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.

Summated Rating Scale Construction: An Introduction (Quantitative Applications in the Social Sciences)

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Summated Rating Scale Construction : An Introduction (Quantitative Applications in the Social Sciences)
Summated Rating Scale
A very good monograph on scale development

Summated Rating Scale Construction: An Introduction (Quantitative Applications in the Social Sciences)
Paul E. Spector
Manufacturer: Sage Publications
ProductGroup: Book
Binding: Paperback

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ASIN: 0803943415

Book Description

"The steps of scale development are clearly explained, with brief rationales of the methods involved. . . .Having read the book, almost anyone with a basic social science education could go through the practical motions of developing a scale. . . . says in general terms that theory is important and goes on to provide hints on how to generate a pool of items. The hints are empirically sound and useful. . . "

--Joint Centre for Survey Methods Newsletter

When a social scientist conducts a survey, the goal is to develop a rating on some attitude, value, or opinion - a summated rating scale. Aimed at helping researchers construct more effective summated rating scales, Spector shows how to determine the amount of items necessary, the appropriate amount of response categories, the most productive wording of items, how to sort good items from bad (including item-remainder coefficients and Cronbachâ€™s alpha), and how to validate a scale, including dimensional validity from factor analysis. This accessible book concludes with a step-by-step account of how to develop a summated rating scale based on classical test theory.

Customer Reviews:

Summated Rating Scale Construction : An Introduction (Quantitative Applications in the Social Sciences).......2005-09-12

I purchased this book to assist me with construcing an inventory for a project connected to my Master's Thesis. This book is an excellent guide for taking the reader through in a step by step fashion to construct effective Summated or Likert Scales. I would highly recommend this to any student or professional. It is also published by Sage Publications who has a well established reputation for their academic and scholarly publications.

Tom Payton

Summated Rating Scale.......2005-08-23

My purchase arrived in a timely manner and in very good condition. Thanks for the quick and quality service.

A very good monograph on scale development.......2002-04-23

This small little book succintly lay out the essential procedures to scale development. Clearly written and very focused, it has cleared my doubts in summated rating scale development! Thanks Dr. Spector.

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Research Methods for Construction
R. F. Fellows , and Anita Liu
Manufacturer: Blackwell Publishing Limited
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Dissertation Research and Writing for Construction Students, Second Edition

ASIN: 0632064358

Book Description

Providing guidance on research methods for construction students, this book is divided into three sections: producing a proposal, executing the research and reporting the results.

Test Equating, Scaling, and Linking: Methods and Practices (Statistics for Social and Behavioral Sciences)

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Test Equating, Scaling, and Linking: Methods and Practices (Statistics for Social and Behavioral Sciences)
Michael J. Kolen , and Robert L. Brennan
Manufacturer: Springer
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Binding: Hardcover

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Accessories:

ASIN: 0387400869

Book Description

Test equating methods are used with many standardized tests in education and psychology to ensure that scores from multiple test forms can be used interchangeably. In recent years, researchers from the education, psychology, and statistics communities have contributed to the rapidly growing statistical and psychometric methodologies used in test equating. This book provides an introduction to test equating which both discusses the most frequently used equating methodologies and covers many of the practical issues involved.

This second edition expands upon the coverage of the first edition by providing a new chapter on test scaling and a second on test linking. Test scaling is the process of developing score scales that are used when scores on standardized tests are reported. In test linking, scores from two or more tests are related to one another. Linking has received much recent attention, due largely to investigations of linking similarly named tests from different test publishers or tests constructed for different purposes. The expanded coverage in the second edition also includes methodology for using polytomous item response theory in equating.

The themes of the second edition include:

* the purposes of equating, scaling and linking and their practical context

* data collection designs

* statistical methodology

* designing reasonable and useful equating, scaling, and linking studies

* importance of test development and quality control processes to equating

* equating error, and the underlying statistical assumptions for equating

"Given the perennial debates about academic standards and grade inflation, it is my view that tools such as those described in this book should be adopted much more widely by the academic community than they are at present. This book provides an excellent overview, and I strongly recommend it." Short Book Reviews of the ISI, April 2005

"I highly recommend this book to everybody who has any interest in equating and linking, be they a student, practitioner, or researcher." Psychometrika, 2006

Developing Organizational Simulations: A Guide for Practitioners and Students (Applied Psychology)

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good book and bad service

Developing Organizational Simulations: A Guide for Practitioners and Students (Applied Psychology)
III, George C. Thornton , Rose A. Mueller-Hanson , George C. Thornton III , and Rose Hanson
Manufacturer: Lawrence Erlbaum
ProductGroup: Book
Binding: Paperback

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ASIN: 0805844120

Book Description

This book provides a concise source of information on effective and practical methods for constructing simulation exercises for the assessment of psychological characteristics relevant to effectiveness in work organizations. Simulation exercises present the examinee with descriptions of complex situations that stimulate aspects of real-world settings and problems. Examinees are required to demonstrate overt behavior in handling the problems presented. The process and/or products of this behavior are observed by trained assessors who observe behavior, classify behaviors into relevant dimensions, and evaluate effectiveness. Simulations can provide assessments of abilities, skills, and competencies not readily measured by other testing techniques.

Developing Organizational Simulations provides practical guidance for defining the attributes to be assessed, constructing the stimulus material, and designing methods for administration and scoring. Several different situational exercises are presented,including business games, leaderless group discussions, in-baskets, one-on-one interaction simulations, and case studies/presentations. Steps to ensure the reliability, validity, and legal defensibility of assessments from simulations are described. In addition, the book presents the use of simulation exercises for the purposes of personnel selection, training, development, and certification. Professional standards and guidelines relevant to the construction of simulation exercises are also covered.

Customer Reviews:

good book and bad service.......2007-01-08

this is a wonderful textbook for learning
but the shipment of amazon is bad, until I pay it for higher price, or it will delay and delay

Questionnaires in Second Language Research: Construction, Administration, and Processing (Second Language Acquisition Research)

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Questionnaires in Second Language Research: Construction, Administration, and Processing (Second Language Acquisition Research)
Zolt n Dornyei
Manufacturer: Lawrence Erlbaum
ProductGroup: Book
Binding: Paperback

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ASIN: 0805839097

Book Description

One of the most common methods of data collection in second language research is using questionnaires of various kinds. In spite of the wide application of questionnaires in the second language field, there does not seem to be sufficient awareness in the profession about the theory of questionnaire design and processing. The usual--and in most cases false--perception is that anybody with a bit of common sense can design good questionnaires, and the practice of questionnaire design and use has remained largely uninformed by theory. As a consequence, it is all too common to see that studies which start out with exciting research questions are spoiled by the application of badly designed questionnaires and/or a lack of reliable and valid results due to faulty processing. One reason for the lack of sufficient awareness of questionnaire theory among language researchers is the absence of relevant summaries and training materials in the second language literature. The purpose of the current book is to fill this gap.

The book is motivated by very practical purposes, namely to help researchers to increase the efficiency of their questionnaires and to avoid possible pitfalls. Accordingly, special care has been taken to avoid unnecesary jargon, to make the text accessible, and to relate everything to real-life situations. Illustrated by concrete examples, the book offers a thorough but accessible overview of the theory of questionnaire design, and administration and processing, with a special view on second language research applications. The conclusion summarizes the main points of questionnaire theory in a straightforward checklist that offers an easy-to-use tool for researchers. Researchers and students in TESOL and second-language programs and applied linguistics, with secondary markets in other language research (e.g., child language) will find this book useful.

Knowing What Students Know: The Science and Design of Educational Assessment

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decent
An argument for fudging the data

Knowing What Students Know: The Science and Design of Educational Assessment
Committee on the Foundations of Assessment , Board on Testing and Assessment , National Research Council , and Robert Glaser
Manufacturer: National Academies Press
ProductGroup: Book
Binding: Hardcover

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ASIN: 0309072727

Book Description

Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education.

The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective?

At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning.

Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored.

With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

Customer Reviews:

decent.......2004-05-25

This book is not terrible and provides a good overview and introduction to assessment. The previous reviewer of this book could not have been more wrong about grades. Actually, research shows grades are a horrible predictor of success when controlling for other factors (income, socio-economic status, etc.). Research also shows there is *no* link between a grade and what someone has learned. This is because grades are relative and measure an individual's performance at one time, although I will admit that using multiple methods and more numerous testing will increase the validity of grades. If tied to the learning goals of a course, grades can be effective. But as a policy making tool or measure of what someone has learned, grades really don't say much, if anything at all.

An argument for fudging the data.......2003-07-31

The thesis of this book is that (1) tests of educational assessment are increasingly being looked at by politicians (2) this has implications for the employment of educators and (3) being very clever, we teachers should be able to come up with new wasy of measuring student performance that won't actually test what the students have learned.

Okay, perhaps that's a bit overly cynical. But not by much.

Politicians are indeed looking closely at student performance, and for the first time in a long time, thinking about grading how well the public school are performing. And to be fair to the teachers, the intent often has as much to do with individual political aims as it does with education. So teachers repsond in kind, ganing the system, teaching to the exams and so forth. The only parties being left out of this game are the students themselves.

Assessment is needed, both to judge how well students are doing, and to judge how well the schools themselves are doing. The finny thing is that there is a measure that's been ignored in all of this. It's called grading.

Book Description

In recent years, many researchers in the psychology and statistical communities have paid increasing attention to test equating as issues of using multiple test forms have arisen and in response to criticisms of traditional testing techniques. This book provides a practically oriented introduction to test equating which both discusses the most frequently used equating methodologies and covers many of the practical issues involved. The main themes are: - the purpose of equating - distinguishing between equating and related methodologies - the importance of test equating to test development and quality control - the differences between equating properties, equating designs, and equating methods - equating error, and the underlying statistical assumptions for equating. The authors are acknowledged experts in the field, and the book is based on numerous courses and seminars they have presented. As a result, educators, psychometricians, professionals in measurement, statisticians, and students coming to the subject for the first time as part of their graduate study will find this an invaluable text and reference.

Customer Reviews:

nice introduction to the details of test equating.......2002-04-08

The Educational Testing Service and other institutions have for over 50 years done important research in testing methods,designs and analyses for a variety of purposes including (1) determining eligibility for university enrollment (2) competency for specific jobs and (3) trend information for public policy. Many of the advances have been described in the psychometric literature and the techniques described in this book are used to compare scores on different tests such as SAT tests taken at different times.

On an elementary level most university professors have done a form of test equating with their own exams since the appropriate difficulty is sometimes hard to gauge. So-called curving a test is a form of adjusting scores by transforming to the standard normal curve.

Unfortunately there are many better techniques that have been ignored and many psychometricians are not properly trained. These authors are among teh leaders in the field and have taught test equating. They found a need for a book of this type and they filled it.

Many prominent statisticians have contributed to this research including Paul Holland, Don Rubin and Henry Braun. Much of this work was done by statisticians during their tenure at ETS and research continues at the ETS and at academic institutions.

The authors provide a thorough treatment of the methods and the literature. This is good for a graduate level course, for a reference guide for practitioners and researchers in test equating.

One important aspect of the problem is estimating the standard error of the test equating estimates. The delta method and parametric and nonparametric bootstrap methods are all described.

Book Description

Avoiding the more usual statistics-driven perspective, this textbook teaches an intuitive feel for handling survey data by emphasising that data analysis is more about understanding the research objectives and understanding what kinds and data have been collected. The book concludes by giving a review of strategies for coping with all the kinds of practical problems that arise in survey research. Reader-friendly throughout, the book provides numerous worked examples, end-of-chapter questions, and points for further discussion to help reinforce concepts learned. A companion website offers teaching support material as well as examples in SPSS.

Human Factors Research: Methods and Applications for Architects and Interior Designers

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Human Factors Research: Methods and Applications for Architects and Interior Designers
John E. Harrigan
Manufacturer: Elsevier Science Pub Co
ProductGroup: Book
Binding: Hardcover

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ASIN: 0444427465

Book Description

Hardbound. In order to succeed, human factors research must blend the subjective and objective aspects of the client's situation, applying both argument and evidence. How to accomplish this complex and very necessary goal is the subject of this book in which information systems, research methods, and evaluation procedures have been formulated as elements in an application strategy that makes possible the blending of research and design. Three main themes are maintained throughout the book: the concern to ensure that designers know how to conduct human factors research in an effective and efficient manner; the emphasis on obtaining the benefits possible when designer and client work in collaboration; and the possibility that what is presented should stimulate thoughtful ideas about new computer applications or database features.

Human factors research is fundamentally a problem of information development. Using the standardized information system pres

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