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:

Best Russky textbook

V Puti or Russian Grammar in Context
Olga Kagan , Frank Miller , and Ganna Kudyma
Manufacturer: Prentice Hall
ProductGroup: Book
Binding: Paperback

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ASIN: 0130282804

Book Description

This highly successful program assists in the development of all the language skills (listening, speaking, reading, and writing) by presenting realistic settings, situations, and contexts. Perfect for use in an intermediate or advanced Russian course, V Puti offers conversational exercises, various readings (biographies, poems, literature and historical texts) and grammatical explanations and practice.

Customer Reviews:

Best Russky textbook.......2007-01-25

If you really intend to become fluent, this is a necessary text.
Schaums Outline is great, but this gives so much profound nuance, is great concise form. Pity that I already bought the awful 'Troika.'

Academia seems to dumb down teaching languages, so student must pay for more courses. Why else would academe push such trash, as Troika?

Nakama 2: Japanese Communication, Culture, Context (Japanese College Titles)

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Hai, Soo desu.
Nakama is your best friend
After Nakama I, a bit disappointing...

Nakama 2: Japanese Communication, Culture, Context (Japanese College Titles)
Yukiko Hatasa , Kazumi Hatasa , and Seiichi Makino
Manufacturer: Houghton Mifflin Company
ProductGroup: Book
Binding: Hardcover

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ASIN: 0669285048

Book Description

For a full description, see entry for Makino et al., Nakama 1: Japanese Communication, Culture, Context.

Customer Reviews:

Hai, Soo desu........2004-09-01

I recently finished the intensive intermediate course at Harvard--another summer of boot camp--and this was the text for the first 2/3 of the course. I think that it is a very good text, and along with the lab manual and CDs, the Nakama system is extremely effective. There is also a great website, "Friends of Nakama," which should be very helpful to anyone using these texts. There you'll find lots of good quizzes for vocabulary and kanji.

Unfortunately, my instructors seemed to dislike kanji immensely--kanji were never discussed as a topic in their own right, in spite of their evident interest to gringos like me who have been drawn to a study of Japanese BECAUSE of kanji (among other things). One Chinese student in the class hypothesized that the Japanese hate kanji because they are kanji, i.e., Chinese characters. But, I digress.

The important point here is that Nakama DOES discuss kanji in historical and linguistic context, and that, in my opinion, is a very good thing.

Nakama is your best friend.......2004-08-26

Nakama is a great tool for students who are begining their Japanese Languages study. Nakama 2 is the continuation of Nakama 1, and continues the emphasis on situational Japanese. The grammar targets are useful and informative. Learning "nakereba naranai" (have to) form IS a different concept from "-ba" (if) form. Thankfully, the text presents a practical approach to structure and not an overly "rules" based approach.

After Nakama I, a bit disappointing..........2002-06-15

I used both Nakama I and Nakama II for the first four semesters of university Japanese classes, and Nakama I was brilliant--the early introductions to hiragana and katakana, the mnemonic devices, the themed vocabulary lists. I felt that it gave us a great start, but Nakama II went downhill.

I have two main gripes with this book: the bizarre choices for kanji in each chapter and the selective information given about grammatical structures. Nakama II does not teach the most common kanji or kanji with common elements that will be more useful with further study; it takes the idea of "themed" learning and creates situations where, say, you can write all of the kanji in yuubinkyoku (post office) before you can write "migi" (right) and "hidari" (left). This problem extends to the vocabulary lessons as well--light on basic everyday-use verbs, for example, but heavy on less-necessary words.

Frankly, I also didn't get the approach Nakama II takes to grammar--the idea that "here is a grammatical structure, usable only in the narrow context it's presented as a part of, with no further explanation." We learned the "nakereba naranai" construction a good two chapters, I believe, before we learned what the "ba" form was at all. When the more complete explanation is given, it's treated like an entirely new concept.

Nakama II is not all bad, by any means; in fact, it's superior to other textbooks I've purchased, and I'm not quite sure if there is any one Japanese textbook helpful in all areas. But if you attend a school that uses Nakama, keep your fingers crossed that you get as lucky as we were to have a teacher who was intelligent and helpful, or that you can be extremely diligent in filling in the gaps left by this text.

Book Description

Write better essays with TEXTS AND CONTEXTS: A COMPREHENSIVE APPROACH TO COLLEGE WRITING! With high-interest readings, tips for writing good essays both in and out of class, and a comprehensive grammar review, this developmental English text provides you with the skills you need for college success. Readings cover compelling topics such as censorship of high school newspapers, rating movies, analyzing the job market, and whether or not college athletics should be reformed. Selections written by students give you realistic expectations for your own writing and help you build on your own skills.

Grammar in Context 2, Fourth Edition (Student Book)

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Grammar in Context 2, Fourth Edition (Student Book)
Sandra N. Elbaum
Manufacturer: Cengage Learning
ProductGroup: Book
Binding: Paperback

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ASIN: 1413007422

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Great resource
Well worth buying and reading
Why did I buy this book?
If I were to choose one book
Ehhh

Teaching Language In Context
Alice Omaggio Hadley
Manufacturer: Heinle
ProductGroup: Book
Binding: Paperback

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ASIN: 0838417051

Book Description

TEACHING LANGUAGE IN CONTEXT, THIRD EDITION is the essential methods text for anyone teaching or learning to teach a foreign language. TEACHING LANGUAGE IN CONTEXT combines an updated, comprehensive, readable review of the literature, a thorough bibliography, and sample activities and approaches that effectively model the methodology.

Customer Reviews:

Great resource.......2006-11-10

This text is chock full of relevant information for langauge educators and language educators to be. I especially enjoy the online workbook which is an amazing commplement to an informative text such as this. I appreciate the author's inclusion of numerous schools of thought for those who might be new to this information. Great tertiary level text

Well worth buying and reading.......2004-11-04

This book is aimed at explaining proficiency oriented language teaching, and has very valuable material on proficiency and its importance. This is something many teachers seem to overlook as too obvious to be of concern, but Hadley shows it to be a central issue in teaching. The criticism made by one reviewer that it's tilted too much toward communicative teaching is mistaken. There's a difference between communicative teaching and proficiency oriented teaching, although they are obviously related. This book, like any other, is not sufficient by itself, but needs to be read an compared to others in order to get a range of viewpoints. It is not of instantaneous practical use to classroom teachers, but rather deals with the ideas behind teaching methods. It is a very valuable addition to a teacher's bookshelf and I have no regrets about buying it.

Why did I buy this book?.......2003-12-18

I remember using it in a course I took a few years ago, and I was thrilled to find so many different aspects of language teaching covered in one volume. When I was thinking of buying the present edition, I asked a friend, someone with a Master's degree in TESL/TEFL, her recommendation, and she said: "Well, Doug Brown recommended it to me." So I bought Teaching Language in Context, and am very glad I did.

If I were to choose one book.......2002-12-17

No book can cover every aspect of language instruction, but by all means Hadley's work would be right up there with Ellis, Richards and Rodgers among others. This is a solid book, jam packed with historical facts and insights, and I feel has caught the full heart of the profession representing the current state of the profession. I could not disagree with the first reviewer more. I am reading this book through and I love this book. This is not a technique-y book at all but a serious treatise and contribution to educators who want to have a broader scope on theory and instruction. In my mind, the author answers the who, what, where, when, how, and why not just of one method but does it with several of the major methods. And this she does in Chapter three! This is a 512 page text and to my mind, the reading is coherent, smart, and digestable. This text is certainly one of the better foundational texts for comprehensive grasp of the field. This book is be a springboard to assist the reader to think through the past and present assumptionan about teaching language; it is an excellent choice! If I were to only have one text to me to read in this area, this would be a top contender. Thank you Alice Omaggio Haddley for the hard work and care you put into this wonderful book.

Ehhh.......2002-09-11

This book is okay and only okay. It's not very practical; it does not really teach you how to teach a foreign language. The book errs regarding its definitions of language acquisition versus language learning. It is apparent to me as a reader and as a teacher that the author has not spent enough time in an actual classroom with actual language learners. The book is also lacking a 'why'. Why learn a new language? Why does this matter to students today? As any parent or teacher will tell you, why is the first, last and most asked question. "Ways With Words," by Shirley Brice Heath, has a lot more helpful information when it comes to language learning than this text.

Average customer rating:

Excellent source for teachers, parents

Teaching Grammar in Context
Constance Weaver
Manufacturer: Boynton/Cook
ProductGroup: Book
Binding: Paperback

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ASIN: 0867093757

Book Description

More than fifteen years ago, Constance Weaver's Grammar for Teachers (NCTE, 1979) broke new ground by responding to widespread concern about the place of grammar in the curriculum. Suggesting that teachers need to know key aspects of grammar in order to teach writing more effectively, Weaver also argued that students need to be guided in learning and applying grammatical concepts as they revise and edit their writing. Attention to sentence structure and mechanics during the process of writing would result in better products.

With Teaching Grammar in Context, Weaver extends her philosophy by offering teachers a rationale and practical ideas for teaching grammar not in isolation but in the context of writing. She begins by introducing some common meanings of "grammar" and provides a historical overview of traditional reasons for teaching grammar as a school subject. After examining those reasons, she questions them, citing decades of research which suggests that grammar taught in isolation has little, if any, effect on most students' writing.

To lay the groundwork for a more effective approach, Weaver considers how preschoolers learn the basic structures of their native language and how second-language grammar is acquired. She goes on to suggest a research-based perspective on the concept of error and on the writing "errors" our students make, concluding with practical alternatives to what Lois Rosen has dubbed "the error hunt." Equally useful is Weaver's examination of the aspects of grammar on which we might focus as we guide our students in writing and revising sentences and in editing selected pieces. Her final chapter addresses the teaching of grammar from the perspective of learning theory.

The appendix includes numerous sample lessons from Weaver's own teaching, illustrating the five broad topics suggested in the text:

teaching concepts of subject, verb, clause, sentence, and related editing concepts
teaching style through sentence combining and generating
teaching sentence sense and style through manipulation of syntactic elements
teaching the power of dialects and dialects of power
teaching punctuation and mechanics for convention, clarity, and style.

Teaching Grammar in Context fills a long-standing gap in the literature on teaching writing. It will prove invaluable to all practicing and preservice teachers, especially those at the middle and high school levels, where grammar is taught most intensively.

Customer Reviews:

Excellent source for teachers, parents.......2000-06-22

WARNING: This book is NOT a grammar handbook. It is NOT a small-minded diatribe against the deplorable state of education today. It is NOT a frivolous "just let the kids write anyway they want" text either.

Instead, Connie Weaver has created a text that reintroduces sanity to the issue of how to teach grammar, and its kin, writing.

This text clearly explains the history of grammar and how it has been taught in history. It addresses how children learn language (and thus grammar)and what does that mean for the way we teach it.

In particular, she share the overwhelming compelling evidence of numerous studies that we can not teach grammar in isolation through drills and worksheets.

What is then WONDERFUL about this text is that she goes on to show what DOES work in teaching grammar to students. She outlines specific lessons and how and why they work. And, of course, she backs it up with some research from the field.

Anyone who plans on being a teacher in elementary or a language arts teacher in the higher grades should be REQUIRED to read this book. Parents who want to know how their children can benefit from grammar instruction combined with whole language ideals (reading and writing) should read this.

Average customer rating:

Confusing and full of typos

Grammar in Context

A misleading message

Good book to start with

Grammar in Context 3, Third Edition (Student Book)
Sandra N. Elbaum
Manufacturer: Heinle & Heinle Publishers
ProductGroup: Book
Binding: Paperback

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Grammar in Context 2, Third Edition (Student Book)

Grammar in Context 3, Fourth Edition (Student Book)

More Grammar Practice 3

Active Skills for Reading: Book 3

Grammar in Context 2, Fourth Edition (Student Book)

ASIN: 0838412726

Book Description

Students learn more, remember more, and can use grammar more effectively when they learn language in context. GRAMMAR IN CONTEXT offers comprehensive explanations, culturally rich readings, and numerous practice and writing actitivies.

Customer Reviews:

Confusing and full of typos.......2002-12-18

This book can be quite confusing at times, and is best used with a teacher in a class. It's not designed for self-study. There are quite a few errors in the book as well. The editor needs to go through it again and fix the mistakes. Some sections introduce a grammar point, and then offer NO practice for that point.

Grammar in Context.......2001-05-02

In response to Chen-Wu's review: This reviewer is confusing the instructor's manual, which has tests and answers, with the main text, which has about 400 pages of contextualized grammar presentations, charts, exercises, and activities.

A misleading message.......2001-03-16

The book though titled Grammar in Context (ESL Series) is actually a booklet of about 48 pages with merely some drills and keys in it. The book is of no use unless you already have Grammar in Context (paperback edition). In my opinion, this booklet should be treated as an attachment to the original book Grammar in Context and ought not to be sold separately . Besides, all the bookreviews under the item are related to the original book Grammar in Context (paperback edition). So be careful when you order the book. I suggest the bookreviews under this item be removed.

Good book to start with.......2000-09-07

I found this book quite useful and a very good source to start with specially for people who have done only first level courses.

Get Ready! For Standardized Tests : Reading Grade 4

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Get Ready! For Standardized Tests : Reading Grade 4
Kris Callahan , and Carol Turkington
Manufacturer: McGraw-Hill
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ASIN: 0071374086

Book Description

Schools in 45 states now administer annual standardized tests, designed to gauge children's proficiency in reading, and, in many cases, to determine who gets promoted and who doesn't. These latest volumes in the critically-acclaimed Get Ready For Standardized Tests series arm parents with proven tools and techniques to help assess their children's basic reading skill levels; pinpoint their specific problem areas; reinforce their proficiency; gauge their progress; and instill them with the confidence and test-taking know-how needed to shine on virtually any standardized test.

Download Description

The core math and reading skills acquired in the first four years of school form the foundation of all future academic success. And, like every good parent, you want to ensure that your son or daughter develops those skills in a timely fashion. The books in the Get Ready! for Standardized Tests series help you do just that.

Get Ready! For Standardized Tests : Reading Grade 2

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Get Ready! For Standardized Tests : Reading Grade 2
Louise Ulrich , and Carol Turkington
Manufacturer: McGraw-Hill
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