Average customer rating:
- Calculations are only as good as your numbers
- Pants on fire?
- Accepted History & Chronology Must Be Changed.
- Very Interesting
- History as Science Fiction
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History: Fiction or Science? (Chronology, No. 1)
Anatoly Fomenko
Manufacturer: Mithec
ProductGroup: Book
Binding: Paperback
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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.
Book Description
What it means to be a self - and a self communicating and being in a particular culture - are key issues interwoven throughout Min-Sun Kim’s impressive text,
Non-Western Perspectives on Human Communication. Going beyond cultural descriptions or instructions on adapting to specific cultures, the author interrogates the very core assumptions underlying the study of human communication and challenges longstanding individualistic, Western models on which much intercultural research is based. Kim proposes a non-western way of conceptualizing identity, or the "self" - the cornerstone of cultural research -- illuminating how traditional western and non-western views can be blended into a broader, more realistic understanding of cultures and communication. Grounding her work in a thorough knowledge of the literature, she challenges students and researchers alike to reexamine their approach to intercultural study.
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- Interrogates embedded assumptions about the traditional [Western] study of human communication with stunning, thought-provoking insight
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- Informs complex academic theory with stellar writing, poignant examples, and careful analysis
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About the Author:
Min-Sun Kim (Ph.D., Michigan State University) is Professor in the Department of Speech at the University of Hawaii at Manoa. Her research focus is the role of cognition in conversational styles among people of different cultural orientations. She is currently serving as an Associate Editor for
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It's about time!.......2004-10-31
A book like this should have come out long ago! When I was taking my "Vulnerable Populations" course in my BSN program we did not even have a textbook. Now nursing students can benefit from the experiences and research in this book.
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An excellent resource for graduate nursing students in master's and doctoral program in nursing, this text focuses on the knowledge base necessary to guide advanced nursing practice, including both theoretical and philosophical perspectives. Building upon the strong foundation provided by the editor of the first three editions, the late Janet W. Kenney, Philosophical and Theoretical Perspectives for Advanced Practice Nursing presents a carefully chosen sampling of the contemporary literature on philosophy and theory in nursing in a succinct and readable form.
The Fourth Edition has been updated with 11 new chapters with greater emphasis on advanced practice in the new millennium, evidence, values, person-centered care, transformative practice, and global perspectives. The expertly written chapters are diverse in content and form to sustain interest and readability—all offer ample opportunity for reflection and classroom dialogue to explore ideas about the knowledge that guides advanced nursing practice.
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Philosophical and theoretical perspectives.......2007-09-27
the book arrived in good condition a little later than what expected, but very satisfied with it.
Philosophical and Theoretical Perspectives for Advanced Nursing Practice (Jones and Bartlett Series in Nursing).......2005-09-29
Excellent anthology of pertinent literature on theory development and its application to practice.
Book Description
“Not only will students see ethical issues unfold across different types of organizations, they will become more acquainted with the complexity of organizations, as well as with ethical situations, and will become more knowledgeable about real issues in real organizations.” –Joy L. Hart,
University of Louisville
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Case Studies in Organizational Communication covers a great number of issues and can be used in a variety of classes. I particularly enjoy its in-depth coverage of issue management, activism, and power and politics. The case studies are readable and engaging and, as a result, allow students to connect meaningfully with ethical theory and everyday communication practice.”
–Heather M. Zoller,
University of Cincinnati
Case Studies in Organizational Communication: Ethical Perspectives and Practices integrates ethical theory and practice to help strengthen readers’ awareness, judgment, and action in organizations by exploring ethical dilemmas in a diverse range of well-known business cases. This volume is a crucial step toward addressing ethical issues, providing a rich and diverse overview of an increasingly important concern for organizations in contemporary society.
Key Features
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Explores some of the most important examples of organizational ethics today: Case studies include discussions of dilemmas faced by NASA, Coca-Cola, Mitsubishi, Wal-Mart, the Catholic Church, the war in Iraq, college athletics, and the tobacco and pharmaceutical industries, among others. Through these case studies, students are able to directly assess ethical and unethical decision-making in a rich, diverse, and complex manner that moves beyond simple explanations of ethics.
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Examines a range of ethical dilemmas in diverse organizations: The cases look at a variety of emerging issues in the workplace, such as work/family balance, racism, sexual harassment, offshoring, telecommuting, and much more. In addition, several of the case studies examine the behavior of non-American organizations, providing a more thorough understanding of ethics in a global business environment.
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Offers greater coherence and structure than other case books: The consistent case structure allows instructors and students greater opportunity to compare and contrast cases on comparable terms. In addition, the book includes extensive instructional materials, often neglected in other case study books. Instructors unfamiliar with the cases are provided with additional pedagogical materials, including a case summary and discussion questions.
Intended Audience:
Designed for advanced undergraduate and graduate courses in Organizational Communication, this book will be an invaluable resource not only for students but also for anyone interested in ethics, in general, and in organizational ethics, specifically.
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At a time when long-treasured forms of the printed word compete with technology for the time and attention of children and adolescents, it is critical for teachers to help students respond to the written word and to master the craft of writing. Perspectives on Writing provides a foundation for the design of more effective classroom practice for teaching reading and writing. This volume brings together the contributions of several prominent scholars, who present significant theory and research on the development of writing, writing and reading relationships, the development of competence, classroom practice, and the assessment of writing. You'll also find a review of literature on class size, including IRA's resolution on the issue, and a recommended reading list with an annotated bibliography.
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Download Description
For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers.
Customer Reviews:
Langauge an overview.......2000-02-19
This book is really so interesting, I could not put it down! I have shared the book with some of my students and they all agree that it is worth having your own copy. I also agree on many of the points that are stressed in the book. Cognitive & learning in doing are the key words here. I found this book very useful to aid in my lecturing.
Book Description
This enduring bestseller remains the most comprehensive examination of constructivism and its relationship to teaching and learning. Closing the gap between theory and practice, well-known scholars make constructivism accessible by showing its application in everyday classrooms. Building on the success of the first edition, the authors have completely updated this popular text and expanded its scope to include examples of constructivist teaching across all grade levels and disciplines.
An ambitious revision of a now classic text, Constructivism: Theory, Perspectives, and Practice, Second Edition is an invaluable resource for practicing teachers, teacher educators, and curriculum specialists in mathematics, science, social studies, and language arts.
New for the Second Edition!
* An updated theory section that adds further contemporary biological evidence to go beyond the theories of Piaget and Vygotsky—offering a more contemporary framework for a psychological theory of learning.
* New chapters reflecting the school-based reforms that have been initiated since the writing of the first edition—specifically addressing the changes in mathematics, social studies, and teacher education.
* A new chapter on the emerging field of disability studies—including a critique that unmasks current practices and assumptions that better serve schools rather than students and their families.
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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