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- Calculations are only as good as your numbers
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- Accepted History & Chronology Must Be Changed.
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History: Fiction or Science? (Chronology, No. 1)
Anatoly Fomenko
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Similar Items:
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History: Fiction or Science? Chronology 2 (Chronology)
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They Cast No Shadows: A Collection of Essays on the Illuminati, Revisionist History, and Suppressed Technologies
ASIN: 2913621058 |
Book Description
Recorded history is a finely-woven magic fabric of intricate lies about events predating the sixteenth century. There is not a single piece of evidence that can be reliably and independently traced back earlier than the eleventh century. This book details events that are substantiated by hard facts and logic, and validated by new astronomical research and statistical analysis of ancient sources.
Customer Reviews:
Calculations are only as good as your numbers.......2007-08-03
Yes, we can all agree that mainstream history is nearly 100% BS due to politics, economics, ego, problems with dating techniques, and various conspiracies. Agreed. But, I've been researching the distinct possibility that human history (in terms of civilizations) are much more ancient than we've been told, so coming across this book was very interesting to me. I wondered how Fomenko could be wrong (if at all) because he is very persuasive in his presentations. Then it dawned on me. If at previous times in prehistory, due to the various catastrophies that are well documented (comets, asteroids, planetary disruptions, plasma discharge, pole reversals, etc) the Earth was in a different position in relation to the sun, different tilt on its axis, different orbit, different rotation (in terms of velocity and DIRECTION), and the continents were in different positions, then would this not cause the ancients to see the sky (constellations) differently? In other words, is Fomenko making erronious assumptions about the physics of the Earth in pre-history, which then corrupt his data with regards to dating the relevant astrology? The last event to seriously disrupt our planet occured roughly 3500 years ago, according to other good researchers, so is it possible Fomenko has been confused by this? The vastly different physics of our planet in the not so distant past may explain this confusion, which is not to say the "mainstream" version of history is correct; on the contrary. I am not an expert in these fields, but wanted to see if this idea could spark discussion.
Pants on fire?.......2007-07-19
Will people ever read before spamming? Yes, Jesuits could not rewrite world history alone, they had help. Anyway, Dr Prof Acad A.Fomenko does not point to jesuits as the driving force of world wide history manipulation in published volumes 1,2,3;, actually he barely mentions the poor devils. Check it with 'Search inside' feature, please. China is rarely mentioned either, in fact, Dr Fomenko is completely eurocentric. Right, his theory contradicts all mainstream schools of history, because in their actual state they are all built on blatantly erroneus chronology. You don't need a mysterious cabal (conspiracy) to falsify history, the falsification is its modus operandi. It is inherent to history(ians) to falsify (distort) events, as it is inherent to humans to boast as it is inherent to power (authority) to legimize itself by referrring to glorious past made to its own order. Dr Prof Fomenko and team have identified scores of instances of such manipulation in Russian, European, etc.. history, and delivered valid statistical proof thereof. His own 'reconstruction' is completely another story. Forget c14 as a valid method of dating. W.Libby has initially discovered a brilliant method of INDEPENDENT dating. Too bad, c14 method has become a joke after a forced marrige with dendrochronology with consensual chronological scale inbuilt. Radiocarbon method can't stand blind tests, but is so very productive as a rubberstamp.
Accepted History & Chronology Must Be Changed. .......2007-04-09
There is no doubt that history as most know it is a sham, & institution's version of History both University & Church is fradulent & inaccurate. Everything was established with an agenda, The real "Dark Ages" are now when we have access to incredible amounts of information past authorities & more important 'common folk' didn't have but our institutions & educators are slow to evolve because of what has ignorantly & arrogantly been taught for too long. This is on many subjects not just Chronology.
For anyone to question "Why would a Mathematician have anything credible to say of History?" The answer is from Dr. Fomenko's preface in the book: "It would be worthwhile to remind the reader that in the XVI-XVII century Chronology was considered to be a subdivision of Mathematics." These volumes could possibly be some of the most important works to date & should be read by everyone with an interest in History, especially professors & educators who have a duty to the public. I have read both books & must say that 'Chronology 1' has some very eye opening & revolutionary information. Even if these volumes are part true the implications are profound & opens the doors to further investigations & questions which must be done. I speak several different lanquages & must say the logic Dr. Fomenko uses with "inflection" of words & words being read from left to right in one region & right to left in another then written backwards, the removal of vowels & get down to basics of words, or different cities & locations having the same name etc. is correct. Vowel usage has always been optional & varied, actually complicating linquistics & study. The first thing one has to understand is that words never had a fixed spelling in history like we do now, the spelling of words was mutable & regional, as well as names & titles of people were vast, varied & changed, NOTHING WAS FIXED or understood linear. Matters of Life & Death as well as financial profiteering yesterday & today were & are made with ignorant, illogical & conspiratorial views of history & reality, it's time people get closer to the Truth & society collectively grow up.
Very Interesting.......2007-03-07
It is a good proposal and I believe it will mature into something even better in the future. I think it deserves to be read.
History as Science Fiction.......2007-01-10
Anatoly Fomenko has written a very intriguing book, full of pictures, charts, and computer 'proof' of his thesis: backwards of AD900 we don't really know what happened or when. Between AD900 and AD1600 there is more certainty, but there is still a lot of fuzzy ground, and things don't get reliable until we get past the 1600's where the printing press made it very difficult for the perpetrators of this timeline manipulation to change anything that had been committed to print. The Dark Ages did not happen. Books were burned for a reason. One organization has doubled the actual length of its existence by expanding the real chronology. Read why.
I had always wondered why Christ died about AD33 and yet men waited until the 11th century to form the Knights Templar, the Cathars, etc and go after the Holy Land by force. Why the 1000 year gap? Turns out there wasn't more than a 10-12 year gap and he proves it using astronomy. This also implies that the planet is not as old as we have been told, and current Christian and other creationist scientists are already championing that idea without being aware of Fomenko's book. The two groups, creationist scientists and the Russian mathematical analysts corroborate each other. Fascinating.
Of course, all this flies in the face of what we have been told traditionally is the 'proper' chronology of western civilization, and most readers will experience 'cognitive dissonance' in reading this book. It means that our history going backwards from AD1600 becomes progressively more incorrect and unreliable until it cannot be trusted at all... in the space of 700-800 years.
Naturally, the curious, open-minded reader will want to know WHO did this, WHY, and did any of the events we think of as really ancient ever happen?
Dr. Fomenko is a respected scientist/mathematician at Moscow State University who has already answered these questions to the satisfaction of his initially skeptical colleagues. Most of them are now believers, a few still refuse to believe (the usual diehards), and of course the western press has ignored Fomenko's work -- for obvious reasons when you read the book. The ones who perpetrated this chronology ruse have a lot to answer for. They are still with us. That's why this book is a well-kept secret.
I gave the book a 4-star rating because I was unable to check out some of his claims; those I checked were as he said. But if even 1/3 of his claims are true, this punches a big hole in what we think is our history, the meaning of western civilization, our educational process (for repeating the ruse as gospel), and the trustworthiness of the organization that perpetrated this ruse, well-intentioned or not.
This book relates to current research into a Young Earth paradigm, to John Keel's discoveries about our planet, and Fr Malachi Martin's insights (in his now out-of-print books). We are indeed sheep who are manipulated and kept ignorant -- for a reason. While knowing what these men have to say may be the "booby prize" (as in: 'what can you do with this knowledge?'), it will provide interesting reading. Didn't someone say: "...and the Truth will set you free."?? For you to judge if this book contains the truth.
Average customer rating:
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Handbook on Agricultural Education in Public Schools
Lloyd J Phipps ,
Edward W Osborne ,
James E. Dyer , and
Anna L Ball
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Methods of Teaching Acriculture (2nd Edition)
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Book Description
The Handbook on Agricultural Education in Public Schools, sixth edition is the leading text for college students enrolled in agricultural education programs, and it is now available in its sixth edition. This edition addresses all components of effective middle school and high school agricultural education programs within the context of national educational policies and trends in schooling. Sound philosophical perspectives, research-based practices, and application scenarios are offered throughout. This text emphasizes contemporary approaches for developing and delivering agricultural education programs, with detailed focus on strategies for enhancing learning in the core subjects, experiential learning, laboratory instruction, and problem solving. It is designed as the perfect reference for university students who are preparing to become agriculture educators in public schools, and emphasizes inquiry-based, problem solving, and experiential learning strategies for teaching and learning in agricultural education. This established book functions not only as an ideal text but as a professional reference as well.
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This is a MUST-HAVE for teachers!!.......1999-07-23
This book offers detailed information about different critters that are "common" to a classroom in an interesting and "easy to read" way. It provides terrific experiements to conduct, and values following the chid's lead and interests- creating experiments from their questions! WONDERFUL!
I highly recommend this book to k-12 science teachers!.......1999-07-10
This is an excellent book for anyone interested in science experiments and the scientific method. It is appropriate for any child grades k-12, with minor adaptations. The writing is clear, concise and accurate. Most of the experiments involve insects. Materials are inexpensive and easy to obtain. The book contains lists of suppliers and references. Data charts and tables are included and need only be copied by a teacher.
Book Description
More than a textbookit's also a valuable reference book for researchers and crop science professionals!
The Handbook of Statistics for Teaching and Research in Plant and Crop Science presents the fundamental concepts of important statistical methods and experimental designs to the students and researchers who need to apply them to their own specific problems. This comprehensive handbook takes what can be the difficult and confusing topics of statistics and experimental design and explains them in easily understandable terms, making them accessible to nearly every reader. More than a student textbook, it is an essential reference for researchers and professionals in a multitude of fields.
Designed as a two-semester statistical textbook, the first section of the Handbook of Statistics for Teaching and Research in Plant and Crop Science focuses on statistical concepts, providing a foundation of useful knowledge on which you can base your own research. The second section concentrates on experimental designs in plant and crop sciences. The material is presented in a way that helps readers with a minimum of mathematical background to understand important theories and concepts. Derivations of formulas are avoided, and mathematical symbols are used only when essential. To illustrate the computational procedures, data is drawn from actual experiments. At the end of each chapter, examples and exercises are given to provide clear insight into real-life problems. A comprehensive appendix of clearly presented statistical tables is included.
Part One of Handbook of Statistics for Teaching and Research in Plant and Crop Science focuses on statistical methods, principles, and procedures, exploring:
methods of display of statistical information, such as tables, diagrams, graphs, etc.
symbols and their use in denoting variables
descriptions of types of statistical data
methods of computation from raw and graphed data
the importance of studying variables and dispersion in research
the use of normal probability integral tables and their application to practical problems
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special techniques in descriptive statistics
explanations of population, sample, and statistical inference
the significance of null hypothesis in research
methods of correlation studies
assumptions and principles in regression analysis
Part Two concentrates on experimental design, principles and procedures, exploring:
basic principles of experimental design
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The Handbook of Statistics for Teaching and Research in Plant and Crop Science serves not only as a textbook for instructors and students in experimental design and statistics but also as a reference book on plant and crop sciences for professionals and researchers. The comprehensive text is also useful for professionals in other statistic-heavy fields.
Book Description
This book deals with the foundations for methods of teaching agriculture, applications of learning, the special needs of unique populations, and the procedures for evaluating teaching and learning. It is the only comprehensive exploration of the teacher preparation curriculum in agricultural education. This comprehensive survey provides clear explanations and examples of learning applications to provide an in-depth study of planning for successful teaching. Topics include decisions about teaching, planning, group teaching techniques, managing student behavior, teaching special populations, and evaluating learning. This book about professional development is a useful reference tool for university professors, teacher educators, and inservice program educators.
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Tutorial Distance Learning: Rebuilding Our Educational System (Innovations in Science Education and Technology) (Innovations in Science Education and Technology)
Alfred Bork , and
Sigrun Gunnarsdottir
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ASIN: 0306466449 |
Book Description
Learning is a critical worldwide problem for humans, essential to create a peaceful and happy world. We have serious problems in learning in both wealthy and poor areas. New approaches to learning are needed, as the current system may not rise to the new challenges.
This book proposes a new strategy for learning, worldwide and for all ages of students. Computer-based distance learning would be the major delivery mechanism, with very large numbers of students. The very frequent interactions between the student and the computer would be like that with a skilled human teacher. These interactions would take place in the student's native language, in both directions. A typical interaction would be a question to a student, and a free-form student response. Both voice and keyboard student input would be possible. The learning programs would work with each student until mastery is achieved, adapting to the needs of each. Students would be active learners.
The book begins with the problems and goals of learning. It considers possible forms of distance learning, looking at the variables involved, current examples of distance learning, and possible future forms including examples from science fiction. It then investigates student interactions, considering both frequency of interactions and the quality of each interaction. Programs developed in the Educational Technology Center at the University of California, Irvine, illustrate the critical idea of tutorial learning with computers. Production of tutorial learning material and costs for a student hour of learning is discussed. The book ends with suggestions for future progress.
Current hardware and software is fully adequate for the tasks described. Development of all required learning units is a major activity. After this development, both better quality of learning and lower costs are very likely. Further experimental work is essential to understand the possibilities.
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Agricultural Change in Developed Countries : Update
Ian Bowler
Manufacturer: Cambridge University Press
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ASIN: 0521468469 |
Book Description
The study of agriculture is central to all A-level geography syllabuses. Ian Bowler examines a number of important topics related to agricultural change including the characteristics of developed agriculture; changes in crops, livestock and farm enterprises; causal factors in agricultural change; state intervention; agricultural marketing systems; agricultural trade; farm size and changes to the rural environment. Each topic is treated on two levels, with theoretical concepts supported by empirical case studies. Interactive questions are included in each section.
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Agricultural science to serve youth; outcomes of a course in experimental science for secondary-school students
Warren Peter Everote
Manufacturer: AMS Press
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ASIN: 0404559018 |
Books:
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
- History: Fiction or Science? (Chronology, No. 1)
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