History: Fiction or Science? (Chronology, No. 1)

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:

Superb and refreshing

Myth and Measurement
David Card , and Alan B. Krueger
Manufacturer: Princeton University Press
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ASIN: 0691048231

Book Description

David Card and Alan B. Krueger have already made national news with their pathbreaking research on the minimum wage. Here they present a powerful new challenge to the conventional view that higher minimum wages reduce jobs for low-wage workers. In a work that has important implications for public policy as well as for the direction of economic research, the authors put standard economic theory to the test, using data from a series of recent episodes, including the 1992 increase in New Jersey's minimum wage, the 1988 rise in California's minimum wage, and the 1990-91 increases in the federal minimum wage. In each case they present a battery of evidence showing that increases in the minimum wage lead to increases in pay, but no loss in jobs.

A distinctive feature of Card and Krueger's research is the use of empirical methods borrowed from the natural sciences, including comparisons between the "treatment" and "control" groups formed when the minimum wage rises for some workers but not for others. In addition, the authors critically reexamine the previous literature on the minimum wage and find that it, too, lacks support for the claim that a higher minimum wage cuts jobs. Finally, the effects of the minimum wage on family earnings, poverty outcomes, and the stock market valuation of low-wage employers are documented. Overall, this book calls into question the standard model of the labor market that has dominated economists' thinking on the minimum wage. In addition, it will shift the terms of the debate on the minimum wage in Washington and in state legislatures throughout the country.

Customer Reviews:

Superb and refreshing.......1999-04-01

For those of us without formal economics training, Card and Krueger present an easy-to-read alternative view of the minimum wage controvery. They undermine powerfully the long held assumption that minimum wages decrease job opportunities for low wage workers, and elegantly descibe what poor workers have known for years.

Exposing the Myths of Industrial Precision Measurement Control

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Exposing the Myths of Industrial Precision Measurement Control
Richard Clark
Manufacturer: Hanser Gardner Publications
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Binding: Paperback

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ASIN: 156990393X

The Way We Were?: The Myths and Realities of America's Student Achievement (Century Foundation/Twentieth Century Fund Report)

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The Way It Is
Most of the book is a crock
Excellent objective analysis of present and past test scores

The Way We Were?: The Myths and Realities of America's Student Achievement (Century Foundation/Twentieth Century Fund Report)
Richard Rothstein
Manufacturer: Century Foundation Press
ProductGroup: Book
Binding: Paperback

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ASIN: 087078417X

Book Description

According to conventional wisdom, American public schools have suffered a terrible decline and are in need of dramatic reform. Today's high school students, it is alleged, display an ignorance of things that every elementary student knew a generation ago. American business leaders warn that rising illiteracy and "innumeracy" threaten our competitiveness in the global marketplace. Political scientists worry that poor schooling is undermining the very foundations of our democracy as American adults exercise their citizenship on the basis of dumbed-down sound-bites. But are things really that bad? What evidence are these criticisms based on, and does it hold up under examination? In this book, Richard Rothstein analyzes the statistical and anecdotal evidence and shows that public schools, by and large, are not falling down on the job of educating our children. To the contrary, by many measures they are doing better than in the past. Minority students have improved their test scores significantly, and overall dropout rates have fallen. Moreover, our schools educate more poor children, and more children whose native language is foreign, than ever before. Further improvement in American education, Rothstein argues, should be based on an accurate appraisal of strengths and weaknesses rather than on exaggeration. Rothstein shows in convincing detail how standardized tests comparing American students' performance today with that of the past, and with student performance internationally, frequently confuse apples with oranges. The nation's student population today is very different from that of decades ago and from the student population in other nations. As critics of public education promote private alternatives and politicians debate the value of standardized national testing, The Way We Were? is especially timely.

Customer Reviews:

The Way It Is.......2001-12-02

In very smooth and readable prose, free of "paradigm-speak," Rothstein examines the much touted crisis of decaying intellects of American public school students.

Since most chicken littles of the academic crisis cite declining SAT scores, Rothstein begins with an examination of exactly what the SAT is supposed to measure, and more importantly, who takes the SAT. Since SAT scores reflect the achievement of a self-selected group, because the SAT is not required, these scores aren't of much use in demonstrating the abilities of an entire senior class (not to mention the fact that juniors and seniors take it together, along with some sophomores as well). I learned the surprising fact that until 1994, yearly scores were still compared (with some adjustment, but nonetheless....) to a group of young men who had all gone to private schools, and who took the test in 1941.

Rothstein includes information about declining dropout rates since the 1930's, and how this effects achievement scores of a senior class; he looks at more legitimate means of comparing students, such as the Iowa Test of Basic Skills. He also looks at the correlation between income and SAT scores, and documents the fact that more students from lower income families have been taking the test in recent decades.

In the last chapters, Rothstein examines some of the other issues facing schools, such as bi-lingual education, and phonics vs. whole word methods of reading instruction.

Anyone in education, and anyone concerned about national student achievement should read this book.

Most of the book is a crock.......2000-11-18

Some good points made (more students taking theSAT,forexample), but most of the book is a crock. He fails toconsider many of the facts, such as our comparison with otherindustrialized nations, 1/5 of adults have rudimentary literacy skillsafter 12 or more years of schooling (and it isn't looking any betterthanks to education college professors), the SAT scores wererecentered in 1994, more students are taking remedial college courses,more students are taking college prep courses in high school, but theyaren't anymore prepared, etc, etc. He blames the tests for notshowing progress, rather than the source...PHILOSOPHY! Does theauthor watch Jay Leno?

Excellent objective analysis of present and past test scores.......1999-05-18

In 114 pages of very readable writing, the author sheds light on what test scores mean, and don't mean, from past and present. The difficulty of comparing SAT scores from the 1940's, to the scores in recent years, is more than just difficult. It's impossible, and for a number of reasons that he explains well -- only one of which is that the test is voluntary. Really, what he writes is fascinating. For example, SAT scores are used to judge the teaching effectiveness of different states. Iowa and North Dakota score very high. But in Iowa, for example, only the top 3% of their students take that test! In NJ, on the other hand, 74% of the students recently took the test. Would you not expect the results to be different -- lower -- if 74% of the kids take the test rather than the top 3%? Sure.

The problem is that it's exactly those tests -- and others -- which are used to tell us how we've gotten worse in our school systems.

In 1941 -- the first year of the SAT -- approximately 1% of all high school students took the SAT. Accurate demographic data don't exist, but the test was taken, for the most part, by the kids from wealthy families.

Today, the percentage of kids taking the test is much greater. And thus the demographics are vastly different. Yet we draw mistaken conclusions from test results then, and now, that are simply statistically impossible to make.

Very interesting book. Gives a much-needed historical perspective.

The author's conclusion -- that schools are actually doing a better job today than in years past -- is quite well-supported.

Final note: the average IQ in our country went up 15 points -- a huge gain -- from 1932 to 1978. (No analysis done since then that the author noted.) Is this the sign of a system in disarray? Doesn't seem so.

The author is quick to point out that his analysis isn't meant to say that no improvements can, or need be, made in our schools. But perhaps we're seeing "crisis" about the wrong things. And putting money into the wrong things.

He encourages us to make objective analysis, and to understand what we can conclude -- and what we cannot.

Book Description

In recent years, reported racial disparities in IQ scores have been the subject of raging debates in the behavioral and social sciences and education. What can be made of these test results in the context of current scientific knowledge about human evolution and cognition? Unfortunately, discussion of these issues has tended to generate more heat than light.

Now, the distinguished authors of this book offer powerful new illumination. Representing a range of disciplines--psychology, anthropology, biology, economics, history, philosophy, sociology, and statistics--the authors review the concept of race and then the concept of intelligence. Presenting a wide range of findings, they put the experience of the United States--so frequently the only focus of attention--in global perspective. They also show that the human species has no "races" in the biological sense (though cultures have a variety of folk concepts of "race"), that there is no single form of intelligence, and that formal education helps individuals to develop a variety of cognitive abilities. Race and Intelligence offers the most comprehensive and definitive response thus far to claims of innate differences in intelligence among races.

Customer Reviews:

Race and Intelligence.......2007-07-12

This is a great book. It takes readers from the origin of humanity to how far it has come including beliefs or myths created as populations drifted away from Africa. It's also a great analysis of how perception changes as we go from one environment to another.

None of the Above: Behind the Myth of Scholastic Aptitude

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The most thorough analysis of the SAT and ETS to date.

None of the Above: Behind the Myth of Scholastic Aptitude
David Owen
Manufacturer: Houghton Mifflin Company
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Binding: Paperback

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ASIN: 0395415004

Customer Reviews:

The most thorough analysis of the SAT and ETS to date........1997-11-10

Mr. Owen operates on the Educational Testing Service--and its lackeys, the College Board--like a surgeon with a mission. That mission is the truth: ETS is a wolf in sheep's clothing. The SAT--and aptitude testing in general--is a farce. This is an object lesson that holds true to this day. A must read for anyone considering taking the SAT. (Or anyone PAYING for someone else to take it. Heads up, parents.)

Effective Substitute Teachers: Myth, Mayhem or Magic (Roadmaps to Success)

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Effective Substitute Teachers: Myth, Mayhem or Magic (Roadmaps to Success)
Terrie St Michel
Manufacturer: Corwin Press
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Binding: Paperback

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ASIN: 0803962487

Book Description

Based on a two-year study of substitute teachers in the United States, this guide presents a practical plan to provide teachers and administrators with accurate information and recommendations for designing, implementing and maintaining quality substitute teacher programmes.

Assessment and Testing: Myths and Reality (New Directions for Community Colleges)

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Assessment and Testing: Myths and Reality (New Directions for Community Colleges)
Trudy H. Bers
Manufacturer: Jossey-Bass Inc Pub
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ASIN: 0787999830

Intelligence on Myths and Measurement (Advances in psychology ; v. 3)

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Intelligence on Myths and Measurement (Advances in psychology ; v. 3)
Pieter A. Vroon
Manufacturer: Elsevier
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Myths and Tradeoffs: The Role of Tests in Undergraduate Admissions (Compass Series (Washington, D.C.).)

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Myths and Tradeoffs: The Role of Tests in Undergraduate Admissions (Compass Series (Washington, D.C.).)

Manufacturer: Natl Academy Pr
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