise the development of the personnel in their company? By teaching them how to learn new skills,
transform old habits and to enjoy the learning process.
It is by making the process efficient, relaxing and yes, even fun, that true transformation and growth is
possible.
WHAT ARE ALPHA AND THETA STATES?

Alpha is a relaxed concentrated state of mind typical of a brainwave around 7 cycles/second (7 Hz). This is
about 50% slower than the normal waking-thinking state. It allows total concentration and synchronisation
of the left and right brains. This is the proper state for reading, listening and other forms of information
input.
Theta is an even more restful state of mind typical of a brainwave around 4 cycles/second (4 Hz). This state
is the best for memorisation, creativity and problem solving.
YOU WILL LEARN HOW TO USE THESE STATES EASILY, EFFORTLESSLY and EFFICIENTLY.
Incredible, but true. You can learn in a few days what has previously been believed to be virtually
impossible to learn.
HOW CAN YOU BENEFIT?

You can transform your skills with Alphalearning techniques.
Your company can be transformed in efficiency, profitability and staff motivation when you introduce the
techniques yourself into your own environment.
TRAINING METHODS
The very latest in Relaxation while Running training techniques that are being used by Olympic athletes
are utilized to allow each person to realize that as stress is reduced and proper skills induced, truly dramatic
increases in performance are realizable.
Skills learned in this way continue to improve over time.
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Section 2
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RECENT RESEARCH
Over the past decade several sciences have been blended together to achieve a quantum leap in learning
abilities.
The First Key to the new system is the ability to learn while keeping the brain cycling at 6-8 Hertz (cycles
per second). This is known in medical research as the Alpha State, hence the name of the company Alphalearning.
The Second Key is to keep the spine erect, i.e., straight up, not in the old prone or lying down position
thought to be the key to relaxation. This was proven by advances in aura photography allowing more
detailed study of the body's energy fields.
Third, a renaissance of the World War II research into eye muscles and fixation recognition speeds and the
training methods used have been recently applied to speed-reading.
Fourth, use of ancient Grecian techniques of visualization and memory were found to be easily
accomplished while in the Alpha state.
And finally, the discoveries of neuro-linguistic-programming regarding fixed mental sets were blended with
regression psychotherapy to allow easy and rapid changes of old habits.
The first application of Alphalearning was in speed-reading where it has been amazingly successful. Other
applications in the past years have included training rodeo horse riders, Olympic athletes, race car drivers,
reducing stress and high blood pressure, learning typing, assimilating new languages and sales training.
RECENT RESULTS
In recent corporate courses the average beginning speed has been approximately 250 words per minute. At
the end of the five-day course the average speed has increased to approximately 750 words per minute. An
increase of over 3 to 1, and with increased comprehension, concentration and recall. Thirty days after the
course the average speed has increased another 25% - to over 900 words per minute - with no additional
training.
The individual increase in reading speed has varied from 2.7 times faster up to 4.1 times faster.
Some individuals with higher starting speeds have exceeded 1,000 w/m with ease.
Increasing reading speed from 255 w/m to over 1,000 w/m cuts the time required to read the average 300page book from over 6 1/2 hours to 1 1/2 hours. A tremendous saving for today's busy executives.
Especially when one considers the increased comprehension and recall.
16
17
Section 2
WHY IS LEARNING IMPORTANT?

Over 90% of the scientists who ever lived are still alive.
Over 90% of all knowledge about the human brain has been learned in the past 10 years. Now is the time to
capitalize on the momentum.
*
'Intellectual Capital is America's Most Valuable Asset' (Fortune Magazine)
'Knowledge is Dynamite' (Roy Vagela, CEO, Merck)
' The newest important form of ownership: the possession of know-how, technology and skill'
(Pope John Paul II)
' The rate at which individuals and organizations learn may become the only sustainable
competitive advantage' (Kay Stata, Chairman, Analog Devices)
'The knowledge that exists in an organization can be used to create differential advantage and if you
don't keep your intellectual capital refreshed - it will erode' (Hugh Macdonald, ICL)
MANAGERS KNOW WHAT THEIR CASH PAYROLL IS. THE QUESTION IS; WHAT IS THE TRUE
REPLACEMENT COST OF THE PEOPLE - THE VALUE OF THE SKILLS THAT WOULD HAVE TO BE
REPLACED IF THEY LEFT TOMORROW?
MANAGERS MUST ENSURE THAT THEY DO STAY AND THAT THEY ALSO GROW AND LEARN AND,
THEREFORE, STAY IN THEIR JOB AND STAY INTERESTED IN THEIR JOB.
17
Section 2
18
ALPHALEARNING INSTITUTE GRADUATES

SWEEP THE WORLD RECORDS IN SPEED READING
First place and Six of the top 10 readers in the latest edition of the Book of
Genius have been trained by the Alphalearning Institute
BUZANS BOOK OF GENIUS

AND MENTAL WORLD RECORDS
TONY BUZAN AND RAYMOND KEENE
First published in 1994
ISBN 0 09 178551 0
Random House UK Limited Reg. No. 954009
Copyright 1994 Tony Buzan and Raymond Keene
MENTAL WORLD RECORDS IN SPEED READING

In most speed-reading tests, the reader has to read an entire novel as fast as possible, and then
give a speech including knowledgeable comments to people who have read the novel in depth.
World Rankings For Speed Reading (Words per Minute)
(AI symbol indicates Alphalearning Institute graduate)
* 1
2
3
* 4
* 5
* 6
7
* 8
9
*10
Sean Adam (USA)

Kjetill Gunnarson (Norway)
Vanda North (UK)
Cris van Aken (UK)
Mithymna Corke (Belgium)
Luc van Hof (Belgium)
Michael J. Gelb (USA)
Cinnamon Adam (USA)
James Longworth (UK)
Frank van der Poll (Netherlands)
AI
AI
AI
AI
AI
AI
3,850
3,050
3,000
2,520
2,100
1,906
1,805
1,782
1,750
1,560
The Alphalearning Institute course -- LEARNING TO LEARN-- including Advanced Learning

Methods, Speed Reading and Speed Memory has enabled over 3,000 international executives, professionals
and students to increase their reading speed and overall learning ability by over 300% on average.
The average reading speed is increased from 250 w/m to over 750 w/m and in many cases, like
those above, speeds of over 1,000 w/m have been achieved.
18
19
Section 2
READING IS THE PINNACLE OF WHAT HUMANS CAN DO,

IT IS THE MOST COMPLEX OF HUMAN FUNCTIONS!
Dr. S.E. Shaywitz, Yale University School of Medicine
RESULTS OF THE ALPHALEARNING LEARNING TO LEARN COURSE

Average Untrained Speed
150 - 200 Words/Minute = 8 - 11 Hours/Book
Average Alphalearning Graduate
600 - 900 Words/Minute = 2 3 Hours/Book
INCREASED EFFICIENCY
Over 3 to 1
The same % Savings or increase in efficiency is achieved

in all types of reading:
from news reports to business letters
According to a survey by the European Commission in Brussels the average senior executive works
10 hours per day and spends 30% of that time or 3 hours per day reading.
An increase in reading efficiency of 3 to 1, therefore, saves 2 hours per day.
According to the same survey the average cost to a company for a senior executive is over $200/hour.
Average Daily Time Saved
2 Hours
Average Executive Cost/Hour (including overheads & taxes)
Monthly Savings (20 days)
$ 8,000
IMPROVING READING SKILLS

IS THE MOST COST EFFECTIVE TRAINING
AVAILABLE FOR THE BUSINESS EXECUTIVE
OF THIS MILLENNIUM
19
200
Section 4
CLIENT QUOTES
20
HISTORY OF THE DEVELOPMENT OF THE

ALPHALEARNING SYSTEM OVER THE PAST 28 YEARS
1974
Research began into using biofeedback electronic equipment and meditation

techniques to enhance mental powers and productivity.
1975
Research began into Left-Right Brain functions and new learning techniques.
1977
Research in India and Nepal - Advanced mind control techniques and trance states.
1988 :
Advanced research into hospital techniques of mind control for severe clinical cases.
1989 :
Discovery that various brainwaves could be induced into almost anyone in a few
minutes and that the person could be taught to control their own brainwaves
- very precisely- within a few days.
1989 :
Research and writing report "Alphalearning; Brainwaves, Their Uses and

Applications."
1990
Discovery that reading speed could be increased by 300% in only a few days using
optical-acoustical equipment to train the brain to achieve the Alpha & Theta
brainwave frequencies.
1991
Corporate training courses in Europe to test the techniques in a business environment

by testing over 200 executives from dozens of countries.
1992
Implementation of corporate courses to test the "cross fertilisation" effect of group

brain control abilities. An additional 250 executives participated in the courses.
1993
Publish the report "Alphalearning; Brainwaves, Their Uses and Applications."
1994
Creation of Brainwave I, the computerised Optical-Acoustical and

Electroencephalographic Brain Wave Bio-Feedback training system.
1994
Discovery that learning difficulties due to oxygen loss and/or physical or mental
shock could be improved and in many cases completely cured by using Brainwave I.
1995
Testing of the system on over 100 cases of learning difficulties. 100% of the cases
showed improvement. The degree of improvement increased with 15-20 minutes of
daily use.
1996-7 :
Training of Alphalearning instructors in Europe and Asia to provide local support.
1998
First German language courses and all materials translated to German
1999
Discovery that race horses and other animals could also be brain trained.
2000 :
First controlled dyslexia study in the UK
2001
First dyslexia study in Arabia and translation of all materials to Arabic.
20
Section 4
21
CLIENT QUOTES
COMPLIMENTS FROM CORPORATE EXECUTIVES ATTENDING ALPHALEARNING COURSES

Thank you for a truly energetic session.
Truly wonderful experience.
I hope to continue following your work
Experientially good.
Effectively delivered.
Could extend application to training
techniques
Excellent.
I've clearly warmed up to your style.
Very good and interactive.
Entertaining, useful and fascinating.
Enjoyable and amusing.
Very interesting.
Excellent, very direct and clear
presentation.
Subject was very interesting.
Very grateful to him for giving hints and
ways to read faster and break down
data.
Would be interested in further talks.
I found the subject so interesting I was

anxious for the next point.
Positive results.
A booster shot of confidence, when
you become aware of the ability
to change your mind.
Increased my reading speed by 100%
within minutes.
Opened many new perspectives.
Compelling - funny too.
Thoroughly enjoyed Sean's style of
presenting - considering such a
'heavy' subject.
Extremely helpful.
Sound and clear.
I could easily have listened and
enjoyed much more.
Very good at winning the audience.
Valuable training system.
Thank God !
Mind-blowing!
Lots of insight into brain behaviour
Opened our minds to improvements
in ourselves that we may have
doubted before.
Excellent in general terms.
Outstanding !
Wonderful content.
Subject fascinates and stimulates me.
A real journey into the unknown.
Fascinating.
Incredibly inspiring.
Well presented and easy to listen to.
Very participative.
Well done.
A great pleasure to meet Sean and
see his work.
Excellent presentation.
Direct personnel value.
I will certainly use the Alpha state.
SOME OF THE COMPANIES WHOS EXECUTIVES HAVE ATTENDED ALPHALEARNING COURSES

ABB ASEA BROWN BOVERI LTD.
ABB TRANSPORTATION GMBH
ABBEY LIFE ASSURANCE IRELAND
ABBEY NAT L PLC
AER LINGUS
AIB ALLIED IRISH BANK PLS
AMDAHL UK LTD.
APOTEKSBOLAGET AB
APPLE EUROPE
ARCS ASTRA RESEARCH CENTRE
ASCOM HASLER
AVANT
AZZAWIYA OIL REFINING CO.
BALTICA
BANCA D'AMERICA E D'ITALIA
BANCO SANTANDER
BANK OF IRELAND
BAC GASES
BOFORS ELECTRONICS
BRISTOL MYERS SQUIBB
BRISTOL MYERS SQUIBB SPA
BRITISH AIRWAYS
BRITISH TELECOM INT L
BUSINESS COACHING EUROPE NV
CAJA DE PENSIONES LA CAIXA
CAPITAL HOUSE INVESTMENT MGMT.
CATERPILLAR OVERSEAS SA
CHRISTIANA BANK OG
CIN MANAGEMENT LTD.
CRH SA
DANMARKS APOTEKERFORENING
DE BAAK
DEN DANSKE BANK
DIGITAL EQUIPMENT CORP AG
DOVEUROPE
DOW EUROPE SA
D.H.L. HEADQUARTERS
EAGLE STAR
EDF
EIB-BEI EUROPEAN INVESTM. BANK
EISAI EUROPE LTD.
EMPREENDIMENTO AMOREIRAS
ESA-ESRIN
ESOC-EUROPEAN SPACE AGENCY
21
ESTEC
EUROPEAN PARLIMENT
EVC INTERNATIONAL
F. HOFFMANN-LA ROCHE LTD.
FEDERAL EXPRESS
FINNBOARD
FIRST SAVINGS BANK
FISONS PLC
FORD MOTOR COMPANY
FORD WERKE AG
GENERAL MOTORS ESPANA
GENERALE BANK
GKN AUTOMOTIVE
GLAXO GROUP RESEARCH LTD.
GLAXO HOLDINGS PLC
GRUPPO SYSTEMI SPAZIALI
HARRISONS & CROSFIELD PLC
HAY MANAGEMENT CONSULTANTS
HENKEL
HONEYWELL EUROPE S A
IBM NEDERLAND SA
ICI FIBRES
ICL
IHG KG KHALID NATL GUARD HOSP
INTERNATIONAL STOCK EXCHANGE
INTL MOTORS LTD
INTERMEDICS
IPE-INVESTIMENTOS
IRISH PEAT BOARD
JOHNSON WAX SA
KLM ROYAL DUTCH AIRLINES
KPMG PEAT MARWICK MCLINTOCK
KRAFT EUROPE GMBH
LABORATOIRES SANDOZ SARL
LEICA PLC
LHOIST
MANAGEMENT + RESOURCES
MOBIL OIL AG
MONSANTO EUROPE SA
MONSANTO SERVICES INT L SA
MOTOROLA INC
MOTOROLA SA
NATL WESTMINSTER BANK PLC
NESTE CHEMICALS INT L
NESTE CHEMICALS NV
NESTLE SA
NOFO
NORSK HYDRO A S
NORSKE SHELL
NOVO-NORDISK A S
NV SIDAL
OCE NEDERLAND BV
OEMV AKTIENGESELLSCHAFT
OLIVETTI INT L EDUCATION CTR
OSCO GROUP
OWENS CORNING FIBERGLAS
OXFORD MEDICAL LTD
PA HARTMARK-IRAS
PARTEK CORPORATION
PHILIP MORRIS GMBH
PHILIPS
POHJOLA GROUP, THE
PRICE WATERHOUSE
PRICE WATERHOUSE EUROPE
RAUFOSS A S
RAYCHEM
SANDOZ-WANDER PHARMA LTD
SANOMA CORPORATION
SCHLUMBERGER INDUSTRIES
SIDAL NV
SIFCO TURBINE COMPONENTS LTD
SITA
SKOPBANK
SMEETS
SOGENAL
STERLING-WINTHROP GROUP LGD
STS BANK
SWIFT SC
TELERATE
TETRA PAK INT L SA
TEXAS INSTRUMENTS
TEXAS INSTRUMENTS FRANCE
TRUSTHOUSE FORTE CATERING
UNION CARBIDE COATINGS
UNITED DISTILLERS
W H SMITH INC
WELLCOME
WOOLWORTHS PLC
Section 4
CLIENT QUOTES
22
A few quotes from individuals who have completed the course and are using the
Brainwave I.
Very enjoyable and varied, good education on the brain, dynamic - intelligent and original
Interesting to know what I couldnt believe before
Enjoying to learn using modern technology
More confident than before
Obvious once you see it - simply the best and only system around
Never one moment the lecture was dull
Everyone in their lifetime should attend this course at least once
The speaker is simply excellent
Very good - pleased I came
Came up to maximum expectations - learned so much of importance in an interesting way which kept
my interest
Erudite, humorous, down-to-earth with easy to understand language
I am truly very, very grateful for being allowed to join this course. Its the best I have ever attended and
Ive attended quite a few.
Everything I saw, heard and experienced makes me just as keen as I was prior to attending the training.
Quite apart from the Executive training, the implication of Brainwave I for children or people with
learning difficulties is astronomical. I was touched and impressed by the special environment of
permission
created for the children. Thank you for an incredible week.
It was more interesting than I expected. It was carried out in a way that kept you interested.
Taught me something new and connected well with things known
Relaxed and informal, yet kept to the points
Lots of interesting information on the brain, dynamic lecturer
Very well documented
Content fascinating, very interesting - resource sources well documented
I value my opportunity to attend the course
Comprehensive, important subject matter - well presented - speaker had great communication skills
Wonderful impression - best speaker who I have met.
Practical and interesting - nice job for motivation of learning - children doing much better in school.
Wonderful empowerment tools and advice, already feel different - relaxed and focused.
A very great invention to help all mankind to improve good brains and repair damaged brains.
Course was close to perfect - clear and concise
Excellent way to learn how to relax while working
Always catching the attention of the audience, no dead times at all
Delivered the goods
Very enjoyable and stimulating - great prospect for the future
Maximum learning effect - well and vividly explained
Initially skeptical - finally totally convinced
Very helpful for our family, gave hope and now we understand what we have to do to improve
children - course easy to understand and messages clear.
22
23
Section 5 CLIENT LETTERS - GOLF
ICL
INTERNATIONAL COMPUTERS LTD.
ICL Benelux B.V.
Mr. Sean Adam

Dear Sean,
Congratulations on your article for Forbes.
Please find enclosed the quote for Forbes magazine regarding Alphalearning training within ICL.
"ICL believes strongly in the development of staff.
For that purpose considerable amounts of money are spent on training and education.
In order to accelerate the learning process, the Alphalearning Institute conducted several brain
training and speed-reading pilot courses within our company. The entire management team,
including the CEO, has been trained. So far, the result has been positive.
Not only is Sean Adam the record holder for speed-reading, he also developed a unique method for
controlling brainwaves. This makes it is possible to train the brain with a view to optimal learning,
acceleration of the processing of information, stress reduction, and an increase in creativity.
We plan to go ahead with this radically different way of training".
Sean, should you need any further assistance, please let me know.
With best regards,
JAN WILLEM VAN DEN BRANDHOF
PERSONNEL MANAGER
23
24
RAYCHEM GmbH
Germany
Mr. Sean Adam

Dear Sean,
As requested, here is the quotation from Raychem for the article to be in Forbes magazine. Please let me
know if you need further material.
"Seven executive staff members of the Raychem company attended a seminar entitled "Learn How to Learn"
by Sean Adam of the Alphalearning Institute.
One part of the seminar concerned "speed-reading", an important asset in increasing productivity on a
management level - the flood of printed information is hard to get the better of, to be sure. The success that
has been achieved with these exercises is very impressive indeed: on an average, the reading speeds of the
participants tripled. By using the same techniques, they could even increase their reading speeds further
after the course had finished.
Also impressive is the simplicity that characterizes both the exercises and the resources. Important for
speed- reading are: correct sitting position, correct breathing, the use of a felt pen as a pointer (while
reading), as well as making a clear distinction between taking in information and processing it.
Concentration exercises and training of the eye muscles were other important preliminaries to this exercise.
Raychem began the seminar as an experiment. After their experiences it became a very positive
experiment.
Best regards,
THOMAS JAHN
CEO
RAYCHEM GERMANY
24
25
HENKEL KGAA
INTERNATIONAL MANAGEMENT TRAINING
GERMANY
Mr. Sean Adam

Dear Sean,
The following quotation has been given to Forbes magazine for their upcoming article
about the Alphalearning training system and our experiences here in Henkel.
I hope that it meets with your approval.
We invited the Alphalearning Institute to give a demonstration of their method.
This was inspired by an exceptionally positive feedback from two mangers who participated
in their training.
We had the impression that we were dealing with a promising method to increase the reading
speed of managers considerably.
This way we could contribute to a better time management, stress reduction, and an increase in
efficiency.
In view of this, we successfully organised a pilot seminar and a number of other seminars as well.
The participants were able to increase their reading speed, sometimes considerably, often by 300%
or more.
And this was not a short-term success. The seminars will be continued".
Thank you for your past assistance and we wish you well with the Forbes article.
Yours Sincerely,
VIJAY KOTHARI
DIRECTOR OF TRAINING
25
26
LAGERWEIJ & POTTER
HYPOTHEKEN PENSIOENEN EN VERZEKERINGEN

THE NETHERLANDS
M. A. POTTER
MAKELAAR IN ASSURANTIEN
Mr. Sean Adam
Dear Sean,
The article following is to be published in Dutch insurance and financial magazines. Please let me have
your comments and approval.
SALES UP 27% WITH BRAIN TRAINING
The following article has been contributed by Mike Potter, CEO of Lagerweij & Potter.
Author:
Mike Potter has been active in the world of insurances and financial services for 25 years. He has been the
director of a consultancy for financial services in Holland for 15 years now. He belongs to a select group of
insurance brokers and is a member of the NVA (organisation for insurance brokers). He has issued several
publications on financial services for consumers.
New Insights
At first you're just talking without really reaching the other - you're not on the same wave length...And then,
all of a sudden the coin drops - you simply understand each other...Who hasn't experienced this? But why is
it that sometimes there's no understanding between people communicating, and sometimes there is? During
one of the courses of the Alphalearning Institute I learned the basics of communication, I also learned how
to control the process of communicating.
For example - situations such as:
I just couldn't get through to him - he was a tough negotiator. "No. I did not do it!" or worse: 'No. This
relationship is over!"
Just a few examples of how much human energy and money is wasted on misunderstanding. It causes stress
and makes people unhappy.
It was stress that led to my first contact with the Alphalearning Institute. A friend in the medical sector
considered it the last resort for me, so I went to Alphalearning Institute thinking, 'Well, I might as well give
it a try...'
26
27
According to the theories of the Alphalearning Institute, the brain uses different frequencies for different
activities. Basically these activities are: debating (i.e. exchanging information) learning (storing
information), remembering (retrieving information) and resting. Thanks to modern EEG scanning and
computer technology it is now possible to learn to control those brain frequencies.
When we're debating or presenting, our brain uses a frequency of 14 Hz (beta wave). Learning requires a
frequency of 7 Hz (alpha wave), and remembering 3 Hz (theta wave). Frequencies above 20 Hz indicate
hysteria or physical movement. Research has shown that most people can only handle one of these activities
at the same time. Debating does not mix with storing information, hysteria does not mix with debating, so
there's no way of learning when one is hysterical, let alone rest.
During the Alphalearning Institute course one learns how to control one's brain frequencies, and how to
'tune in' to the right frequency required for performing a certain task. This way, one is using the appropriate
tool for performing a certain task (you can't play golf with a hockey stick, can you?).
Practical applications? What it boils down to is what one can actually do with 'brain control'. Just knowing
how it's done already provides a lot of insight into one's own way of communicating.
However, what I personally appreciated most about it was what I would call the 'reset function'. Nowadays,
as soon as I find myself running after my own tail again - one could also call this stress - I stop this process
going any further by using the alpha technique. It's a great thing for me, and it does wonders for the people
around me, too!
I also see commercial applications for it. People can only communicate with each other when they're on
each other's wave lengths - we now know that it's literally like that. Not only does the alpha technique
enable us to set our own wave length - it also enables us to control the other person's wave length. This may
sound eerie, but it has quite simply to do with the fact that people within a certain range of each other
respond to each other.
In my company, we found that this technique improved the communication between both the staff members
and between them and the clients enormously.
Communication and understanding means agreement, and agreement is business! We simply do a lot more
business, and that's what it's all about!
Another great thing about this course is that - besides literally making one use one's brain - the reading
speed triples (do you also hate having to read all those professional books and magazines?)
The motto of the Alphalearning Institute is 'learning to learn', and I have to admit that the tools provided
during the course do make taking new steps a lot easier.
It's remarkable how successful the course has been with university and high school students. HAVO
students suddenly became VWO (pre-academic level, tr.) students; IQ. improvements by 10 to 30% have
been documented.
Learning is something one has to learn, but using the Alpha system will make learning faster and simpler.
MIKE POTTER
27
28
ALGEMEEN BURGERIJK PENSIOENFONDS

_________________________________________________
THE NETHERLANDS
Mr. Sean P. Adam
Dear Sean,
Here is the text of my proposed letter to the interested parties to form a Dutch training system for the Alphalearning Institute.
Last year, one of my Belgian collegues invited me to a meeting of the VOV (Flemish Training Specialists' Society) in Gent on
brainwave control. That day, Sean Adam gave a flash demonstration showing how individuals could actually control their own
brainwaves in order to improve the ability to study and to increase the intake of information considerably.
It was remarkable to see how a number of participants were linked up with an electroencephalograph (EEG) in order to project
their brainwaves (via a PC onto a projection screen, and how quickly they learned how to use this 'projection-feedback' method to
control the balance between the activity of their left and right cerebral hemispheres. It then appeared totally amazing to see how
participants were connected not only to an EEG, but to a brain machine (audio-acoustic stimulator) as well.
During this demonstration, the brainwave frequency was reduced from the 'watchful' Beta level (14 Hz) to the relaxed 'learning'
Alpha level (7Hz), and finally to the comforting, 'creative' Theta level (4 Hz) and the Delta 'sleep' level (2 Hz). The brain
frequency was then increased again in order to return the subject to the Beta level. The demonstration came loaded with a myriad
of recent scientific research data in the field of brain physiology, neurology and psychology. All of this was quite impressive and
aroused my curiosity - especially since the Alphalearning Institute guaranteed that each participant would be able to control his or
her brainwaves permanently after the five day course.
When later on I heard that the training method was also based on the insights of Tony Buzan ("Use your brain"), Edward DeBono
("Thinking Laterally") and John Grinder ("Neurolinguistic Programming"), I got really interested. I brought along a lot of interest
but also some scepticism when I came to Maastricht in order to attend the Alphalearning "Learning to Learn" course.
The course was exciting and interesting - no doubt about that. At times it was confusing and surprising, but it was always worth
the effort. Sean Adam's role in all of this certainly has 'performance quality', which affects the overall structure of the course.
Now that I have attended and 'digested' the course, I am thoroughly convinced that anyone participating will be able to learn how
to:
-
increase his/her reading speed permanently by 300%.

control and regulate his/her brainwaves.
take notes faster and more effectively (mind mapping).
Take in information faster and more effectively.
Communicate more efficiently and in a more powerful way.
In short, anyone can learn how to study faster in a more flexible and less stressful way.
And that is not just the latest fad or some kind of fairy-tale told by a guru. Its approach is based on new scientific insights that
have been brought into the spotlight by the world-famous scientists mentioned above. This approach can be seen as a 'phase
transition' in the development of education and educational psychology. There is just one thing - I think that Alphalearning is still
too elitist. Only the 'happy few' can afford to attend the sessions. This will have to change. By changing the structure of the
courses and the market approach it should be possible to make the Alphalearning methods available to anyone in The Netherlands
and abroad who wants to "learn how to learn". Alphalearning must become a movement, it must become a school.
Sean, please let me have your comments. Thank you again for a wonderful week.
Yours sincerely,
Rene Broekmeulen
28
29

Mrs. Monique Quint
Former Member of Parliment
SECOND CHAMBER OF THE STATES GENERAL

THE NETHERLANDS
Dear Sean,
The following is my idea of an approach to the government to get interest active in learning skills.
"To go straight to the point: the knowledge and competence of the Alphalearning Institute are of
considerable importance to our society and need to be widely known.
Managing one's brain capacity effectively while studying and learning has now become available to
anyone - thanks to the method developed by the Institute. The brain as the central organ of the body can
be trained in order to improve its performance and capacity. Through brainwave training - for which the
Institute has developed software and technical equipment - people can improve the way they function both
at work and in their private lives.
During the course, the sheer extent to which this is possible became apparent to me through some
examples involving adults as well as children. Learning potential and communicative skills can be
influenced perceptibly with the Alphalearning method. Disorders resulting from brain damage (and also
emotional blocks resulting in severe physical dysfunctions) can be visualized and checked using the
Institute's knowledge and technical equipment. This way, one is able to learn how to control physical
shortcomings by training the brain and managing the brain functions involved. This vastly reduces the
usual pain and suffering.
Those responsible for others are able to improve their performances through knowledge of the body and
the brain as its central organ. Children whose study results fall behind, or those with a mental handicap
can now - thanks to the Institute's special knowledge - be examined and diagnosed using an entirely new
method.
The Institute uses other than conventional treatments and methods of diagnosing - I witnessed some
striking examples of this during the course. The fact that brainwaves can be made visible and perceptible
is equally impressive. Through practice and training, the student will learn how to control these.
Assessing how this knowledge can be used with people suffering from the consequences of brain damage,
or from disorders that will affect the mental abilities when getting older is long overdue. I would say that
it is time for a thorough study of the matter.
The Institute's underpinned view of the brain being able to be trained and developed like any other organ
in the human body offers new perspectives to many of us, as long as one trains effectively. The
implications that a new method of learning has for education and its effectiveness is immense.
Thanks to the Institute's knowledge, students as well as teachers are now able to find out the best way to
study, concentrate and gather and retain knowledge effectively. Anyone involved in education should
have this knowledge at their disposal."
Monique Quint, Member of the Second Chamber of the States General - Holland, ret
29
30
PRESENTS
SPECIAL EMPHASIS COURSES
ALPHALEARNING - DOES IT WORK FOR GOLF ?

WHAT DO PREVIOUS GRADUATES
OF THE ALPHALEARNING COURSE
SAY ABOUT IT ?
Doug Ewing, Louvain, Belgium
"Won first prize in golf club tournament week after course using the Alpha system.
Ball in hole works!"
Bert Talhoo, Utrecht, Holland
"Golf swing works, Alpha gives me a relaxed awareness.
- not so screaming inside."
Curt Selestam, Oslo, Norway
"Alpha really works for golf.
When distressed, now have the ability to calm down and relax."
Cris van Aeken, London, England
"Before Alpha I couldn't keep my left arm straight on the back swing.
- now I can't bend it. Fantastic."
30
31
Jan Verfaellie
Belgium
Dear Sean,
The following text is for an article in the Belgian Golf. Please comment as you wish.
The Alphalearning system works for everything people do in life.
I am 18 years of age and my hobby is golf. Thanks to the Alphalearning system, my golf has improved fast.
Before the Alphalearning Institute course my handicap was 14.2. Now it is 7 and still dropping after 3
months of practice with the Alphalearning Institute techniques. A golfer knows that this isn't so bad. The
Alphalearning system did not teach me a better swing, it taught me how to learn the lessons of my pro faster.
It taught me how to keep myself under more control. Alphalearning taught me that the brains can only do
two things at the time. Now, what happens in a golf lesson, the pro watches your swing, tells you the bad
things and corrects them. There can easily be many bad things in your swing. Example - spread your legs
more, not such a strong grip, move your hand more through your knees. The first days after the lesson, you
might be playing better, and after that we forget the lesson and get back to the old swing. The only result
you have is lost money and lost time. I think this is not the idea of a golf lesson.
What I do when I take a golf lesson is I take two important things that are wrong in my swing and program
myself not to make them anymore. After that I practice my swing until I never make these mistakes again.
And only then I take a new lesson.
Another positive point for golf is: How to play under your handicap with shots you normally wouldn't be
satisfied with. I have been taught how to relax myself after a bad shot or hole. Example, when this year the
championship was coming up, my goal was to become a club champion. Everybody thought that I was a
little bit crazy. What could I do with my 14 handicap against all the other 4 - 5 handicaps in my club. Even
my Dad laughed when I told him I would become a champion. I let them laugh because I had something
that they didn't have, I was Alpha trained.
When the championship was there, I played my first 18 holes bad. I played 14 over par. I played with two
good friends and we laughed and had fun, I think that this was the reason why I played bad and I know that
a good golfer has to be able to keep himself in control. Well, that was exactly what I did the next 18 holes.
I left saying that I would win even when I knew that I was 6 shots behind the leader. My second 18 holes
were beautiful, I played 4 over par and because of the bad weather and rain and because of the bad condition
of the course, the SSS became 74, so actually I played scratch. That was 11 shots under my handicap. Now
comes the question, how did I do it?
Well during one week I have 5 times a day played the 18 holes of the course in my head. So I was playing
20 hours of golf in 15 minutes. I visualised that every shot was perfect, every iron on the green and every
putt in the hole.
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I'm certain that I won thanks to this. Thanks to this small exercise, I was so certain that I had to win!
My dad told me afterward that he never thought that I would win at the age of 17 with this little golf
experience.
He also said, you better call the Alphalearning Institute to thank them.
Another improvement in golf thanks to Alphalearning is playing match play. This year I was part of a team
from our club that had to play a match play against other clubs. In total I had to play 4 times, sometimes
against players with more experience and players with better handicaps. And still I won all of them just
because I can keep myself calm and relaxed. Before, when I had a bad hole or when I did a bad shot, there
was a 90% chance that my whole score would be bad. Now that doesn't happen anymore.
Remember the club championship. I started with a 7 on a par 4 that means 3 over 1 and I ended 18 holes
after 2 over. So over 17 holes, I played one under par. I am certain that this would not have happened
without Alphalearning.
A couple of days before the match play, I called Sean and asked if I could get the brainwaves of my
competitor higher so that he would be less relaxed and it would be easier for me to beat him. Sean told me
about the wheel of karma. That is something that if you do it to another, it will happen to yourself.
Example, recently I played a big tournament in the Netherlands called Tonandria. I played match play
against another player. I had the feeling that he wanted me to hit the ball out. I can feel it. So I didn't do
anything about it. On the 6th hole we're square. On the moment when he starts his downswing, a monster
of a grass mower starts running on the hole next to us. He is distressed and misses his shot and even loses
the hole on the match. You may think it is a coincidence, but I assure you, if you watch out for it, you'll see
it happens often.
What I also have noticed is that now I am 18 holes concentrated. Before it happened often that when I was
playing under my handicap, that I messed up on a couple of holes. Now that I have found out about these
advantages, I'm sure that Alphalearning system works for golf. I am certain that nobody likes waiting on
each tee in a competition because they play too slow. I don't like it either, but what I do now is I play a
quick 18 holes in my head. So I become even more certain of myself. Because it is like you just played the
holes a couple of minutes before, so you feel more relaxed.
There is one thing you cannot forget. I can't promise you that you will play good every day . It happens to
me also. I think it happens to everybody, even Faldo doesn't play well every day. What I can promise you
is that if you look at your average score before a Alphalearning training and look at your average after the
training, you will be amazed.
Jan Verfaellie
P.S. Sorry about the funny English, I did my best to translate from Flemish.
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Paul Verfaellie
Belgium
Dear Sean,
Thank you very much for the wonderful Learning to Learn course, it has improved my enjoyment of golf
very much.
Golf is my relaxation. How better I can play, how better concentrated and to have more fun.
Often I mess up one hole, out of bounds, a socket, a most miserable putt and that hole, difficult to miss, and
that hole is a disaster.
Result: Also the next shots are bad. It takes a couple of holes to come back.
If my accident happens in the beginning of the competition, you can guess the result, the beginning of a bad
score card. Then my motivation and interest is gone. If my competition goes fine and I am playing well
then the stress goes up because it means that the disaster hole still has to come, And indeed it will come.
Alphalearning didn't change my swing. It didn't let me hit further. It did make me think positively, ball in
the hole ! Also, a bigger concentration during the whole competition was an improvement. The real
positive experience is somewhere else, "the shot behind". My disaster hole is still there, but I realise that
just by closing my eyes I can see the ideal swing in front of me. The next shot is like a totally new shot with
all the chances of success with a positive thought - with a positive result.
Alphalearning improves my score and the best part is, it makes my golf game "enjoyable" !
Paul Verfaellie
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Section 7 CLIENT LETTERS-BRAIN DAMAGE & REPAIR-ACCIDENT
34
RICHARD HANBURY
England
Dear Sean,
This is a letter of thanks for all I have gained from what you have taught me and the Alphalearning
system. The only fitting thanks for such invaluable help is using it, so here are a few details of what I've
benefited.
My original aim for going to the Alphalearning Institute was the lure of training brainwave
activity". I believed that this offered a good chance of having pain control "at the touch of a button". When
I finally had my own set of equipment up and running, I have indeed had this. Before using Lotus to combat
pain I was loosing on average a total of a day and a half a week. This of course made me doubt whether I
was employable, and was probably the most "disabling" of the consequences of my car crash 22.1.92 in
Yemen, and the resulting paraplegia. Under normal circumstances ten minutes of delta 4-ways on the Lotus
system, provides me with relief for up to six hours. This changes depending on the prevailing conditions of
stress, and was less running up to the period of my exams, but it always remains of immense psychological
advantage as I always have the option available.
The speed of my reading was improved by the promised 300% and this has been of great benefit.
Over the last several years I have had to do most of the four years work for my degree course in Arabic.
The last year, my final year, has seen me do most of that catching up, which would have been impossible
had it not been for the techniques I learnt at the Institute and the rest of what you have taught me since. My
final act of revision for my language exams was reading through the entire dictionary and all my notes, with
my pre-course speed this would have been impossible, and this proved a very useful exercise when I finally
sat my paper.
The speed of my reading and information absorption also allowed me to concentrate on my language
based courses (my weak point) and leave all my social science courses (politics, history etc..) until the last
few days safe in the knowledge that I could cover all the necessary ground in the time I had given myself.
In terms of how fast I can think, I feel as if I have done the mental equivalent of upgrading a 386 desktop PC
to a Pentium processor. I will take another IQ test to confirm what I feel has happened. With the
application of Brainwave training techniques I am definitely able to problem solve more quickly, and
another indication of increased speed is that my body burns sugar more quickly whilst doing mental
exercises than it did before.
With the use of the EEG I have discovered that when I have pain in one side of my stomach it can
knock my brain out of balance, an effect which seems to outlast the pain itself, and my daily use of the
Wavemeter program deals with this as well. I have also used the Lotus when I am having difficulty getting
to sleep, as has my sister, and I have found this incredibly useful.
The last and potentially most exciting use I am putting the Lotus system to, is to encourage the
nerves of my spinal chord to regenerate. I had some early success in getting a couple of very small muscles
working again, which surprised and delighted my neurologist. Now I am continuing to work away at the
problem, which is having side benefits, like increasing my ability to visualise vividly, and a belief that when
I can make the environment around my break site less hostile to nerve growth, I will make much faster
progress.
Future benefits will of course all be added bonuses, but already what I have learnt so far has
improved my life immeasurably. I have always believed I have a powerful brain, and also been aware of my
ignorance at how to use it. Now I am learning more all the time, and the greater level of control I now have
is of immense value to me; what can I say apart from Thank you!
Yours Sincerely,
Richard Hanbury
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Inez de Heer Kloots en Theo van der Hoeven

The Netherlands
Dear Mr. Adam,
The results of the Alphalearning Institute treatment of our son Maarten have been so fantastic we have
written the "article" following which we hope you can publish so other "braindamaged" children can also be
helped.
"We've got a son - a great kid - who went to Alphalearning Institute where he got "repaired" by Sean
Adam.." These were the words of Theo van der Hoeven and Inez de Heer Kloots, Maarten's parents.
Maarten's father tells us about an extraordinary experience he had at the Institute - something quite
miraculous that took place during the holidays. They were still in Sweden when they got a phone call from
their physician, who told Maarten and his father that they were both expected at the Alphalearning Institute.
They were both to be treated at the Institute, a brain research institute, that claims to be able to "repair"
brains.
Before Maarten was treated, a video recording was made of him performing a number of simple tasks. He
was to stand on one leg - first on the left and then on the right one. He was not able to do this at one go on
either leg, and walking in a straight line seemed to be impossible too. His left leg was swaying, and when he
walks it looks as if he has a clog foot. It was not really that bad, but it did get us a bit worried. During our
holiday in Sweden, his way of walking had become the topic of our conversation. His foot had always been
turned inwards slightly. Specialists had told us that it would be okay in the end, but so far there had not
been much improvement.
The treatment:
The treatment performed by the Alphalearning Institute is 'simple' - sensors are connected to the head, in
particular the forehead. These sensors are connected to a computer. Through a number of tasks, the brain is
stimulated in order to produce an EEG, displaying the activity of the two halves of the brain. Maarten's
EEG looks totally different from those of his father and others (see illustration).
The next part of the treatment has Maarten sitting down, connected to a light and sound "tuner" for 12
minutes, after which he has to perform some more tasks. And then, after the brain-tuning session, something
happens that must seem totally incredible to an outsider.
"With disbelief and tears in my eyes I observe Maarten getting up on his left leg at one go - something
that he was never able to do... Even more incredible is to see that his leg is steady now, and that he
walks totally erect and appears to be ready to face the world with a smile on his face again. I can
hardly believe it, even though I'm seeing all of this happen with my own eyes. Is this for real? Will it
stay this way? Is this Lourdes or Billy Graham? It's simply too fantastic to be true. Everyone present
is just as amazed and happy. Maarten's foot maintains it's proper position, which to us is the only real
and convincing proof that something really has changed."
Good advice usually does not come cheap, and in this case the good advice came from Sean Adam ,
research director of the Alphalearning Institute, and Rainer Dietrich, who is a professor of pedagogy with
the German Bundeswehr University in Hamburg. Both advised us to find him an international school, or a
school with a staff experienced in dealing with children that have fallen behind. Slightly euphoric, the
entire family starts the weekend.
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On Saturday, Maarten is trying on a new pair of shoes. Carefully he takes his first steps into a new world we are following him in amazement..
On Monday there is a meeting with the management of Maupertuus, a private school in Bosch en Duin.
This private school deals with children who have problems reading and writing. We tell them about our
experience at the Institute, and they show a lot of interest in it. Maarten will be examined on Tuesday - he
does not want to go back to his old school. The next day he peddles the 11 kilometers to his new school - he
does it entirely on his own. When he returns home, he is delighted: "I'm so glad that I don't have to be on
the bus anymore..".
It's been three weeks now since Maarten started in his new school. He really is becoming a new child.
Every morning at seven he takes a shower, which would have been totally unimaginable before the
treatment.
Every week we give him some money so he can buy a book of his choice, just like the Institute advised us to
do. It's happened more than once now that he started reading his book before starting his breakfast, simply
because it's too exciting. He also does his homework everyday without any complaints. He even got himself
a part time job assisting at a bronze foundry..
If you ask him what he wants to become, this is his reply: "I'm going to medical school", he's quite
determined about that. Maarten wants to learn, to read, to grow and become something in this world.
A lot has changed in our family.
Thank you Sean!
Inez de Heer Koots and Theo van der Hoeven,

Maarten's parents
Medical History of Maarten van der Hoeven

Maarten van der Hoeven was born at home at 00.20 AM on October 31, 1981. His father was still putting
together the crib when his mother went into labor. The delivery went without problems and the parents were
fond of their son. Maarten was much wanted and his birth was planned, even though the house was still
being renovated as he was born.
The first couple of years of Maarten's life were without worries. He played among the building materials, he
played with clay in his parent's art studio, and with sand in the sandbox.
Maarten's growing up was literally a matter of falling and getting up again. Two of his spills nearly made the
family lose its balances. The first time was when he fell down the stairs - he was just 1 year old. As far as
we could tell, this did not leave any permanent damage. The second time - he was 2 1/2 years old - was
when he fell again and hit the night table. He hurt his nose, which had to be stitched up at the casualty ward.
When his parents saw blood pouring from the big wound near his eye, they got really scared. Panic broke
out.
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Participating in the play group took some getting used to. Maarten lacked fighting spirit - he preferred to
play on his own in the corner of the room. However, he participated in the games that were played, and
sitting in the circle of children he used to tell stories enthusiastically. But when the children were singing
songs, Maarten was always a bit slower than the rest. Even now, the desire to play alone remained.
After the play group period, Maarten attended the kindergarten, and for principal reasons his parents decided
to find him a Montessori school. They felt that - considering his independence - this type of school would be
appropriate for him. Maarten was not too unhappy attending this school. But even though he practiced the
alphabet in various ways, it never really worked out for him. But whenever another child made a mistake, he
was able to tell it what exactly it did wrong. However, the school's supervisors thought that Maarten was a
smart kid, for they had never seen a child luring other children out of their class rooms so it could read them
stories.. Maarten's teacher was surprised to hear this - after all, Maarten was not able to read, was he? But at
this stage, Maarten's parents were not worried. At least, not yet... until he had to attend group 3. It was
nearly time for the Christmas holidays' school reports, and both his parents and his teachers felt that there
was definitely something wrong with Maarten's reading abilities. Maarten became depressed and sad
because he was not able to read. At school, Maarten tried to escape from it all by going to the toilet often the family doctor could not find anything wrong with Maarten.
Maarten was attracted by the computers standing in the school's hallway. Maarten's teachers were also
surprised to see that he was not able to achieve better results. The impression that they had of him while
attending classes did not agree with the grades he got.
Maarten was tested by an orthopediatrist who referred him to Professor Verdonck sr. of the University of
Utrecht. The results of the tests indicated a functional disorder, a "pure image thinker". Only once in his
entire career had he encountered such a case. "A remarkably intelligent child" was Professor Verdonck's
comment. It was decided to do an EEG and a brain scan just to be on the safe side. Fortunately, the results
were not disturbing.
After the tests, Maarten's mother trained him everyday in school. She practiced the alphabet with him by
using wooden letters, the result of which was that he was more or less able to recognise 16 letters of the
alphabet. Below is a summary of the treatments and schools that have been part of the life of a boy who,
despite of it all, remained cheerful:
Tested by orthopediatrist Drs. Leo Blauw
Tested by Dr.Prof.Piet Verdonck, senior
Examined by neurologist Onno van Nieuwenhuizen
Attended the "Berg en Bosch" school for special education and children with chronic diseases in Bilthoven,
as recommended by the orthopediatrist.
Since more children in this school suffer from dyslexia, graduating students from the University of Utrecht
were supposed to come to Bilthoven to train these children. Unfortunately, financial problems blocked these
plans.
After four months, the Pedological Institute (P.I.) in Amsterdam followed. This was the result of the contact
between this Institute and the orthopediatrist of the Berg en Bosch school. Maarten participated in a
research program developed for children with reading problems, led by Professor Bakker. Every day,
Marten was trained to read in order to stimulate both the audio and the visual aspects of the left hemisphere
of the brain. For this purpose, a special computer program was developed. Contact at the P.I. was Mr. J.
Kappers (Strange enough, none of the specialist ever asked about the times that Maarten fell and got hurt
[one of the first questions asked at the Alphalearning Institute.])
And finally .... repaired by the Alphalearning Institute.

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Veronica Newton
England
Hi Sean,
Here is the summary of my past condition and your fantastic cure!

Several years ago, I worked in a home for people with severe behavioural problems and learning
difficulties.
Whilst dealing with an incident between two clients, I was kicked on the left knee, I continued
working, resting on my day off, I finally went to the doctor and the chiropractor and was advised
my knee was displaced also my pelvis and back due to lifting whilst my knee was displaced. I had
treatment and was advised to rest I then developed DVT in my left leg and was hospitalised.
During treatment I had a severe reaction to Heparin.
For some five months I was unable to stand or walk without great difficulty. I was currently under
Dr. Wallington at Bristol who diagnosed Vasculitus and Rynard Syndrome. By now my hands and
arms were affected but with increasingly large doses of painkiller and anti-inflammatories I was
able to get around.
I've tried many alternatives including strict diet; cutting out all acids, sugars, dairy products, grains
and most fruit; Aromatherapy, Chakra healing, Hands on healing, Psychotherapy, Meditation,
Visualisation etc., some gave brief respite but none lasted.
During a talk by Sean Adam I was riveted by his words "if a brain is out of balance it affects the
body". I questioned if this was so was it also in true in reverse? i.e. if my body was out of balance
was it reflected in my brain? Testing on Adam's electroencephalograph showed I had a high level
of internal argument. Using the Brainwave I and a visualisation technique I was led to a point of
balance in my body which I had only achieved before by hours of meditating. Using this focus I
have rationalised my experience in words and pictures.
Giving me that overview has enabled me to make choices. I am now moving my focus from my
illness onto my life and that feels good.
Please see the Mind Map attached for explosion of creativity the next day.
With kind regards and deep thanks,
Veronica Newton
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Mrs. P. DOUGLAS
ENGLAND
Dear Sean,
Herewith the story of my experience with Alphalearning and Brainwave I on Monday:
It is now 9:30pm Wednesday and I remain totally free of pain.
The dull pain where my spine is hyper-extending has now disappeared. I am stiff in the lumbar
region but the muscle spasms have still not returned. I count each hour as a blessing. I have now
had two full nights sleep. I have dispensed with the heavily boned corset I wear day and night and
my spine is supporting itself. This is wonderful.
I have a condition called Spondylolilisthesis. It is a congenital disorder but, despite a fractured
spine in my teens and repeated back problems, was not diagnosed until 1992. The facets of the
vertebrae at lumbar levels 4 and 5 fractured. My spine was then free to move at will wearing away
the two discs. This caused constant muscle spasm and I reached the point where I could barely
walk and the pain was almost unbearable. Under the care of a leading surgeon, I had major
surgery, anterior and posterior, not only to fuse the vertebrae but to put a cage of titanium screws
around the spine and thus stabilise it. Despite a horrific operation it was a great success and six
months later I was able to get back to a normal life free from all pain and the pain killing drugs.
One year later a car crashed into the back of mine at high speed. A minor affair but the
enormous shock to my spine has damaged the vertebrae at L3. The muscles immediately
went into spasm sending constant pains not only up my spine but down both legs and
arms. Over the following months my back began to hyper-extend and the curve above
the fusion is very visible. I refuse to take any more pain killers and can't have physio. I
control the pain by 'mind over matter' and support my weakened spine by wearing the
corset day and night. I am a physical wreck but have to keep going for the sake of four
children. I am constantly tired and don't achieve a great deal.
I would do anything to avoid further surgery and it would be impossible for me to take
the six months convalescence it would need at present. I need Brainwave 1 and plenty of
Delta! I feel great and have achieved more in the last two days than I have for ages.
Today I rang James' educational psychologist. I had thought he might be skeptical but
instead he was very interested and supportive.
I will contact you as soon as there are more changes, but in the meantime, thank you
from the bottom of my heart.
Mrs. P. Douglas
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Section 7 CLIENT LETTERS-BRAIN DAMAGE & REPAIR-AUTISM & ADD
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Mr. Jean Deschenes

Quebec, Canada
Dear Friends,
A quick note to update you on our progress. But first please allow us to repeat how grateful we are for your
teachings, and most of all for your precious gift of hope.
Our son Lee is now 3 1/2 years old. Differing diagnoses were issued on his condition including autism,
atypical autism, PDD, ADD, and regulatory disorder, none seemingly right on the mark for our very special
child. At the time you met him, when he was three, his developmental age was evaluated at 1 1/2 with no
vocal communication or speech. We have been very pro-active in Lee's care. Special school, therapies
galore, auditory processing and a wonderful nurse, Lenee, whom you met during our visit. With all this
help, Lee has progressed in his development and has even taken the first steps toward speech in repeating a
few simple commands when prompted.
We began the computer sessions during his xmas break and he therefore got 2 weeks worth of sessions
before heading back to school. We had to do the sessions while Lee was asleep as he is still resisting
wearing the accessories for any reasonable length of time.
Change was immediate. Lee was calmer, appeared more focused, was easier to put to sleep, became more
cooperative and was generally a happier child. Over the two week break we saw him become more
interested in his vocalisation and we were able to introduce new words.
The return to school was a breakthrough. Firstly, his therapists couldn't believe this was the same child; so
much progress in so little time just did not fit into their normal frame of reference. But most important is
that this rate of progress seems to have continued within their well structured environment. Lee now seems
to have understood the function of language and is picking up new words on a regular basis. As for any
child of his condition, these seemingly small victories are actually giant steps in his development.
A lot of work still needs to be done and we still have no real prognosis, but we are so encouraged and so
excited by the initial results. Lately we tried the other programs you suggested. We haven't noticed any
significant difference but I don't think it's been long enough yet. Moreover, we've been somewhat irregular
on the treatments because of flus and an extended out-of-town trip for Lee's auditory processing therapy. We
look forward to giving you more good news in the near future.
I myself am back in the grind; business here is still very difficult and demanding. I do make some time to
get on the wavemeter myself and have found it very helpful, with the results you predicted: better
concentration, increased reading speed, etc.. On my latest eeg I was able to produce a sustained alpha wave.
It's most exciting.
Fondest regards,
Jean
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Section 7 CLIENT LETTERS-BRAIN DAMAGE & REPAIR-DYSLEXIA
JAMES DOUGLAS
ENGLAND
Dear Sean,
The following is the history of our son James.
James was diagnosed dyslexic at the age of eight. He has, all his life caused us great concern and on
occasions driven us and his teachers to the point of desperation. His failure to achieve at school was only
part of the problem. Living with his frustration another. Despite his lack of academic success, he had
moments of original thought which convinced me that one day he would learn and achieve. To find the
help we needed for James took thirteen years of knocking on the 'experts' doors and came from a totally
unexpected source - Sean Adam and the Alphalearning Institute.
James was born in 1982. A normal pregnancy followed by a normal birth. For the first two years of his life,
following a bout of influenza at the age of two weeks, he had a miserable time. He rarely slept and when
he did, he would snore like a train and then there was silence. A silence which scared us so much we
would wake him from this unnatural state of sleep. He could not suckle and we fed him milk from a
teaspoon until he was old enough to eat solid foods. He developed slowly and was small for his age. He
cried constantly. He was always sick and although he walked, he did not talk.
As we received little help from our local doctors, we took James to see David Morris, a London pediatrician.
He diagnosed Apnea sleep syndrome - condition where during sleep, the brain can forget to tell the body to
breathe and unconsciousness (sometimes death) results. It became clear to us that on many occasions
over the preceding two years, we had revived James and avoided a tragedy. He recommended James'
enlarged tonsils and adenoids should be removed immediately to improve his breathing and we were to
continue to monitor his sleep. James began to grow and started to talk when he was three, but he was six
before he would take a full nights sleep and we could relax.
But our problems were far from over. James was always overactive and would never concentrate for long.
He started school when he was four, but was slow to learn. He was always in a high state of tension when
he came home and would slam doors, beat his head on the wall, shout and drive everyone crazy. We
tested his tolerance to food additives and allergies, but always had a negative result.
As James was not achieving at his local primary school, we decided to send him to join his sister at prep
school. He was now 8 1/2. He took to the boarding and social life immediately, but failed miserably in the
classroom and began to be very disruptive. After the first term, we took James to see Anthony Glasberg,
an educational psychologist at the Beve Hornsby Institute. He diagnosed dyslexia, but said that James
was very bright. His IQ was 132 - non verbal, 103 - verbal and 119 - overall, but because of the wide
variations, he would have major difficulties to overcome. I always associated his learning difficulties with
the Apnea, but we were told it was a hereditary condition.
He continued at prep school with the help of a remedial teacher, but his work did not progress and his
behaviour rapidly deteriorated. In 1991, we sent James to another prep school with a reputation of having
the best dyslexic unit in the country. The tutors were highly trained and were very sympathetic to his
needs. James, with expert tuition began to read and write, but his behaviour was intolerable and he was
very unhappy. By now he was very aware of how much he was failing and he wrote, "My brain is like a
bucket with holes in the bottom. Everything I put in drains out". James' tutor admitted defeat. He had seen
a string of pediatricians, psychologists, psychiatrists, therapists, etc., but with no results.We decided to
bring James home to the local high school so we could help him on a daily basis.
James did not achieve very much over the next two years and continued to be very disruptive. He is a
bright child who was totally frustrated in his inability to learn and he used his temper to release this
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frustration. He was like a foreigner who was not totally fluent with our language. His concepts were
different. I was often tempted to translate for him as he could sound foolish, although he would
occasionally display wisdom beyond his years. He was always tense and could never keep a steady gaze.
When asked to read, his eyes would flicker all over the page. It was obviously painful for him. Although
James was very difficult to live with, I have failed to say he is very loving and kind. He is wonderful with
small children, but fails to maintain friendships with children of his own age. He is big and strong and a
talented artist.
We were told there was someone who might help James. With a very sketchy knowledge and no literature
of the Alphalearning Institutes' work (it all was arranged so quickly), we took James to meet Sean with little
idea of what to expect. Naturally, we were rather skeptical, but what followed was remarkable.
After giving Sean some background information into James problem, he was given a reading test. It was
painfully slow. All the time Sean was observing him. He noted the tension in James shoulders, neck and
head and after asking James to swing his arms around, Sean released all the tension. James took on a
whole new posture and looked relaxed. He then asked James to stand up and touch the tip of his nose
with the middle finger. As he slowly brought his right arm across, he missed the tip of his nose by two
inches and had to bring his finger back. A simple neurological test, indicating damage in the left back of his
brain, but one which, to the best of my knowledge, had not been performed before. The damage was to be
seen on the EEG which followed. There was very little activity in the left brain. I began to feel rather
alarmed. It would appear James was starved of oxygen at some point when he had Apnea.
James then sat by the Brainwave 1 machine and was asked to put on glasses and earphones. For the
next twelve minutes James heard sounds synchronised with flashing lights. Although Sean was careful to
explain, we were not at all sure what was happening. It was all very new to us. He was then given a
second EEG and asked to read again. He increased his reading speed. There was much more activity on
the monitor, the left and right brain balanced and we could see the Alpha waves. We left uncertain of the
significance of what had happened. Three hours later we asked James what he had been reading. He
could not remember the first piece he had read prior to the treatment, but quoted the second piece. We
were astonished as he had never been able to remember so much as a nursery rhyme.
During the following week we noticed many changes. He maintains his relaxed posture and he can hold a
steady gaze. Each day he increases his reading speed and his eyes no longer flicker. He has produced
essays for school which bear no resemblance to his previous work. He is making sense and, as his sister
remarked, is "Coming out with all these big words"! He says he feel more coordinated and can concentrate
much longer.
Nine days after his first experience with Brainwave 1, James was given another EEG and further tests
before more Brainwave 1 and another EEG. I was able to see the remarkable improvements myself and
the speed at which James' brain is adjusting. He can put himself into Alpha - what an achievement!
It is very early days and James has a lot to learn and will have to change the habits of a life time. But he
has already grown six foot in confidence knowing he can now make the grades and will no longer be
regarded as "bottom of the heap" at school.
I personally will always be more than grateful to Sean and the Alphalearning Institute for, literally, giving
James a life.
Mrs. P. Douglas
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Julia Lowes
England
The history of a dyslexic (age 26):
When I was born apparently it was a very difficult birth from my mother and there were problems.
Eventually I was delivered by cesarean section. There was a lack of oxygen in my brain. Thats where this
brain damage comes from.
When I was dyslexic and where the early memories started to go wrong is when I was about 4 or 5. I had
been doing quite well in my primary school and then all of a sudden they put me up an extra year because I
had been doing so well and then a lot of things went wrong. I had a lot of problems with reading.
My first real memory was when my mum took me to have my eyes tested to make sure that the eyes were
not the problem. Thats why they suddenly thought I was not doing very well at school. The doctor told me
that I had bad eyesight and I would have to wear glasses and so I would have to stop riding horses. Well,
being a little girl and being told things like that I virtually threw the spectacles in the bin. I remember my
mother asking the doctor, and saying boys that wear glasses dont have to stop playing football. The doctor
said, yes, they should stop. My mum didnt really believe it, so she took me to quite a few specialists in
London and there wasnt much of an eye problem. There was a little problem but not a big thing with my
eyes.
I dont really remember much at that age, but I do remember coming home with words where every time I
got them wrong or couldnt read them, I had to put them in a little box. I would have to go over and over
and learn them but it never really helped. Then we moved and I went to a new school and my parents got
divorced and my mother moved back to where she was brought up and I went to the same school she did
and I enjoyed it there, but still had problems with the reading.
They suggested that I went to the childrens hospital in Great Ormond Street, so we went there. A lady
doctor, Dr. Lodascher, diagnosed me as a dyslexic at about age 8. She suggested a few things for school and
everything was going pretty well. And then the school, when I got to the age of 9 or 10, said to my mother,
Sorry, I think we cant take your daughter next year because she really needs to go to a proper school for
dyslexia. They didnt feel that they could help me much, which was fair enough at the time, but I felt like
that even though I had been struggling, nobody wants me anymore and I tried school and was failing.
We looked at many schools and they came up with this one school in Eastbourne called Chance Hall. It was
a boarding school and I dont think I ever really wanted to go there, but it was for the best for the dyslexia. I
didnt want to leave mum and I didnt want to leave home, but anyway I went there. And from the first day
I absolutely hated it. It did have a special dyslexic unit there, but I dont think it ever really helped. I hated
it, I was so unhappy there.
My mother tried to take me away but my father took out a court injunction for my mum to make me stay
there. Mom had me coming home every weekend in tears, but wanting to go back to school. I remember I
really hated it. I can see the place now. I used to dream about running away and going away. I was there a
year and then they moved me up and I was the only girl in my class.
Boys teased me like you would not believe. Dont play with the dyslexic - she might be contagious!
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They made it quite obvious that I sort of stuck out amongst the others, I felt I was such an odd person and
why was I such an odd person. Nothing made sense. Then eventually my mother managed to persuade my
father to let me leave and I did leave.
We had great problems trying to find a new school. I felt that I had done something wrong, that somebody
was punishing me for doing something wrong, and for all the trouble I was causing my mother. I was a
very, very unhappy little girl and mum couldnt find a school so when I was 10 1/2 or 11, I had a private
tutor for a year, which helped a bit, yet I always felt like an odd person out. I never really made any friends.
I was always alone somewhere and it was like somebody punishing me because I had trouble with my
reading. It made no sense. The tutor and I got on very well and so we started to make progress.
Mum eventually found a lovely school in Surrey, and I went there in March when I was 12 in summer, and I
absolutely loved that school. It was only a small school, about 23 people or something, mixed, and the
headmaster became the father that I never really had. I loved him and it was such a lovely calming
atmosphere that I started to actually enjoy school and I made a lot of absolutely lovely friends there and they
had horses and I could ride horses and still be happy and do well at school. My reading and dyslexia got
quite a lot better. I was there for a year and a term and then I had to leave because you can only stay up
there until you are about 13.
Then I went to my local state school, which was trouble after I had always been in private schools and
talked with a posh upper class accent. I got picked on because of my accent and because I had been to
private schools.
My first year memory of that school was sitting in the class that first day. It was an English class, and they
were going down the room asking people to read out loud and I can see me now sitting there getting more
scared and more scared, tears rolling down my cheeks waiting to be picked on, so frightened. Even talking
about it now for me brings tears to my eyes.
I was so scared, when it came to my turn I collected up enough courage to say to the teacher, You know I
am dyslexic, I shouldnt have to read this, this is wrong. And she said We know nothing about you being
dyslexic. So I had to tell all my teachers. I had to stand up and be made a right fool of, to tell everybody I
was dyslexic. I hated that place, but I only had 2 years left so I struggled through.
Eventually with my mothers battling and help, I managed to get some extra help because they didnt think I
was bad enough, because I wasnt stupid. Being a state school, I didnt really take it all in. I was more
intelligent than the local village idiot, as it were, you know the people that didnt do well at school. But I
knew I could do better. When I had things read to me, I was getting top grades, but when I didnt, I was
always falling back.
Eventually my mum got me a private teacher for extra reading lessons. I had a very nice teacher who I
loved and she and I got on really well. Then it got towards my exams in the fifth year in my math class (my
maths had always been very good which no one could really understand).
Looking back on it now that I understand brain damage, it made sense. They made me stand up and then the
teacher said this girl cannot take her O levels maths because she is dyslexic and she cant read the paper so
she will fail, we will have to put her in a low level.
All my classmates were doing the exams and I felt like such an idiot and a fool. It was so frustrating
knowing that I could do it if only somebody could read me the paper, because I was good at maths. It was
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like banging your head against a brick wall knowing that you can do it but it is just that your reading is the
problem.
I knew that I was smart. My mother always said that if you could have a little mouse to sit beside you to
read everything you would go on and finish and go to college. Just before the exams started I didnt want to
talk about college. I thought no way, as soon as I left school that was going to be it. I was out of there.
Anyway, going on a few more months, my mother, my private tutor at the last school and my remedial
reading teacher all got together and eventually they managed to get a reader for me during the exams and
extra time in my exams. If I had been in a different school area, I could have had a writer as well and had a
whole lot more opportunity, but it seemed political problems in the school were such that I could only just
have a reader.
I felt quite guilty because there was another boy in my English class that was worse than I was and because
his parents didnt fight for him he got nothing, he didnt get any help at all. It always got to me that, because
I always felt that if I didnt have my mother and the other people behind me I would have been like him.
Anyway, I struggled through the exams. I did quite well and it finally came time for me to leave school and
I was very glad to leave school and at long last I could stop feeling inadequate. I did feel that I did not
belong anywhere because I was intelligent but I was put with the real idiots, I mean that sounds an awful
thing to say, but that is what I felt like. I just didnt want to know about school for a very long, long, long
time. I always said about a year later when I was happy and relaxed and my mum said as well when I was
happy and relaxed it would come a bit more.
Over the years after leaving school and when I went to Australia I felt that it did improve because I had to. I
was happy and I said stuff it, who cares if I am dyslexic, it is something Im living with and who gives a
damn, you know, who gives a damn and that attitude helped me as well to tell more people.
It was only when I left school I felt actually comfortable telling people, like telling my new bosses, please
dont ask me to insert a clause or something because Ill ask you again cause it will get written down
because my reading was not so good because Im dyslexic. And I could tell people and I felt comfortable
telling people. But that was 8 years after I had been diagnosed and now I can talk about it like you wouldnt
believe.
Things got a lot better over the years and last year (1995) in October, I did a course with Sean Adam at the
Alphalearning Institute and as the letter I wrote them shortly after the course says;
Dear Sean , Thank you for your help. I am doing my exercises and have read over half of my
book. I cant thank you all enough for what you have done for me. It has opened a whole new world
It is very difficult to now know where to start and in which direction. They say life begins at 40 but my life
began when my brother found you and backed me into a corner to say yes to go to Seans school
My boyfriend, mum and other people and the people I work with could not believe that I was the same
person. I now have confidence that I have never felt before. Hope your trip is going well and hope you help
more people. I will keep in touch.
Julia
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That was a year ago and now I have read another book and Im halfway through the second and I actually
for the first time in my life enjoy reading. I think of going to bed now and Ill read two pages, OK, its not a
lot, but Im actually wanting to read and Ill go into book shops and it doesnt fill me full of horror now.
Im even beginning to enjoy it.
I went on holiday before Christmas and I used to get quite bored, but I always managed to mingle and do
other things when other people were reading, but looking back I dont remember what I used to do when I
couldnt read. I took my book, went down to the beach and read a couple of pages and then read to my
boyfriend and he couldnt believe the change in me. Just after 3 days with Sean.
I cant thank the Alphalearning Institute enough, and I still cant. I hope if I can help other people by
writing this letter, I hope to God I can, to save the pain and the agony so that other children, you know, they
dont have to go through it like I went through it.
My mother was always great, my father was not very helpful. I can remember my granny grabbing hold of
me and sitting me down when I was about 12 (shes dead now) and saying, I had to study at school and
work hard to get good grades, and like I hated her for the pressure that she put on me. Now that I am a lot
stronger person, I can forgive her, but at the time it was such a battle.
I hope I can stop one person from going through this trouble and the anxiety that I went through. That
would make me really happy.
Thank you very much Sean. Yours sincerely,
Julia Lowes
FOOTNOTE: Julia continued to work with her own Brainwave I and decided to become an Alphalearning
Institute instructor specializing in treating dyslexia. She has improved her reading speed from 3
words/minute to 250 words/minute (the average college graduate only reads at 225 words/minute). She can
be contacted through the Alphalearning Institute in Lugano, Switzerland.
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DR. H J H RICHARDS
Spain
My Dear Sean,
During a visit to my daughter in Hong Kong, I was impressed by a report in a Sunday Newspaper
Magazine describing the research and results behind your Alpha Learning Institutes success.
My wife and I joined the Alpha Learning course. We hoped to learn how we could help our two
grandchildren, aged 18 and 15 years.
Child psychologists diagnosed both boys as being dyslexic. The older was less disadvantaged than
the younger, who also suffered from severe A.D.D., walked with a right foot toe-in gait and had little or no
co-ordination. Though a polite and charming young man, he was prone to occasional temper tantrums, no
doubt the result of frustration. As a result of a pre-natal trauma he had brain damage, for which a specialist
at Great Ormond Street Childrens Hospital, London, was monitoring him.
An orthopedic surgeon seriously considered correcting his walk with a caliper, eventually deciding
against it. Medical specialists and child psychologists held out no hope for any academic success and
advised my daughter he would never be capable of sitting any academic examination.
I admit we were skeptical of the seemingly miraculous claims we read about in the report. As a
family we had tried everything we could think of. My son-in-law had been particularly supportive of his
step-sons and had spared no expense with special boarding schools, extra lessons, tutors and so on. My wife
and I joined the course prepared to give it a try, but steeling ourselves for another disappointment. In the
event, it was a revelation. The personal benefit to us both was considerable. The improvement in the
younger people, brought by their parents, was almost unbelievable. We determined that our grandsons must
be given the chance to meet you.
Our grandchildren came with us and joined the Alphalearning Institute course. Your charisma and
fun style gripped them immediately. After only two days the younger boy walked perfectly, without even
realizing it! His balance improved and his attention span was incredible. His enthusiasm was infectious.
He met Sam, a delightful young lady who, with your help, had recovered from severe dyslexia. She
explained to him how you had changed her whole life. He was very impressed!
At the end of the course you asked all participants to write down their comments. He was
embarrassed because not even teachers who knew him well could read his writing. He wanted to dictate his
remarks to his Grandmother, who gently told him he must write it himself. He was astonished and
overjoyed to find he could write legibly, and that we could read it without difficulty. This may be very little
too most people, but it was a colossal milestone to him.
Back to school in England, and the acid test. Was this improvement a temporary phenomenon? It
was not. His work improved dramatically. When he felt his concentration going, he quickly put himself
into the Alpha state and was alive and interested again within seconds. His end of term report was excellent.
He spent three weeks with us at our home in Spain. Of his own free will he worked solidly for four
or five hours each day, catching up with work previously unfinished or not understood. For someone so
severely disadvantaged, this improvement in concentration, ability to learn and memorize is
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difficult to comprehend. With his new-found confidence, much better co-ordination, his temper tantrums
are a thing of the past.
A measure of the improvement can be seen in his G.C.S.E. results. For a boy who was not expected
to achieve any academic success, 2 grade B, one grade C, one grade D and one grade E is highly
commendable.
His parting words as he left Hong Kong to take up his place at his new Sixth Form College were I
can do it and I will do it. And it is all thanks to my family, but especially to Sean Adam who made it
possible. My wife and I say Amen to that.
The older boy is now at University. He, too, practices daily the simple routines you taught us. He is
a happy, well-adjusted young man with great potential. He is the first to acknowledge the help he has had,
and is still getting, from Alpha Learning.
Helping other people has been a bonus for us. We have had first-hand experience of how the system
has cured irrational, uncontrolled temper, leading to peace and tranquillity in a home; how chronic pain has
been relieved; how a young professional man has been brought back from the edge of a nervous breakdown
- the list is long and grows weekly.
Having retired from a lifetime in Education, I greatly regret this research was not available when I
first qualified. It would have enabled me to be much more effective in my chosen career. I would have
made sure that all my teachers were qualified Alpha Learning practitioners. Personal experience has
convinced me that A.D.D. and dyslexia can be overcome easily and quickly and need not be the scourge of
young people in the future as they have been in the past.
Our most grateful thanks to you, Gina and all associated with you in this great venture.
Yours sincerely,
(H J H Richards, BA, MA (Ed), Ph.D.)
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Section 8 PRESS QUOTES
MRS. WENDY LEES

ENGLAND
Mr. Sean Adam
Dear Sean,
The results of the Brainwave I system have been so amazing that I am writing this letter in the hope that
more families can be helped as we have.
The Dream Machine - Brainwave 1
Our second son, James, was born in Zimbabwe in April 1963. He had had, as the doctor told my husband, a
very rough passage. So rough, in fact, that there was blood coming from his nose and ears and there was a
dent on the side of his head. His face was swollen and bruised. He had been a face presentation and had got
stuck behind my pelvis.
When I had our first son we were living in Malawi and I had an episiotomy that needed 26 stitches to help
him through and he was absolutely fine. Our baby was going to be delivered by Caesarian section but,
because of trouble in the country where he was born, it was too late for the gynecologist to do this by the
time he got to the hospital.
My excellent American gynecologist gave me a letter so that, if his company transferred John, my husband,
before my next baby came along, the specialist there could see it first. We were transferred to Zimbabwe the
year before James was born and when I became pregnant I duly took the letter with me to the company
doctor. He told me that as far as he was concerned he had delivered hundreds of babies without fuss and he
was therefore sure that he could deliver mine. I was then 23 years old and did not argue and have regretted
this ever since.
When we returned to Britain we took James to the Wolfson Centre because he was physically weak, highly
sensitive and appeared a little backward mentally. We were told that the motor section of his brain had been
damaged and that he was lucky not to have lost his sight owing to the damage being so near the optic nerve.
One of the specialists said that one day, and he had no idea when, he felt that someone was sure to
invent a machine that would be able to correct this sort of damage. What a seer!
The years went by with some difficulties, not least of all the emotional problems. James could never accept
that he was handicapped and was highly embarrassed by his rather lopsided walk, his slurry speech and his
lack of ability to improve his motor skills such as writing. He had spent years of being teased and spent
times either going out on his own or not depending on how people were treating him. He was physically
weak, so this did not help in finding any work and all he seemed capable of was either lifting or carrying and
he was not up to it. In the end he was accepted at a day centre for handicapped people of most levels and,
although he enjoyed some of it, he was not exactly happy. The only place where he was fully accepted was
at a Baptist Church were many members became his friends and still are today. Without them his life would
have been even more difficult.
One day the Chairman of our company asked me to lunch. It was a momentous meal because I met the
person who inadvertently changed our lives. She was talking about the treatment her grandson was having at
the Alphalearning Institute, for slight brain damage. I asked for further details and was given her son and
daughter in law's telephone number. We took James to the Institute after having had many telephone
conversations and correspondence with the Alphalearning Institute before his visit.
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Mr. Sean Adam and his team at the Alphalearning Institute have invented a machine called "Brainwave I"
with a wavemeter program of light and sound that helps to synchronize and balance the brain.
We were told that if there were to be an improvement it would be noticeable within hours. On the first day
we left the Institute in the early evening and kept looking at James. Later we went to a restaurant with some
friends who had come to the Centre with us with their son Nick. Yvonne said that she thought that James'
speech was clearer. John and I thought so too and were thrilled that someone else had been the first to point
it out. However we didn't have long to wait for conclusive proof as the very next day, after additional
treatments, en route home, we were at Schiphol Airport and approaching a steeply descending escalator and,
in our normal way, i.e. catching hold of James to steady him, when, without a word, he got on without any
help as if he had been doing it all his life. I must add that he was also carrying his suitcase. John and I nearly
fell down the escalator with shock. James marched ahead of us and proceeded to climb down a very steep
marble staircase, again unaided. We realized then and there that the treatments had worked. Within a
week or so our own Brainwave 1 arrived at our house and together with a compatible computer was set up in
James bedroom.
Mr. Adam told us that James had a high IQ and his brain could be restored. This is becoming more obvious
as each day goes by. There is no longer repetition when he speaks and he is able to cope with problems that
to others seem simple but to him were previously vast. For instance, carrying a t ray over an obstacle
seemed to cause him much frustration and anxiety before whereas now he just does it.
James has just came into my office with a cold drink for me and read this over my shoulder. I asked him
how he now felt and he said much more alert and less frightened about doing things on his own. He was
delighted that he could get his words out quicker and he found that people understood his speech easily now
and he had less cause to repeat himself.
His physical appearance has also changed. I asked Mr. Adam what was going on as several people had said
that James was changing in looks and looked so well. He explained that his circulation had improved and
this showed up, not only in skin tone, but also took away the dark circles round his eyes.
James has always looked thin and underdeveloped in his arms and hands but now there is an enormous
improvement in these as well. His toes, which were curled, are now straightening. Previously when he lifted
weights of any kind his back ached for ages afterwards. This does not happen anymore and we have to keep
on reminding ourselves that it was only a few weeks ago that he had his very first treatment. James has a
curvature of the spine and has always had backache, but for at least 3 weeks he has not been troubled by it.
James father, John went into one of our local shops and an assistant, who has known James for years, said
to John that unless she had seen it for herself she would not have believed that this change could have
occurred. This invention surely must be one of the most major breakthroughs in modern times. With this we
fully agree.
The telephone has just rung and it was my friend Yvonne who said that she was so thrilled by the changes in
James and that his speech just gets better and better and ended with and he looks so good too".
James now works daily on his computer and we are sure that, given time, he will find work. In the past,
before the Alphalearning Institute treatment, both John and I had this constant nagging worry about James
after we had gone. This no longer worries us because now James has a future, thanks to the skills of the
brilliant Mr. Adam and his amazing team. We would not hesitate in recommending the Alphalearning
Institute.
Wendy Lees
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Mrs. Lindsay Lambert

Hong Kong
Dear Sean and Gina,

Thank you for the beautiful layette you gave to Tristan, a lovely thought. He
is a very good baby, well at the moment he is, but its early days yet!
Ben is doing so well with the Wavemeter. We put him on it between 8-12
times a day, and at sleep times we give him 10 minutes of Delta 4 ways, all of which he
takes in a very relaxed manor.
Both Amy - myself have noticed he is much more alert especially towards the
T.V. He seems to be more mobile, rolling all over the floor, staying on his back for
relatively long periods, compared to before. His sleep pattern was altered to the better,
about 85% of the time sleeping through the night as opposed to about 40% of the time
previously.
His EEGs have shown a great improvement, again all of this I feel is due to
the fact he was still and relaxed, not crying and fighting it. He generally seems a lot
calmer.
We will keep you posted on his progress
Thank you again for Tristans lovely outfits.
Kindest regards,
Lindsay (kiss kiss)
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WORLD PRESS QUOTES

From just a few of the numerous articles written about
Alphalearning and Brainwave I
: Evening Standard - U.K. - New innovative tehniques
: International Hypnotherapy Conference - U.S.A. - We have been shown a most magical
vision - your talents are extraordinary
: Midweek - free thinking journal - U.K. - To correct bad habits has normally taken quite a
lengthy training. With Alphalearning brain training can be reduced to just a few sessions
: RASP - educational journal - U.K. - Less pain, more gain with a turbo charged brain
: Going Live - electronic information journal - U.K. - J. McCarten tested Alphalearning to stop
chewing fingernails - Did it work? I can only give a resounding YES! My hands have not
been anywhere near my mouth since
: Executive Secretary Forum - U.K. - The amazing potential power we all have in terms of
untapped abilities can be unlocked if the right key is used. Adams innovation in
learning skills and changing habits have led to a revolution in learning techniques using
the Alpha states
: Whats New in Training - Belgium - State of the art advances have been synthesized in the
Alphalearning training. The Alpha state instantly creates synchronization of the left and
right hemispheres of the brain which allows total concentration and total recall
: Management Centre Europe - Belgium - Your course was awarded a rating of 18 out of 20, an
MCE record - well done!
: Oval Table Conference - Belgium - The revolutionary learning techniques of
Alphalearning can help executives on an individual or group basis
: Management & Resources Report - Belgium - With the help of Alphalearning most people
will learn a lot, and quickly. From this writers personal experience, the Alpha state is a
nice place to visit. You can relax and find that the inner mind is probably the most
peaceful place on earth. The next time work pressure builds up, take a 5 minute trip to
Alpha
: New Edge Electronic Conference - Holland - The producers of Lawnmower Man - a 1991
movie about transforming the brain with light and sound - We thought we had produced
a science fiction movie, however, after seeing a demonstration of Brainwave I, we realize
we produced a documentary ahead of its time
: Forbes - Worlds No. 1 Business Magazine - Speed reading like a world champion - and more.
How a decision maker in the flood of information can become the Master through
electronically supported brain training with Alphalearning equipment
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: El Pais - Spain - Sean Adam is a scientific visionary
: The Mind Map Book - A reference text on brain training - U.K. - Thanks to Sean Adam
for his enormous personal support and his 10 year commitment to the project
: Synapsia - The international brain journal - U.K. - Brainwave I - Nautilus equipment
for the brain, the result of 4 years research. Neurosurgery with light and sound waves
is now a reality
: Buzans Book of Genius - The definitive text for mental world records - U.K. Alphalearning Institute graduates sweep the world records in speed reading - 1st place
and 6 of the top 10 readers have been trained by the Alphalearning Institute
: Brabant Bits - Electronic Journal - Holland - Computor aided brainwave control is
now possible with Brainwave I
: Wave - Science Journal - Holland - Slimmer smarter and better...in 12 minutes. With
the superbrain machine Brainwave I you can read faster and increase your IQ
: Sunday Morning Post Magazine - Hong Kong - Can a machine really make you
smarter? With the modern world heading for information overload, the human brain
could do with an upgrade. The Alphalearning Institute might have found the answer
with a machine that can cure everything from brain damage to dyslexia and poor golf
handicaps
: GEO Magazine - Korea - The computor is the new guru. The new Brainwave I brain
trainer can alleviate and even cure a wide range of brain disorders - dyslexia, autism,
Attention Deficit Disorder and others. It can achieve rapid and dramatic increases in
intelligence and reading speed, stress management and sporting performance
: Avant Garde - Modern life Magazine - Holland - Electronic mediation is here now!
: EGO 2000 - Brain Journal - Holland - A remarkable device this Brainwave I. Its the
combination that does the trick - first ones brainwaves are measured with an EEG, and
then the brain stimulation with computorized light and sound. Spectacular results
have been achieved
: How To Pass Exams - Textbook on learning by D. OBrien - World Memory Champion The implications of the technology that has been developed by the Alphalearning
Institute are enormous. I believe their work to be a major breakthrough in the
evolution of human intelligence, and predict that by the turn of the century every
school, college and university in the developed world will have access to this
technology and that it will be a requirement of industry that its workforce use it
: National Geography Magazine - Taiwan - in a 26 page color article in Chinese - Its
important that society takes Adams claims seriously, simply because, if true, they do
indeed represent a new era of medical treatment and education. Many conditions that
are currently hard to treat - or only by using damaging drugs - could be alleviated.
Hundreds of thousands of children struggling in school could be helped. And, in an
age of increasing stress, violence and ecological destruction, we could all use some
wising up.
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FORBES
PETER JAITNER
"ORIGINAL RESEARCH ARTICLE"
Translated from original German text.

Speed-reading like a world-champion - and more. How a decision maker in the flood of information can
become the Master through electronically supported brain training.
SPEED READING: DURING SEMI-SLEEP THE DORMANT CAPACITIES ARE AROUSED.
Since their time is more limited and more precious, company top-executives use innovative and unorthodox
methods for increasing the efficiency of their mental abilities. The latest invention in mental body-building
is Alpha learning, with the primary emphasis on Speed Reading. It is being taught by the master himself, the
world champion of Speed Reading, Mr. Sean P. Adam the Research Director of Alphalearning Institute.
Adam can manage 3,850 words per minute; the upper limit lies in the region of 5000 words per minute. But
that could change any time now.
Although it often only takes a few hours, the results are incredibly encouraging: the powers of concentration
of the managers who undergo the Alphalearning Institute's brain training course increase by up to 400%.
such outburst of mental power are most evident during the course of "Speed Reading", one of the aims of
the course. In order to test their individual reading performances at the end of the course, the participants
are given samples of widely known standard literature for managers.
For those who are pressed for time, the number of memorised words per minute are being counted after the
reading (on the basis of spontaneous talk i.e. questions posed by the examiner, mental notes of the
participants who have undergone brain training before the check-up).
Reading without being able to remember what one has read is useless, so when it comes to speed reading,
memory is the decisive factor.
THE BRAIN IS BEING ADJUSTED TO THE RIGHT WAVELENGTH.
For this purpose, the brain - by means of a special computer program - is "tuned" into a state of deep
relaxation required for studying. It is all run through a black box called the "mind machine", connected to
the personal computer, emitting light and sound pulses at the required rate through LED-eyeglasses and
headset that the students wear during the seminar.
The principle is called the Frequency Following Response. In addition to the Alphalearning Institute's
instructions regarding the correct sitting position when concentrating, or reading using the most effective
reading techniques, this Frequency Following Response is the basic part of the brain training course. There
are reasons for this. Brainwaves can be measured by EEG and - according to their frequency range classified into four main categories:
Beta waves (frequency range: 14 Hertz) that occur during waking hours, causing stress and irritation, but
which are at the same time the foundation for logical-analytical thinking.
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Alpha waves (7 Hertz): especially active during relaxation phase between sleeping and waking, making
possible thinking and learning.
Theta waves (4 Hertz): during sleep and similar states of rest (meditation); creating imageful dreams,
furthering inspiration, imagination and creativity.
Delta waves (2 Hertz): during dreamless i.e. profound sleep.
Training the Alpha and Theta waves is at the forefront of the Alphalearning Institute's brain training course,
since the powers of learning and concentration are at their maximum in the relatively relaxed frequency
range of 7 Hertz, and the memory functions best at 3 Hertz (just before the sleeping phase).
Such a state - approaching somnambulism - is characterised by low brain frequencies (3 Hertz or less), a
circumstance, by the way, also taken advantage of in hypnosis techniques, where brain wave frequencies are
not being measured through an EEG however.
Sean Adam (who is able to read a book of 300 pages in 24 minutes) says about this: "We only wanted to
dissuade those people from smoking. But at the same time we found out that the outcome of our research
applied to other areas of learning and behavioural change as well".
He himself started reading at the age of four (encyclopaedia instead of comic books). It was his mother who
taught him to read, he remarks, showing his gratitude. After his studies, Adam busied himself with the
physical training of his eye muscles and with mental training through meditation techniques. For the last two
years, Adam has been teaching his "pupils" - executive staff of large companies - how to check and
influence their own brain status.
Under the guidance of Adam, astonishing gains in mental abilities were registered among these students.
Thus the measured reading/memory values of 350 executives (from 100 different international
companies)who have undergone the Alphalearning Institute's brain training over the last two years,
increased by 200 to 400%.
Those who entered the course with a reading rate of 255 words per minute, left with a rate of 793 words per
minute (on an average). And; reading faster means understanding better, being more concentrated and being
able to remember things better. It also means saving time: whoever can process 750 words per minute, is
able to finish a book of 300 pages in just two hours (normally that would take about 6.5 hours of reading
time).
To the Master, all of this is no reason for astonishment. Manager-trainer Adam: "Reading is a physical
thing. The co-ordination of the eyes and the brain are the key to speed reading".
Better performance, less tension through stronger powers of concentration.
To managers, speed reading is not just a competitive sports event: whoever is able to read, take in, process
and remember information faster, has more time available for other things, and is, therefore, ready to take in
more information and less likely to be "overloaded". Since knowledge is power - in our information era
there is no reason for doubting that statement - speed reading is certainly one of the most effective methods
to achieve faster and surer decision making. The Alphalearning Institute's training methods have even more
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positive side-effects, such as stress reduction and an increase of self-confidence and mental; efficiency in
general.
Thus becomes clear what Adam once said about learning problems: according to the psychologist, these are
rooted deeper than sex problems. As a remedy, the Alphalearning Institute presents an electronic aid - the
"mind machine". According to them it will guide the trainees into the right "mental position" for learning
properly.
LEARNING HOW TO LEARN
TO SOME EXECUTIVES THIS MEANS A SLIGHTLY NEW APPROACH.
THE PERSONNEL MANAGERS RESPONSIBLE FOR THE BRAIN TRAINING OF THE

EXECUTIVES OF HENKEL KGAA IN DUSSELDORF, ICL IN HOLLAND, AND RAYCHEM IN
MUNICH GIVE THEIR ACCOUNT OF THEIR EXPERIENCES WITH THE ALPHA LEARNING
METHOD.
VIJAY KOTHARI, INTERNATIONAL MANAGEMENT TRAINING, HENKEL KGAA, GERMANY:

"We invited the Alphalearning Institute to give a demonstration of their method. This was inspired by an
exceptionally positive feedback from two mangers who participated in their training. We had the impression
that we were dealing with a promising method to increase the reading speed of managers considerably. this
way we could contribute to a better time management, stress reduction, and an increase in efficiency. In
view of this, we successfully organised a pilot seminar and a number of other seminars as well. The
participants were able to increase their reading speed, sometimes considerably, often by 300% or more.
And this was not a short-term success. The seminars will be continued".
JAN WILLEM VAN DEN BRANDHOF, PERSONNEL MANAGER OF ICL HOLLAND:
"ICL believes strongly in the development of staff.
For that purpose considerable amounts of money are spent on training and education.
In order to accelerate the learning process, the Alphalearning Institute conducted several brain training
and speed reading pilot courses within our company. The entire management team, including the CEO, has
been trained. So far, the result has been positive.
Not only is Sean Adam the record holder for speed reading, he also developed a unique method for
controlling brainwaves. This makes it is possible to train the brain with a view to optimal learning,
acceleration of the processing of information, stress reduction, and an increase in creativity.
We plan to go ahead with this radically different way of training".
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THOMAS JAHN, CEO OF RAYCHEM GERMANY:

"Seven executive staff members of the Raychem company attended a seminar entitled "Learn How to Learn"
by Sean Adam of the Alphalearning Institute.
One part of the seminar concerned "speed reading", an important asset in increasing productivity on a
management level - the flood of printed information is hard to get the better of, to be sure. The success that
has been achieved with these exercises is very impressive indeed: on an average, the reading speeds of the
participants tripled. By using the same techniques, they could even increase their reading speeds further
after the course had finished.
Also impressive is the simplicity that characterises both the exercises and the resources. Important for speed
reading are: correct sitting position, correct breathing, the use of a felt pen as a pointer (while reading), as
well as making a clear distinction between taking in information and processing it. Concentration exercises
and training of the eye muscles were other important preliminaries to this exercise. Raychem began the
seminar as an experiment. After their experiences it became a very positive experiment.
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SYNAPSIA
THE INTERNATIONAL BRAIN & INTELLIGENCE JOURNAL
SPRING ISSUE 1994
BRAINWAVE 1:NAUTILUS EQUIPMENT FOR THE BRAIN

In 1989 it was discovered that it is possible to train people to control their own brain waves - very precisely
and within only a few days. The Alphalearning Institute was at the forefront of research into this field and,
by August 1989, they had developed rudimentary equipment to accomplish this. One of the first brains to be
trained with this new system was Tony Buzan's who then, on behalf of the Use Your Head Club, became
instrumental in arranging funding for the project. Sponsoring groups have included the American
Management Association, Raychem, ICL and Henkel. The result of four year's research is Brainwave I,
which has just been completed.
October 1989, Harley Street, London. Research by a group of psychologists meeting at Regent's College led
to the discovery that the brain was digital, not analogue. It was primarily electronic frequencies that affected
the state of mind and particularly the balance of the brain and body. Within a year techniques had been
perfect to enable an individual to duplicate - at will and on command - any desired brain wave frequency.
Four major frequencies were utilised.
Beta - 14 Hz for external attention and decision making.
Alpha - 7 Hz for learning and concentration
Theta - 3 Hz for memory and creativity
Delta - 1 Hz for relaxation and pain control.
Over the past five years extensive testing has been conducted on over 500 business executives and
professions. The primary objective was to create a brain wave training system to maximise their abilities to
read and remember the ever increasing pile of printed data moving across their desks (and computer
screens).
That objective was achieved. An overall average increase of 300% in reading speed (from 250 words/minute
to 750 words/minute) in only 5 days of training one hour a day. Comprehension and memory were also
improved.
Then - Along Came Pyotr!
A 17-year-old man with mild paralysis on the right side due to a fall and concussion at age three attended a
student's course on advanced learning and study techniques.
When he was trained with the optical acoustical equipment to achieve a left-right brain balance at 7 Hz he
appeared to become nauseous for 10-15 seconds and then became extremely relaxed.
At the end of the 12-minute session he was able to stand equally balanced on each foot (he couldn't stand on
the right foot before) and to exercise a firm grip with his right hand. That was the summer of 1992 when
over 250 executives had been tested with the equipment and since none of them had obvious brain damage
nothing similar had occurred. Event noted with interest.
Then - Along Came Sofie!
A 16-year-old girl with her left side paralysed and left arm convulsive from age two days due to lung
collapse and oxygen loss to the right brain. In a wheelchair for 16 years.
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Her father had heard about Pyotr and wished to try the Brainwave I with Sofie. This was in early 1993.
After the first 12-minute session the convulsions in the left arm were well under control. Within a month she
was able to go in and out the wheelchair alone. For the first time in 16 years she could take herself to the
toilet.
Now over a year later positive side effects have been discovered in both cases - their physical and mental
strengths continued to improve: Pyotr - IQ 75 up to 100, Sofie IQ 85 up to 135.
See future issues of Use Your Head for full stories of these two remarkable children and the five more
similar cases that followed.
The past is again confirmed in the present. From Ancient Greece, mens sana corpore sano, the health of
mind and body are inextricably linked.
Then - Along Came Harry!
The eighth case occurred in February 1994. It was a two-year-old who could barely speak and had no idea
what to expect. Therefore, any 'placebo' effect was eliminated.
See Harry's story below in his mother's own words.
It was all too much to comprehend. I had come hoping for advice as to how best to help
Harry and, instead, it seemed we would be leaving with nothing short of a miracle.
When he was aged around six months I started to become slightly concerned about Harry. Try as he might
he could never quite reach his right foot to pull his socks off. He could never suck his right toes. Little
things - nothing really to worry about.
At ten months he was pulling himself up and I noticed the toes on his right foot were curled and his ankle
was collapsing very slight. Luckily we have a very supportive doctor who was sure there was nothing wrong
but that there was not harm in him seeing on orthopedic specialist. Harry's feet were X-rayed and, though
slightly different, were declared normal. His legs were identical.
At fourteen months Harry began walking but, as the walking progressed, the early stumbling didn't
disappear. The right ankle seemed to roll inwards, the toes remained curled. Harry developed a limp.
I asked to be referred to a physiotherapist who immediately noticed that Harry's right arm was not
functioning correctly either. The problem seemed to relate to the right side of his body and so she referred
us to a pediatrician and foot specialist. Harry's shoes were adapted in order to counteract the tendency of
the right ankle to collapse inwards and this seemed to help his balance.
The pediatrician explained that Harry's problem was caused by a small blood clot on the brain during
pregnancy. His disability was mild and would never get worse but we were terribly upset and I felt horribly
guilty thinking I must have caused it, despite being told otherwise.
Harry began to see the physiotherapist and an occupational therapist on a regular basis and also found his
own ways to cope with the problem. Unless people knew, they didn't notice his limp and stiff arm, which
tensed up while running. To me it was obvious and I felt tremendous frustration. I sensed that Harry's
problem could be fixed and that there was someone who should be able to help if only they could be found.
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On February 14th my husband Peter returned elated from the first day of a course on learning conducted at
his work by the Alphalearning Institute. As he enthused on and on, I began to think that perhaps this man
could help Harry in some way. I told Peter he must speak to the instructors about our son and, three days
later; Peter rang home saying they would like to see Harry that evening
As Harry's problem was a left brain/right body problem the instructors thought it was unlikely to have been
caused by oxygen starvation, as this would more commonly be associated with damage in the right brain.
More likely was a knock on the left side of the head at some stage. I had a number of falls during my
pregnancy, one of which was particularly heavy, and there was no doubt in my mind that Harry's brain had
received a knock and the instructors had told Peter that it was very likely that this could be treated.
That evening we took Harry along to see them. He was attached to an EEG brain-monitoring screen, which
registered an active imbalance between right and left brain while he was drawing. He then sat by the
Brainwave I machine with glasses on his head and synchronized sounds on earphones. He was perfectly
happy and relaxed and could take them off at any time - which he chose not to do. The entire sequence took
just twelve minutes.
Immediately after this we explained our concern about the muscle wastage in Harry's foot due to the
peculiar way he holds it. The instructors asked us to remove his shoes and socks but they couldn't see the
problem. This was ridiculous; we had lived with this problem for two years and knew what we were talking
about.
They then made us examine his feet closely. They were identical!
The ankles were now vertical. We found ourselves looking at a perfect set of toes as Harry curled and
uncurled them. He then stood on one leg demonstrating perfect balance and began flexing the fingers on his
right hand as if experiencing new sensations. It was unbelievable.
I asked apprehensively how long this change would last; expecting to be told minutes or, at the most, hours.
When I was told that it was permanent, my eyes filled with tears. It was all too much to comprehend. I had
come hoping for advice as to how best to help Harry and, instead, it seemed we would be leaving with
nothing short of a miracle.
Harry was then monitored again on the EEG and this time the left and right brain readings were practically
even. We then watched his walking. His head, which would normally tilt to the left when self-conscious, was
central. His walking was as near perfect as you could get with a slight leg length discrepancy.
The Alphalearning instructor then explained how we must not encourage the right side. We must hand
everything to him with both hands so as not to reinforce a preference. He also advised us not to refer to the
now banished problem again: any references might perhaps cause a relapse. Positive reinforcement was to
be the key to Harry's continuing recovery.
The next morning Harry walked into the kitchen on perfect feet and was soon busy with his crayons and
scissors. The crayons were still picked up with his right hand and passed to the left, but he cut with both
hands and I followed the advice and said nothing. The occupational therapist had been encouraging him to
cut with the right hand but from now on there would be no encouraging of either side.
The biggest test was the trampoline. Instead of repeatedly falling, he bounced until he chose to fall. He was
thrilled at the height he could achieve now that both legs were operating correctly. At first his right arm was
held in its usual stiff, semi-bent position, but after a while he began experimenting with it. In the end he
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decided his balance was better if he dropped it to his side. He was enjoying himself so much that it was an
hour later before he came off, his feet white with cold. By coincidence we had videotaped Harry
trampolining the day before his experience with Brainwave I - his progress overnight was dramatic.
By Saturday, I was watching for improved upper body skills. His right arm was definitely more relaxed and
he ran confidently, ducking under bars and swinging round poles, enjoying his new found freedom. On
Sunday he walked around the village for the first time without tripping. He also managed to walk down the
steep hill without thinking to ask for a hand; a first -before now he hadn't been able to walk the length of the
driveway without falling. He has since continued to become more confident and adventurous and is now
experimenting with seat drops, knee drops, spinning in a controlled way and anything else he has seen his
older brother and sister do on the trampoline. He is also enjoying walking on tiptoes for the first time and
I've noticed his right foot is now more flexible than the left.
That day, 17 February 1994, will be the most important day of Harry's life. We shall certainly never forget a
minute of it.
FOOTNOTE: One year later the following note and photo was sent to the Alphalearning Institute.
Dear Sean,
Here is a recent photo of Harry.
Not bad for a kid who couldnt jump before he met you. Look at the symmetry and the arms.
Love from us all, Cornelia
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The following EEGs illustrate the difference in Harrys brain before and after the BRAINWAVE I session.
The vertical scale on the left shows the minutes and seconds of the test period. The EEG is divided into two
sections, one for the left and one for the right side of the brain.
The bottom scale shows the brain wave frequency from 1 to 30 Hertz (cycles per second).
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Continuing the Project.

We at the institute fully encourage more research into this exciting new field.
Neurosurgery with light and sound waves is now a reality. Since the Fall of 1992 the Alphalearning Institute
equipment and techniques have been capable of diagnosing (in ten minutes or less) any left/right brain
imbalance, wave amplitude extremes and control lapses.
Within five minutes a custom computer program is ready to bring precisely the above three factors into
normal ranges. Then 12 minutes with only for soft gold lights flashing on each eye and soft sounds
transmitting into each ear allows the brain to experience balance, relaxation and control. The brain
obviously likes what it experiences, stores the new data and is capable of reproducing the states at will.
100% of the individuals trained have been tested in the past 16 months; 100% have experienced significant
positive changes in brainwave control and balance. Before and after EEGs were taken on all participants.
Information so far collected includes over 50,000 pages of data recorded from the brains of the participants,
over 1,300 pages of the transcripts of tape recordings of the voices, discussions and treatments and over 200
hours each of audio and video clips.
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EGO 2000
(Hollands leading brain journal)
Peak performances through Alpha brainwaves

Improved concentration and memory thanks to the application
of a brainmachine
By combining a brainmachine with bio-feedback surprising results can be achieved. The Brainwave I is a
device that works in conjunction with a PC. It was developed by the Alphalearning Institute which has its
research office in Switzerland. The Institute organizes courses and also supplies the equipment to
companies and schools. Results of this technology are a higher level of concentration, an improved IQ and
better sports results. The Institute even claims a restoration of brain damage.
Learning to learn
The motto of the Alpha Learning Institute is "Learning to Learn", an activity which Sean Adam feels is
largely underrated in our society. "In schools and universities we're taking in piles and piles of information,
but no-one really teaches us the best way to learn, let alone how to develop our 'mental skills'".
People attending the seminars of the Alphalearning Institute not only improve their memory and powers of
concentration - on an average, their reading speed increases by 300% - but their mental flexibility as well.
Therefore, learning to learn is not just for students - most of the attendants are from the world of business.
Having their decision-makers improve their performance is worth a lot to many large companies.
Speed reading while still memorizing the subject matter is considered a plus in many types of business. In
addition to that, the typical course-attendant will experience an increase of IQ of 10 to 30%, and mental
stress is reduced as well.
Meditation
A remarkable device, this Brainwave I. It's the combination that does the trick - first one's brainwaves are
measured using an Electroencephalograph, and then the brain stimulation by the Brainwave I. This a more
accurate approach than can be achieved by using conventional brainmachines currently on the market using
a standard program.
Spectacular results have already been achieved through the use of brainmachines and/or bio-feedback (e.g.
for the treatment of alcoholism, improvement of the memory, or pain relief), and thanks to just that
combination of brainmachine and bio-feedback, the Brainwave I appears to accelerate the process of brain
control and harmonization of the two hemispheres.
At the heart of many methods for self-improvement, meditation and controlled relaxation lies the Alphastate. Those who use brain technology are familiar with this notion - it indicates the mental state during
which the body is relaxed while the mind is still awake. When the brainwaves of a person in this meditative
but mentally focused state is measured, the monitor shows the fairly slow-moving Alpha brainwaves.
Alpha
This Alpha state has been associated with improved powers of concentration, learning skills and stressresistance for quite some time now. During the sixties and seventies - the Golden Age as far as
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brainwave research is concerned - the advantage of generating Alpha waves on a regular basis were
discovered. Getting rid of bad habits and acquiring new ones is easier during the Alpha state than it is under
normal circumstances.
Apart from that, the brain recuperates faster from tiredness and damage as a result of mental stress, or the
use of alcohol or drugs. It also contributes to an increased resistance and ingenuity. People who meditate
regularly were able to generate these Alpha waves by themselves quite easily. This led to the conclusion that
the advantages of meditation had everything to do with the Alpha state.
Synchrony
Apart from the Alpha state, synchronization of the brain plays a key-role. The activity in the left and the
right hemisphere of the brain are seldom equal. This usually indicates that the two central components of the
brain - one being the centre for language and logic, the other the centre for intuition and emotions - are not
properly interconnected, when the two halves of the brain are harmonized through the proper type of
stimulation, improved synchronicity will be the result, causing the brainwaves in both halves to correspond
to each other. The brain will then function as a whole instead of as two separate components. This is an
ideal situation leading to peak performances, even in the world of sports.
In addition to the left and right sections, one can also distinguish front and rear sections of the brain. The
rear section controls the visual perception (recognition of shapes, dimensions and movement), while the
front section deals with the other senses (sound, taste, etc.). these two section can be "out of synch" as well,
a situation leading in this case to a disturbed sense of physical balance and physical co-ordination, which
can only be corrected through the use of the right kind of optical acoustical electronic stimulation.
Miracle healing
In addition to the 'mental body building' for managers, the Brainwave system is also used more and more in
hospitals for treating brain damage. To a certain extent, virtually everyone suffers from brain damage,
which could be caused by a lack of oxygen or a blow on the head. Especially at an early age this could have
severe consequences for learning and reading or keeping the body in balance. With the right stimulation which is only possible after a careful examination of a brain scan of the individual - it is possible to cure
these conditions, sometimes after just one session.
The stories told by those who participated in these training sessions could easily be taken for those told in
relation to one of Jomanda's miracle healings.
There is, however, one exception - Adam's method has got nothing to do with miracles, it has a solid
foundation of scientific research.
The Alphalearning Institute calls this method a new form of brain surgery. In cases where medicines or
operations were the only possible solutions, the Brainwave I can now be used. And it is a cleaner and
probably healthier option, too.
The future in this field looks very promising indeed. Ideas about the use of a combination of bio-feedback
and brainmachines have been around for some time, but it has now found proof in the activities of the
Alphalearning Institute.
Nice to see that it is not simply the electronic device itself, but the careful implementation of it by welltrained staff that does the job. After all, the stimulation provided by the brain machine is carefully adjusted
according to the subject's brain activity. The brain machine is simply the vehicle driven by those operating
it.
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THE ALPHALEARNING REVOLUTION

Text by Jules Marshall
Photography by Floris Leeuwenberg
Copyright 1995: Jules Marshall / TCS All rights reserved
The following article was over three years in preparation and included dozens of interviews with
doctors, scientists, corporations and families familiar with the work of the Alphalearning Institute
and attendance on two of the Institutes training courses. Variations on the article have been
published in many magazines, journals and newspapers worldwide.
The computer is the new guru, declares the inventor of the latest generation of brain machine. His new
device is claimed to alleviate and even cure a range of brain disorders - dyslexia, autism, Attention Deficit
Disorder, even brain damage itself - after sessions as short as 20 minutes. And it is also said to achieve
rapid and dramatic increases in intelligence and reading speed, stress management and sporting
performance, through so-called Alphalearning.
In the Alphalearning Institute something very special is going on. Special, incredible, revolutionary - scary
even. And in the words of its research director, Sean Adam, Pretty wonderfully awesome.
Kris has spent her first seven years in a wheelchair, after oxygen deprivation at birth left her with a cortex
incurably shattered into islands of use, as their neurologist told her parents, Jan and Karin.
Kris is ten minutes into her first 12-minute session on the Lotus Brainwave I machine when she lets out a
strange wail. Its eerie rather than chilling; not, you feel, one of pain so much as of anguished release. For
30 seconds, her tiny crooked back spasmodically arches out of her wheelchair and she howls.
Bang on time! whoops Adam when she eventually relaxes. I told you the reaction would come when
she hit the green line.
All seven of us in the training room look at one another, then at Kris, then back at each other. The
Brainwave 1 is an optical-acoustical electroencephalographic brainwave entrainer - a brain machine. What
we have just witnessed was brain surgery with light and sound. And this is just one of the things it does.
Here we have a technology thats claimed to increase IQ by 10-30 points, that doubles or triples reading
speed and teaches anyone to control their brain states with a precision that has previously required 15-20
years of mediation practice - all in a single five-day course. A technology that cures afflictions from
dyslexia and autism to depression, Attention Deficit Disorder (ADD) and even physical disorders. And that
can also greatly improve sports performance, such as golf handicaps.
If even half the Institutes claims are true, the Brainwave I system, coupled with the techniques of
Alphalearning, amounts to at least a revolution in education and medicine, offering relief and
empowerment to millions. At best, it offers far more. As a species, were paddling out of the shallows and
into the full Tsunami of an information explosion. In our personal and professional lives, as individuals and
as a society, we are expected to know more, about more - and know it faster - than ever before. Change is
accelerating.
As information is generated and distributed with increasing speed, the limiting factor has become our own
brains. By any measure, the world can use being a little wiser, a little less stressed out. We are approaching
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an evolutionary bottleneck through which the Alphalearning system would appear to offer safe passage one which several hundred senior executives of Fortune 500 companies have already taken advantage.
But are half the claims true? Or all? Or none? And how can we decide? The search for answers involves a
journey to somewhere on the fringe between lunacy, philosophy, alternative medicine and science-that-noone-quite-understands-yet, as one executive who has done the course puts it.
Young Kris provides our first opportunity to stick our fingers in the wound. When she arrived at the
Alphalearning office just an hour before, she was drooling, her head swaying uncontrollably as her eyes
wandered unfocused in their sockets. All these symptoms have abated after the one session.
Relaxed - the opposite of how she normally is around strangers - her breathing is smoother, her arm and leg
movements are more controlled and her spine has stretched out. Shes unwinding like a coiled spiral, is
how her mother describes it. Its beautiful.
The change is permanent and cumulative, assures Sean Adam. With regular practice with the Lotus, shell
continue to improve. Well have her using a computer herself in a few months.
As for how a seven-year old disabled child came to be using the exact same equipment senior executives use
to learn to read faster, a little background is necessary. But of one thing Sean Adam is adamant. This is
not a miracle; Im not Christ. Nor is it just a machine, but a system. It can teach you how to wake up your
brain, how to learn, to realise change is possible.
Humans have been experimenting with what we now call trance technology for at least 65,000 years. Thats
the date of the earliest remains indicating that people danced around the flames of a fire, creating a primitive
stroboscope for observers. Bashing a log with a rock added sound, and there you have enough to alter
consciousness. Witch doctors and shamans have used such knowledge ever since. By 5,500 years ago,
Tibetan Buddhist monks had refined the system into a spinning prayer wheel through which a candle flame
flickered whilst a monk spoke into the users ear and another beat a drum. It was clear even then that lower
frequencies of flashing light and drums caused people to sit calmer and learn better.
But no one knew what exactly was happening until around 100 years ago, when the British biologist Cade
discovered that the brain emitted electrical impulses. Around 1938, German doctor Hans Berger actually
isolated a brainwave, the so-called alpha wave, with a frequency of around 7-10 Hertz (cycles per second).
Like Cade, he had to stick needles into his subjects heads to get a reading. Unlike Cade, Berger had an
unlimited number of white rats to which no one cared what happened - Jews. Bergers aim was to isolate
the learning wave. The Nazis wanted to know how they could teach soldiers to use all their new military
equipment more quickly, and do exactly what they were ordered to. Fortunately, Berger had no idea how to
replicate the wave or teach soldiers how to generate it.
The next advance in trance technology came in the 1970s, when the Maharishi Mahesh Yogi began teaching
Transcendental Mediation. The first form of mediation you could learn without sitting on a rock for 20
years, says Adam, who worked very closely with the Maharishi. Also during the 70s, the first light and
sound machines were built in California, and their interest grew in trying to teach people to generate an
alpha wave by bio-feedback.
Why alpha? Because its the state of relaxed concentration or lucid awareness. Typically, its a wave of
around 7 Hz - about 50 percent slower than the normal waking-thinking state. It allows total concentration
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and synchronisation of the left and right hemispheres of the brain; perfect for reading, listening and other
forms of information input. It also facilitates synchrony between the two halves of the brain. Synchrony, as
researchers such as Charles Stroebel and Princeton Universitys Lester Fehmi have discovered, is an
extremely powerful and beneficial state to be in. It is involved in rapid healing and normalisation of body
functions, and enhances learning rates and stress control. A balanced brain means a balanced body and
mind, it seems.
Unfortunately, it can take hundreds of hours or thousands of dollars to learn how to get to the point where
you can duplicate the alpha wave. In fact usually, says Adam, the price was everything; thats what gurus
charge to dole out secrets one by one over the years. Now, the computer is the guru, he says.
In spite of the intense interest in brain machines, after experiments with Zen monks, students and
professionals, Maxwell Cade - author of The Awakened Mind - and Michael Hutchinson in Mega Brain
agreed: it takes 15-20 years practice to generate an alpha wave at will.
The first key advance of the Alphalearning Institute was to stop messing with biofeedback and go right in
and implant the desired brainwave. Since the autumn of 1992, the Institutes equipment and techniques
have been capable of diagnosing - within ten minutes - any left-right brain imbalance, wave amplitude
extremes and control lapses.
A customised programme of flashing gold light into the eyes and soft stereo sound into the ears brings these
into normal ranges in just 12 minutes. Next, Neuro Linguistic Programming (NLP) is used to embed this
balanced state. NLP, discovered by John Grinder, is when a command or compliment from a perceived
authority figure in front of a peer group, accompanied by a physical touch or reaction, creates a permanent
mental anchor. You will now behave that way for the rest of your life, or at least until someone changes it.
This insight stemmed from the findings of a group of 40 Harley Street consultants working at Regents Park
College in London in the summer of 1989. Among them was Sean Adam, a neuroscientist, with over 30
years experience, tuning Ferraris as he puts it. Looking for a cure for smoking, they proposed that if they
could only take a patient into the theta brain state - 3 Hz - and hold them there long enough, they could take
them back to their first cigarette and ask why theyre smoking it, and whether it was still a valid reason to
smoke.
Over a three-month period, they found that it was possible to change all their subjects brain states instantly - within a few seconds. Previously, everyone in the field believed that this took 20 minutes to
achieve. Hence the ramping used by all other brain machines, gradually increasing or decreasing
oscillation between waking and desired frequency. Furthermore, it was possible to teach them in just a few
days how to control these states themselves.
Sean Adams six-year roller coaster finale to a lifetimes research was about to begin. Already it had taken
him from his roots on an American ranch through degrees in physics and higher mathematics, via two years
research into trance and mediation techniques in India and Nepal, to six world records for mental
achievement, including Worlds Fastest Reader at 3,850 words a minute (youre reading this at 200-300)
and IQ records in vocabulary and recognition and manipulation of similarities.
All previous studies on brain activity had used brain damaged, autistic or otherwise non-optimal subjects.
Adam hooked up with the European branch of the American Management Association. They tested 75
(male) top corporate executives from a range of countries and 75 (female) senior corporate secretaries - and
found the technique worked on all of them, too, irrespective of nationality.
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A four-minute electro-encephalogram (EEG) test was developed to check subjects ability to listen and
learn, read and learn, to close the eyes and relax, perform maths and the ability to make decisions. From
this, the newly-formed Alphalearning Institute isolated the precise frequencies of the various frequencies of
the brainwaves - beta (14 Hz, the normal waking, alert, reasoning state), alpha (7 Hz, receptive, learning),
theta (3 Hz, the concentrated, creating state where a new memory is stored or an old memory accessed) and
delta (2 Hz, relaxed, resting, the state used for pain control: there is no pain in delta) - that the brain could
learn.
Using an old InnerQuest brain machine - a model since discontinued - the researchers would put the
executives into a theta state and take them back to the moment as children they were reading out loud and
the teacher came along and patted them, saying Well done, Johnny. From that point on - and everyone
has one - that is the speed at which you read. NLP again, says Adam. We found a direct correlation
between the speed at which people talk and the speed they read. Italians read around 330 words a minute,
Dutch about 220, Germans 280 - and Texans about 180.
So now we just put them in theta and say Johnny, now you can read to people - thats a really good skill.
Now would you like to learn another reading skill called reading to yourself? And they go, Uh, yeah. So
we put a pen in their hand and set it moving to a metronome (the technique involves reading with a pointer)
and tell them that all they have to do to read at this speed is, when I say one, two, three and snap my
fingers, theyll be able to. And they can. Seven hundred words a minute.
Its that simple? Yes, which is why all these companies went, Oh my God, how quick can you train our
executives? Can you train them to take notes? Control stress? Be more creative? Stop chewing
fingernails? Well, it beat the hell out of me, but I said wed try.
Throughout 1991, Adam commuted around Europe training 300 executives from a wide range of companies,
nationalities and languages, checking and double-checking. On the basis of this study, three companies Raychem, ICL Benelux and Henkel - signed up for more extensive training sessions. Theyd provide the
white rats: executives with IQs in the 120-180 range. The Alphalearning Institute would experiment on
and train them.
The answer was yes to all the questions. Alphalearning can optimise the brain for information throughput
and memorisation, old habits can be reprogrammed. In delta, subjects could withstand pain - and there is a
host of other applications.
Jan Willem van den Brandhof, director of human resources for ICL contacted Adam in 1991 after seeing an
article about speed reading - a pet interest of his. Since then, 40 of the companys 650 employees have been
trained - all the top management layer, plus some salespeople.
All the responses were positive, and everyone was impressed by what they learned, says van den
Brandhof. In our business, change is so fast - the amount of information doubles every two years. Its of
the utmost importance to learn fast and absorb a lot of information quickly. Learning to learn is key. Also,
as workloads and required productivity increase, so the level of stress is an increasingly important factor in
business. If you can work with simple techniques that improve on that, its a very good investment. I
believe what the Alphalearning Institute has developed is a unique programme - its not your standard speed
reading course.
What level of employee would benefit from the course in an organisation such as his? Managers,
salespeople and anyone who has to cope with a lot of information and is under stress - and if you look at my
company, thats pretty much everyone, says van den Brandhof.
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The Institute has also experimented with more than one subject hooked up at the same time, so they can see
each others brain reactions to interaction. The results have profound implications for teamwork, and indeed
on any interpersonal communications. For example, the brain broadcasts as well as receives; a trained brain
can influence the brain state of those to whom its owner is talking.
A demonstration of this comes during a special family training week at the Institute. Jos van Es was hit by a
car two years ago while cycling. Ever since, his emotional balance has been out of sync. He has lost his
senses of taste and smell, and his home and work life are suffering, along with the whole family. The four
of them - Jos, his wife Marianne and children Nancy, 19, and Jurgen, 22 - are taught how the brain works
and what damage means for each of them. Then they do the course. Its a heavy, demanding week that has
clearly been emotionally and philosophically trying for all - not least when Adam removes a bioelectrical
energy cyst from Jos on the fourth day by diffusing it through his own body. The cyst is a blockage in
the conduits of the bodys electrical energy paths; long known to Chinese medicine as chii. The
existence of these paths has recently been confirmed by Western neurologists.
And all four can now control their brain state - and see auras, another strange side effect of the course. They
have all become convinced they are better equipped to deal with the strains of family life, and Jos senses of
taste and smell are already returning.
But its very differentness is a problem for the alphalearning system. Its an eclectic mix of hard, soft and
parascience, and eastern philosophy. Peter Selkirk, a senior executive at Raychem UK, says, As the
seniority of managers (at Raychem Belgium) taking the course rose, there were increasing concerns about its
whole acceptance. How mainstream was it? Just how fringe did Raychem choose to go? Its another
example of the fear you encounter of going beyond boundaries of science, says Selkirk. Its not simple
Luddism, but the fact is that it is very hard to distinguish between the charlatan and the innovator. (N.B.
Luddite: British political group believing that mechanisation would diminish employment and therefore
aggressively opposes technical progress.)
Raychem UK took up the sponsorship reins and Selkirk did a course in early 1994. I understand how they
feel. However, I was keen and thrilled with the course. Twenty people have now done the course in the
UK. But its not a mainstream course, like sales skills for example. This is one of Seans frustrations, and
its understandable, says Selkirk. Glasses and earphones make your brain better? It does take some
swallowing.
But Selkirk and his wife Cornelia have had no such doubts - not since their son Harry tried the Brainwave 1
workstation, an event that would change the whole direction of the Alphalearning Institutes research
ambitions.
In the summer of 1992, a 17-year old with mild paralysis in his right leg and right hand due to a fall at the
age of three attended the course. As he received training on how to balance the brain at 7 Hz, he became
nauseous for 15 seconds, then completely relaxed. At the end of the 12-minute session he was able to stand
equally balanced on either foot and grip firmly with his right hand.
A number of other strange and beneficial anomalies occurred, and by word of mouth, parents began to
bring their disabled children along. More than 60 have come to date. In February 1994, Harry Selkirk was
just two - any fear of a placebo effect was removed. He was brought to a session in the UK, on the same
day that a new batch of customised LEDs for the glasses arrived from Hewlett Packard. For some time,
Adam had suspected that the frequency of light used - the same as the most intense light of a flame - would
make a difference; that it would make changes permanent.
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We put him on the Lotus and there was an immediate improvement, says Harrys mother. A collapsed
ankle for which his doctors had suggested remedial boots straightened out instantly. His drooling, which
therapists had suggested excising part of his saliva gland, seemed more noticeable, but that too cleared up
over the following months. We needed to get a Lotus ourselves, and Harry now uses it three times a
week. Cornelia Selkirk now works with the system herself, with children, on a referral only basis. She is
one of some 30 plus practitioners in 12 countries who have already begun working with alphalearning.
The response of the medical community was an eye-opener, and an indication of the difficulties the Institute
has still to face. Harrys paediatrician was awful, says Cornelia Selkirk. She looked and said she could
see no difference, when there clearly was. The physiotherapist however was very positive. She came round
and looked at the system, and immediately accepted using the equipment herself. On the whole, we met a
great deal of negativity from the medical profession. They were very anti-us, she says. They are not open
to new ideas - though other parents have had more positive experiences, especially those like Wendy Lees,
mother of James, who has literally begun a second life thanks to the treatment.
Wendy Lees second son James was born in Zimbabwe in April 1963. He had been a face presentation,
stuck behind his mothers pelvis and was born with blood oozing from his nose and ears and the side of his
head clearly dented. Back in Britain the Wolfson Centre confirmed that the motor section of his brain had
been damaged which was causing his physical weakness, high sensitivity and mental difficulties.
James grew up facing the emotional problems associated with the fact that he refused to accept that he was
handicapped and was highly embarrassed by his rather lopsided walk, his slurry speech and his lack of
ability to improve his motor skills, such as writing. A chance meeting by his mother took James to
Maastricht. Mrs. Lees takes up the story in a testimonial later sent to Sean Adam in grateful thanks.
We were told that if there was to be an improvement, it would be noticeable within hours. We left the
Institute in the early evening and kept looking at James. Later we went to a restaurant with some friends
who had come to the Institute with us. Yvonne said that she thought James speech was clearer. John and I
thought so too and were thrilled that someone else had been the first to point it out.
However we didnt have long to wait for conclusive proof as the very next day, en route home, we were at
Schiphol Airport approaching a steeply descending escalator and, in our normal way, got ready to catch hold
of James to steady him. Without a word he got on without any help, as if he had been doing it all his life and carrying his own suitcase. James marched ahead of us and proceeded to climb down a very steep
staircase, again unaided. We realised then and there that the treatment had worked. Soon the alphalearning
equipment was installed in James bedroom.
Why have parents kept such a low profile? Indeed why is the Alphalearning system not more widely known
about? Cornelia Selkirk says they kept quiet for fear of putting back the progress of their children. For
Sean Adam, the answer is more complex.
As it became clearer that what had started out as simply a way of teaching executives to read faster was
becoming a full-blown medical revolution, the Institute had to decide what it was in business to do. There
are 200,000 people working in the dyslexia business in the USA alone, says Adam. What are they going
to say when we tell them it doesnt exist? Having given a first account of some of his findings to a closed
meeting of trance psychologists in America in 1990, he was warned that he would have to prove his claims
before he made them public, or be crucified.
Adam vowed to try the system on over 500 subjects, with at least 1,000 EEGs, before saying anything. The
500th subject was tested in the summer of 1995, just before Adam went public. Proof is a difficult
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concept - as is cure, for that matter. On the one hand, there has been a retreat from rationality in the past
few decades. Science as the only true arbiter of truth has taken a bashing. On the other hand, how else do
you convince people of incredible claims? How do you mobilise government and health organisations to
back and provide access to a heretical technology like this? The Brainwave workstation currently costs
US$14,000, including a five-day training course required to qualify for delivery.
Professor Rainer Dieterich, psychologist and dean of the education faculty at the German armys
Bundeswehr University in Hamburg, is one of the few academics exploring the Brainwave I (he has 2 units
in his laboratory). He finds Adams approach promising, not being bound to specific theories and
uninfluenced by any ideology - rare in the field of psychology. What he needs is that his ideas are
accompanied by scientific research, serious experiments according to the standards of experimental
psychology. Thats why were in touch.
If you interview scientists, its their job to be sceptical. If they see Adams claims, they will try to check
whether they are true or false. Could it be falsification? Dieterich concedes that it could, But I have no
indication that this is so. He gives me his data; he has no advantage to make me believe. Do I believe him?
Yes, why not? I have observed some of his successes and participated in his 5 day course twice - the second
time with my wife.
But I have to be systematic and have a theory that is consistent with itself. Sean Adam is not a theorist but
a practitioner. If he needs a theory with good internal logic and experimental proof, we could do that.
Theres nothing in Seans experiments that is theoretically implausible.
Comments Saskia Egeler-Peerdeman, neurosurgeon at Amsterdams Free University Hospital, I accept that
you can influence the brain from outside - thats how you learn. Electric shock treatments have been used to
treat depression, and I know of a patient who was operated on in meditation without anaesthesia. I dont
think you can call (alphalearning) surgery; Id call it reprogramming - that would be more logical.
Raychems Peter Selkirk points out that theres a whole universe of claims out there, and its almost
impossible to tell what is valuable and what is junk - which is also the protection built into the accepted way
of doing things and the reason why it is so easy to make genuine advances sound like nonsense. I fear the
course is almost bound to be more rejected than accepted, he says. It takes a certain type to be open
enough to get it. But this has changed our whole way of looking at life - it is partly the philosophy and
partly the technology.
Selkirk fears the damage that a few ridicule-attracting overstatements or the drive to prove and measure
could cause. Many of the changes experienced are inherently hard to measure, making it easy game for the
cynic. The technology is powerful enough without overkill. The real measure of alphalearning, he says, is
with the customers - and they have given it strong support. Ultimately, the idea that you can control your
brain is a very enabling and liberating thing, and thats the end of it really.
You can say this shouldnt work, says Adam, and frankly I have little idea how it does. But you cant
say it doesnt work - the Alphalearning Institute has over 100,000 pages of data, 500 people and 1,000
EEGs who say it does.
This data, plus details of the Alphalearning Institute, can now be accessed through an Internet Web site http://www.riv.nl/brainscape.
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Its important that society takes Adams claims seriously, simply because, if true, they do indeed represent
a new era of medical treatment and education. Many conditions that are currently hard to treat - or only
by using damaging drugs - could be alleviated. Hundreds of thousands of children struggling in school
could be helped.
And, in an age of increasing stress, violence and ecological destruction, we could all use some wising up
Jules Marshall (1962) is a freelance writer on technology and culture as well as a multimedia designer
based in Amsterdam. An editor of MEDIAMATIC and contributing writer for WIRED magazine, he has
also published in ELLE, THE GUARDIAN (UK), SYDNEY MORNING HERALD (Australia), WIENER
(Germany) and COURRIER INTERNATIONAL (France).
Mr. Marshall first saw a demonstration of Brainwave I in June 1992 at an international conference on New
Edge technology and completed this article in September 1995 after interviewing dozens of executives,
scientists and families around Europe and participating in the courses with Kris and the Van Es family.
The Alphalearning Institute is in complete agreement with his extensive research and conclusions.
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EXCERPT FROM BOOK:
HOW TO PASS EXAMS

by Dominic OBrien (World Memory Champion)
Copyright 1995 Dominic OBrien
First published in 1995 by HEADLINE BOOK PUBLISHING
THE EXCITING WORK OF SEAN ADAM

The implications of the technology that has been developed by the Alphalearning Institute in Switzerland
are enormous.
I believe their work to be a major breakthrough in the evolution of human intelligence. And, I predict that by
the turn of the century every school, college and university in the developed world will have access to this
technology and that it will be a requirement of industry that its workforce use it.
THE LAWNMOWER MAN COMETH
Anyone who dismisses the film Lawnmower Man as pure science-fiction fantasy had better beware.
In it, a young man with learning difficulties becomes the subject of an experiment to raise intelligence levels
by the use of a virtual reality machine. The technology is so effective that the man, whose only previous
talent was grass-cutting, becomes so intelligent that he develops into a virtual demigod, wreaking global
havoc.
While cinema-goers were enjoying the films premiere, Sean Adam, of the Alphalearning Institute was
already putting the finishing touches on Brainwave 1, nicknamed the Mind Machine. It consists of a black
box connected to a personal computer emitting light and sound pulses through LED eyeglasses and a
headset, both of which the subject wears. It also employs a special electroencephalograph to read the
individuals brain waves. By means of a special computer program, the brain is tuned into the state of deep
relaxation required for studying.
The following results collated from over 500 participants, are startling...
1.
2.
3.
4.
5.
6.
Learning speed is increased by 300 per cent - in any subject.

Memory improved by 300 per cent - e.g. language learning.
Stress reduced, blood pressure down.
IQ increased by 10 to 30 per cent.
Reading speed increased from 250 to 750 w/min.
Student exam grades up by two levels, e.g. C to A.
The Institute runs a brain training course which teaches the student how to tune into the brains alpha and
theta waves, the ideal learning frequencies.
Normally, achieving an alpha frequency of nine hertz would require two to five years experience in
meditation. Reaching seven hertz takes anything up to twenty years experience in meditation. Through
Brainwave 1, however, a student can achieve nine Hz or less in just twelve minutes, and seven Hz within
five to ten hours. As Adam puts it, You no longer have to grow long hair, wear robes, sit on hard rocks or
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hire a guru; the computer is the new guru. Most remarkably, every single graduate retained, and in most
cases improved, their brain control when tested a year later.
Sean Adam himself has been the undisputed world champion in speed reading for the past six years. His
official record is a staggering 3,850 words per minute, and he tells me that his personal best is around 4,500
w/min! This means that an average 300-page book takes him twenty-four minutes to read and comprehend.
He also hold two world records for IQ.
Brainwave 1 has been described as the ultimate state-of-the-art exercise and training equipment for
the brain and as neurosurgery with light and sound waves. But it is no overnight invention. It took
nineteen years of research and $5 million o investment to discover that people could be trained to control
their own brain waves, plus another four years to fine-tune the training software to the point where people
could attain that control quickly.
Apart from the obvious benefits that this technology offers in increased learning ability, one thing
that wasnt predicted was the dramatic effect it has had on a number of victims of brain damage. While it is
premature to suggest that Brainwave 1 has the makings of a universal panacea, there is startling evidence of
its apparent reversal of what was previously thought of as permanent brain damage. Take the case of Sofie,
for example. Two days after she was born, Sofie suffered long collapse and loss of oxygen to her right
brain. This resulted in her left side becoming paralysed, and convulsions developing in her left arm. She
was confined to a wheelchair for sixteen years. Her father, on hearing of Alphalearning treatment, decided
to try Brainwave 1 on Sofie.
After the first twelve-minute session, the convulsions were under control. Within a month she was
in and out of her wheelchair and was able to take herself to the toilet for the first time in her life. A year on
and she is still making progress. Incredibly, its not just her physical strength that is improving. Her IQ has
increased from 85 to 135!
When I asked Sean to confirm his own IQ, he told me that its off the scale and still climbing.
Some are already comparing him to da Vinci, and the UK-based Use Your Head club have tied him at sixth
place in the top thirty IQs of all time.
Can the world trust a man at the cutting edge of human intellectual advancement whose own
intelligence is spiraling ever upwards out of control, or should we unplug him from his machine before his
intellect escapes and becomes omnipotent - before he turns into...Lawnmower Man?!
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Section 9 PRICES AND REGISTRATION APPLICATIONS
World Trade Center
C.P. 317 - 6982 Agno - Lugano, Switzerland
Tel: + 41 (0)79 751 31 36 Fax: + 41 (0)91 743 09 01
E-Mail: renate@alphalearning.ch
Website: www.alphalearning.ch
PRICE LIST
OPEN/FAMILY COURSE: (Maximum 4 participants)
Euros
5 Day Learning to Learn Course
6,000
Required to qualify for delivery of a Brainwave I System

Fee includes Extensive Documentation
Note: Special fees for family members: Spouse/Children: (per person)
2,000
COMPANY COURSE: (Maximum 6 participants)

30,000
5 Day Learning to Learn Course (plus expenses)

PRIVATE COURSE: (Maximum 1 participant)

6,000
3 Day Learning to Learn Course ( 10 Hours/day )

(Usually done over a weekend including either Friday or Monday)
EVALUATION SESSIONS: (Single Person 3 Hours)
1,000
BRAINWAVE I:
Electroencephalographic Brainwave Training System
3,000
Optical-Acoustical Brainwave Training System
3,000
To qualify for delivery of a Brainwave I System, one of the above

courses must be completed.
EXPENSES: Courses in the corporate offices include conference facilities.
Courses in other locations require travel, accommodation and conference expenses. Travel
is first class, and accommodation is five-star. Conference facilities require a minimum of
250 square meters for a course of 5-10 participants and 100 square meters for 1-3
participants. Audio/visual equipment for DVD, Overhead A-4 transparency projector and
Flip chart are also required.
Instructors traveling arrive one day prior to the course and leave one day after.
PAYMENT: 30% deposit on booking. Balance payable 30 days prior to the course date.
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World Trade Center
C.P. 317 - 6982 Agno - Lugano, Switzerland
Tel: + 41 (0)79 751 31 36 Fax: + 41 (0)91 743 09 01
E-Mail: renate@alphalearning.ch
Website: www.alphalearning.ch
REGISTRATION
FORM
I wish to attend the following Course: Date: (1st choice)____________Date: (2nd choice) ___________
Name
REGISTRATION DETAILS
____________________________________Company ______________________________
E-Mail:
________________________
Address
__________________________________________________________________________
Tel:_________________
Fax:_____________________
_______________________________________________________________________________________________________________
I WILL BE TAKING THE COURSE TO QUALIFY FOR DELIVERY OF A BRAINWAVE I Yes __No__
Components of Brainwave I System

1. Optical-Acoustical light and sound brainwave training equipment.
A. Computer based to interface PC to lights and sounds with precise frequencies.
B. Gold light glasses to input light particles (photons), waves and frequencies via the eyes to the brain.
C. Earphones to input sound waves and frequencies via the ears to the brain.
D. Computer software system to allow individual customised programs for both light and sound to suit each
individual brain and to enable changing programs as the brain develops and balances.
2. Electroencephalographic monitoring equipment.
A. Two channel electroencephalograph with 30 page per minute recording speed to record and analyse
the brains wave frequency, amplitude, balance and variations.
B. Full 3-D imaging capabilities.
C. Sound and visual bio-feedback to verify and lead the brainwaves to the correct frequencies, amplitude
and balance.
3. System documentation includes 5 manuals totalling over 400 pages.
A. Primary Instruction Manual - 119 pages. 96 color pages plus 25 pages of exercises and testing materials.
B. Reference Manual - 150 pages. Covers the 20 major international and scientific articles leading to the
Brainwave I development from 1976 to 1996.
C. Instruction Manual for the Optical-Acoustical system - 20 pages.
D. Instruction Manual for the EEG system - 50 pages.
E. World Record Brainwaves - examples of the top 30 brains in the world in 6 major categories - 60 pages.
1. Computer disks with all programs and documentation.
(The above mentioned equipment requires a 486 or faster computer with Soundblaster Pro compatibility.)
All of the above constitutes the ultimate learning machine to facilitate the growth and maximum utilization
of the brain.
TO REGISTER: Please fax this form to the above address.
You will receive course details and an invoice/receipt made to: ___ you or ___ your company.
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GENERAL CONDITIONS APPLYING FOR ALL CONTRACTS BETWEEN

ALPHALEARNING INSTITUTE AG AND THIRD PARTIES.
1.
-
In these following definitions it is understood that the meanings are defined:

COMPANY: Alphalearning Institute AG, with offices at World Trade Centre, 6982 Agno - Lugano,
Switzerland.
CUSTOMER: a party with whom the company enters into an agreement of sale, rent, lease or loan or any
other agreement that entitles a third party towards the company to the use of Brainwave I;
: a party that participates in any training by the company.
BRAINWAVE I: the equipment for computerised optical-acoustical electro-encephalographic brain training
and its software, as well as parts of this equipment;
TRAINING: a session or a series of sessions that is organised by the company and in which individuals can
take part to undergo teaching in order to improve intellectual skills through the use of Brainwave I and
Alphalearning techniques;
TRAINEE: the individual participant in a training;
2.
The customer may use Brainwave I only for his or her own benefits and pleasures. If the customer allows
other people to use Brainwave I, the customer will be liable for all consequences of that use and the customer
will have to safeguard and hold harmless the company for all claims of the third party that might arise from
this use.
3.
Brainwave I is not designed for medical purposes. If Brainwave I is used by a doctor, specialist or any other
person for medical purposes the company shall not be liable for the results of that use.
4.
The company only guarantees the technically correct functioning of Brainwave I, on the understanding that
the liability of the company does not exceed the normal and unusual guarantees that are given by the
manufacturer of the hardware.
5.
If the company is made liable by the customer or by a third party that has been entitled by the customer to use
the Brainwave I, the companies liability will in all circumstances be limited to the amount that is secured by
the companies liability insurance company.
6.
If the company has entered into an agreement of sale, rent or lease, the customer must pay the agreed amount
to the company at latest on the agreed delivery date. The company can postpone the delivery if payment has
not taken place in time.
7.
Brainwave I remains the property of the company until the customer has paid the total amount that is due.
8.
For participation in training has to be paid the amount as mentioned on the inscription form. This amount
must be paid in advance as indicated by the company. If the trainee participates only in parts of the training,
the trainee will not be entitled to a refund of any part of the amount.
9.
The training is not for medical or paramedical treatment. Participation in the training takes place for the
trainees own account and risk. If the trainee doubts about the medical consequences of his or her
participation in training, the trainee should consult his/her own doctor.
10.
In the case of cancellations: Prior to 30 days before the scheduled course: Full refund. Within 30 days prior to
the course the full fees are payable. The participant(s) may send another person in their place.
11.
The company will never be responsible for more than the amount that is covered by the companies liability
insurance company.
12.
Only Swiss law will apply in all agreements in which the company enters with a customer or third party. In
case any dispute might arise from an agreement, only the court or judge in the legal district of Ticino will be
competent in the first instance and no other court can decide in such dispute.
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84 Page Brochure 2014

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1

Increase Reading Speed

(Deep physical relaxation, pain control and stress release.)

Brochure, Price List, and Registration Form

INTRODUCTION TO THE BROCHURE

THE BRAINWAVE SYSTEM

LEARNING TO LEARN - THE COURSE

HISTORY OF THE ALPHALEARNING SYSTEM

A brief summary of the 22 years it took to develop the system.

CLIENT LETTERS - CORPORATE

CLIENT LETTERS - GOLF

CLIENT LETTERS AND CASE HISTORIES LEARNING DIFFICULTIES

PRICES AND REGISTRATION APPLICATIONS

THE BRAINWAVE SYSTEM

RESULTS OF 5-YEAR RESEARCH STUDY

LEARNING TO LEARN - THE COURSE

HISTORY OF ALPHALEARNING SYSTEM

HISTORY OF 22 YEARS OF DEVELOPMENT

QUOTES FROM CORPORATE EXECUTIVES

CLIENT LETTERS CORPORATE

CLIENT LETTERS - GOLF

CLIENT LETTERS & CASE HISTORIES LEARNING DIFFICULTIES

PRICES AND REGISTRATION APPLICATIONS

THE BRAINWAVE I SYSTEM

LEARNING TO LEARN COURSE

TIME OF TEST PERIOD: 5 YEARS

Learning speed is increased 300% - any subject.

Memory improved by 300% (i.e., language learning).

Stress reduced, blood pressure down.

I.Q. increased 10% - 30%.

Reading speed increased from 250 w/m to 750 w/m.

Students grades up 3 levels, i.e., C's to A's or D's to B's.

Communication skills more powerful and efficient.

The BOTTOM LINE for profitable use of personal skills is

THE BRAINWAVE I SYSTEM

THE BRAINWAVE I SYSTEM

THE BRAINWAVE I SYSTEM

BRAINWAVE I IS FINALLY A REALITY!

RESULTS OF LEARNING TO USE THE ALPHA AND THETA

THE BRAINWAVE I SYSTEM

TO BE SERIOUS ABOUT TRAINING THE BRAIN,

LEARNING TO LEARN- THE COURSE

STATE OF THE ART TECHNOLOGY

Sean Adam is, without question, one of the most creative

LEARNING TO LEARN- THE COURSE

WHO IS SEAN ADAM?

LEARNING TO LEARN- THE COURSE

Information is the New World currency.

LEARNING TO LEARN- THE COURSE

OPPORTUNITIES AND RESULTS

- Learn languages faster & with better retention

LEARNING TO LEARN- THE COURSE

WHAT IS LEARNING TO LEARN?

WHAT ARE ALPHA AND THETA STATES?

HOW CAN YOU BENEFIT?

LEARNING TO LEARN- THE COURSE

LEARNING TO LEARN- THE COURSE

WHY IS LEARNING IMPORTANT?

'Intellectual Capital is America's Most Valuable Asset' (Fortune Magazine)

'Knowledge is Dynamite' (Roy Vagela, CEO, Merck)

LEARNING TO LEARN- THE COURSE

ALPHALEARNING INSTITUTE GRADUATES

BUZANS BOOK OF GENIUS

MENTAL WORLD RECORDS IN SPEED READING