User:NormaGehring

--NormaGehring (talk) 18:02, 5 April 2013 (UTC)I, Norma Gehring, will be doing very small edits while correcting spelling and/or simplifying complicated sentences into smaller, easier to read sentences (but only occasionally since I am a very busy person most of the time). Only in my appropriate space will I express some sort of basic opinion on my articles here on my page (sometimes using my thirteen sets of encyclopedias, as well as reference works, dictionaries, and commentaries). I will leave the big re-editing to more experienced people (at least until I feel that I am proficient at editing Wikipedia). I may also use accredited news articles for their contents of repeating what they feel is relevant (but, again, not until I am sure of myself with these "accredited" sources).

It is my hope to help enlighten people to good and new ideas and ways of expressing themselves in good and excellent taste while helping all to realize and a better world for it.

I hope there are those who will enjoy new ways of finding better knowledge content for the enhancement of all.

Sincerely,

Norma R. Gehring

P.S. I am from Alberta, Canada.

This below is, for the most part, some of "my personal studies" which I would like to make within Wikipedia while enhancing my "general knowledge" of the world. I made some web pages (probably around the year 2006 and later) on the enhancement on the sciences and knowledge in general). As I have stated, this is for the purpose of enhancing my knowledge here, as such:

The Two Ways of Studying Science

Because of the specific directions from which science can be studied, there exist two ways in which this is done properly. At the beginning of each science group method of study, there will be links to these various sciences. The two ways of studying science are explained in the two groups below:

The “Ordinal” Sciences

There exist eight “ordinal” sciences in their specific “sequences of learning.” This is because each of the eight ordinal sciences leads one into the other. Besides these eight ordinal sciences, there also exist the five, “basic” sciences which are based on, both, the five basic questions along with the five basic concepts. All of these will be explained as they come up in their specific endeavors and sequences below.

1. Mathematics. The first ordinal science is the science of mathematics, specifically, numbers with their numerical sequences. This is the first science because we need it for the purpose of combining the number sequences with the phenomena of the other sciences with which to put them into their proper order for learning.

2. Physics. Physics is the second ordinal science which should be learned. Physics phenomena should be put into mathematical sequencing so that each elementary particle is studied in a systematic order, showing its properties, size, shape, and how it fits in with the particles which make up atoms, molecules, proteins (inorganic proteins and organic proteins), genes, chromosomes, and cells (plant cells, protista cells, and animal cells—the last one here including human cells).

3. Chemistry. The particles of physics combine to make up atoms, which is the major concern of chemistry—regardless of there being a science today which is known as ‘atomic physics.’ Physics and chemistry, in reality, should be separated into what each one contains. Chemistry in this light is ‘separate’ from ‘inorganic chemistry’ and ‘organic chemistry’—the last two of which are the endeavor of studying inorganic proteins and organic proteins, respectively—the fifth ordinal science below. The atoms (i.e., chemical elements) of chemistry are the third ordinal science to be studied in their true and pure form which excludes the study of proteins.

4. Molecular Science. The atoms of chemistry combine to make up molecules. Thus, molecular science is the fourth of the ordinal sciences to be studied in the order of mathematical sequencing. All of these, however, overlap so that you can see their connections “mathematically” once we begin to study the ‘mathematical sequences’ of these things, as you will soon perceive.

5. Inorganic Chemistry and Organic Chemistry. Proteins are combined out of molecules. There exist inorganic proteins and organic proteins—which are the endeavor in study of inorganic chemistry and organic chemistry, respectively. This is the fifth ordinal science to be studied.

6. Genetics. Proteins combine to make up genes, the study of which is the science of genetics. This is the sixth science which should be studied in order.

7. The Science of Chromosomes. Genes make up chromosomes. Thus, the science of chromosomes is the seventh ordinal science.

8. Cellular Biology. Chromosomes make up cells—plant cells, protista cells, and animal cells (the last of which include human cells). Cellular biology is the eighth and final ordinal science to be studied in the “pure” sciences group. There also exists ‘the other sciences’ group, which is shown just below.

The “Basic” Sciences

When coupling the questions of ‘when, where, what/who, how, and why’ with the concepts of ‘time, place/location, it (object/thing)/personification or person, event/happening, and reason/cause/because,’ we come up with five basic sciences and their offshoots. These five basic sciences and their offshoots are:

1. Chronology. The science of chronology is the study of time along with its inclusive subsciences. Chronology is the first of the ‘basic sciences’ to be studied. (when?, time, chronology)

2. Mapology/Atlasology. Since ‘cartography’ is, literally, ‘chart graphing’ (which could also represent any type of chart, including any mathematical chart for any mathematical purpose), and ‘geography’ is ‘earth graphing,’ we need to coin the science words of ‘mapology’ for the science of maps and ‘atlasology’ for the science of atlases so that they include the mapping, not only of Earth but, mapping the galaxy of galaxies (the after-the-big-bang-universe) as a whole. Thus, the second of the ‘basic sciences’ is mapology/atlasology. (where?, place/location, atlasology/mapology)

3. Taxonomy/Classification and Mythology along with Biography/Autobiography. The science of its/things/objects and personifications/persons are the third ‘basic science’ to be studied. We do not realize, at first, that there exist inanimate (i.e., abiotic) objects along with animate (i.e., biotic) objects in the forms of primary whats (inanimate whats), secondary whats (animate, all of the three, plants, protista, and animals other than humans), and tertiary whats = whos (i.e., animate ‘human’ animals). (what?, it/thing/object, taxonomy/classification-who?, personification/person, mythological personification/person, mythology/biography/autobiography). As you can see, because of the question of “who?,” this has complicated this particular science into three different science groups. We have the science of taxonomy/classification in the primary whats, the science of mythology (which can be broken down into inanimate—like earth, air, fire, water, along with love personifications—all mythologically—and, as well, animate person personifications such as Chronos, Chaos, Nyx, Erebus, Aither, Gaia/Gaea, Uranus, Tartarus, Pontus, etc.), and the animate, persons sciences—the Science of Autobiography and Science of Biography into this whole mix. Because of the circumstance, this cannot be helped that there are so many basic sciences in this grouping.

4. Technology/Invention. The fourth ‘basic science’ is technology/invention. (how?, event/happening, technology/invention)

5. Reasonology/Causeology/Becauseology. The fifth and final ‘basic science’ is reasonology/causeology/becauseology. Each of these three related but separate sciences can be broken down into specifics. Any sentence which states ‘the reason that…,’ is the endeavor of ‘reasonology.’ Any sentence which states ‘the cause is…,’ is the endeavor of ‘causeology.’ Any sentence which states ‘because’ in it, is the endeavor of ‘becauseology.’ (why?, reason/cause/because, reasonology/causeology/becauseology)

Although the learning of the sequence of these sciences is important (we want to know the time, then the place, the either what or who, then the how, and finally the why), more important to know before all of these is certain ‘facts’ upon population statistics. The reason that this last is so is because, according to ALL of the ‘scientific’ evidence, what we have been taught in, not just a few but, many cases is incorrect. The ‘facts’ can only lead us to the ‘scientific’ truth when all is said and done. Thus, you ‘must’ begin with these ‘scientific’ facts which scientists today ‘appear’ not to follow. See ‘Population Statistics’ showing that this is, indeed, correct. 'Population Statistics' by Norma Gehring.

And then continue on with the sciences below.

All of these sciences are broken down into ‘subsciences,’ as you can perceive. The subsciences will be introduced in the main science sections. Thus, the links along with the main sciences are:

1. Mathematics 'The Science of Mathematics' by Norma Gehring

2. Physics 'The Science of Physics' by Norma Gehring

3. Chemistry

4. Molecular Science

5. Inorganic Chemistry and Organic Chemistry (i.e., the Science of Proteins)

6. Genetics

7. The Science of Chromosomes

8. Cells (i.e., plant cells, protista cells, animal cells, and human cells—Cellular Biology)

9. Chronology

10. Mapology, Atlasology (including Geography/Cartography)

11. Taxonomy (Classification), Mythology, and Biography or Autobiography

12. Technology (Invention)

13. Reasonology (Causeology and Becauseology)

Some of these are in the refining stages and, thus, are not yet shown on this website.

List for "Science Method 1":

Physics Sciences

Atomic Chemistry Sciences

Molecular Sciences

Inorganic and Organic Chemistry Sciences

Genetics Sciences

Chromosomal Sciences

Cellular Sciences

Science Method 1

Science Method 1 includes the science viewpoint of one thing making up another--that is, atomic particles make up atoms, atoms make up molecules, molecules make up proteins (both inorganic as well as organic proteins), proteins make up genes, genes make up chromosomes, and chromosomes make up cells (that is, plant cells, protista cells, as well as animal cells which include human cells). These, in this manner make up the seven categories of the sciences. Thus we have: atomic particles and rays (that is, physics) sciences, atoms (atomic chemistry sciences), molecules (molecular sciences), proteins (that is, inorganic along with organic chemistry sciences), gene (that is, genetics sciences), chromosomes (that is, chromosomal sciences), and cells (cellular sciences which include plant or botany sciences, protista or plant-animal/animal-plant sciences, along with animal or zoological sciences which also include human studies in this last science).

List for "Science Method 2":

Word(s)

Questions (Inquiries)

Concepts (Subjects, Ideas)

Sciences (Knowledges)

When?

Time

Chronology

Where?

Place (Location)

Mapology (Atlasology)

What?/Who?

Its (Things, Objects)

Abiotic (Inanimate) Personifications

Individuals (Persons, People)

Biotic (Animate) Personifications

Taxonomy (Classification)

Abiotic Mythology

Biotic Mythology

People Personification(s) (The Personification of People)

Autobiography/Biography

How?

Happening(s) (Event, Events)

Technology, Technologies (Invention, Inventions)

Why?

Reason (Because, Cause)

Reasonology (Becauseology/Sinceology, Causeology)

Word Tenses

Word Genders

Word Fixes

Word Comparisons

Word Complimentaries

Synonyms

Antonyms

Homonyms

The First Class of Questions (The Five-Grouping, Most Basic Questions)

The Second Class of Questions (The Twenty-Grouping Class of Questions)

The Third Class of Questions (The Twenty-seven-Grouping Class of Questions)

Science Method 2

Science Method 2 includes the science viewpoint which is based upon three basic complimentary yet differing words. These three basic words are the complimentaries of questions (inquiries), concepts (subjects, ideas), along with the sciences (knowledges--this last being coined by me in its plural form to coincide with the plural form of "sciences").

The questions are "when (because, we first want to know the time), where (because we, after time, want to know the place), what/who (because we want, thirdly, to know to whom it--the either what or who it--happened to), how (or, that is, then, fourthly, we want to know how it happened), and why (fifthly, we want to know the cause)."

The concepts are "time, place (location), either object (it, thing, personification or person), technology (invention), and cause (because, reason)."

The sciences (the third of which contains several of the sciences because of the nature of the subject) are "chronology, mapology or atlasology (since cartography is "chart-graphing" which may include mathematical charts and geography is "Earth-graphing" and limited to the Earth rather than the universe itself), taxonomy or classification [of inanimate or, that is, abiotic objects (such as rocks and minerals as well as mythological personifications of earth, air, fire, water, and, sometimes, including love, wind, etc.--that is, abiotic mythology) and animate or biotic objects (such as plants, protista, and animals including humans (autobiography or biography)--sometimes some of whom are mythological persons)], technology (invention) and, finally, causeology (reasonology, becauseology). As you can see here in these examples, because of the nature of several of the sciences, there exists no clear-cut subject for the science when the universe rather than Earth is used as well as abiotic (inanimate) mythology along with biotic (animate) mythology which must be included in the second and third categories of these sciences, respectively.

On top of this, we will want to learn how to break every basic word down into its tense (past, present, future), gender (neuter, male, female--including mythological concept of these), whether the words have "fixes" or, that is, fixpres (erroneously called "prefixes" today), fixins (or, erroneously called "infixes" today), or fixsufs which can also be called fixposts (erroneously called "suffixes" today), whether the words are complimentaries or comparisons, synonyms, homonyms, antonyms, and so on. Then, after we have determined these, we want to find all of their various definitions as well as where the words originated from along with how the letters have changed as umlaut (that is, the change of the vowel pronunciation from the original vowel pronunciation). Even consonants have changed, in, not just a few but, many cases (this last of which will, "literally," prove that the migrations of the various European peoples moved from eastern Europe to western Europe along with from Germany to Judea!--"probably" during the time of the Crusades).

On top of all of these methods of study, we want to apply the 19 steps in "how to study, how to learn, how to write, and how to teach 'anything'" to all of this when we are done with the first phases.

We also want to ask every type of question about the subject which we can. There are three classes of questions. The first class of questions contains the simplified, most basic taste, touch, hear, see, and smell questions (What does it taste like?, What does it feel like?, What sound does it sound like?, What does it look like?, and What does it smell like?). The second class of questions is that the first five simplified, most basic questions are further broken down into twenty groups (some of which are placed together in questioning within the same group). The third, and final, class of questions separate the ones which are needed to be separated in the twenty-grouping of questions and there, then, turn out to be twenty-seven groupings of questions. All of these groupings of questions, of course, have sub-groups of questions under them. Although I have added a great deal of the sub-questions, these are by no means totally complete at this time. More sub-questions will be added as we continue to learn and they are, then, needed.

List for "Science Method 3":

The Linguistic Faction Adding to 1

The Linguistic Faction Adding to 2

The Linguistic Faction Adding to 3

The Linguistic Faction Adding to 4

The Linguistic Faction Adding to 5

The Linguistic Faction Adding to 6

The Linguistic Faction Adding to 7

The Linguistic Faction Adding to 8

The Linguistic Faction Adding to 9

The Linguistic Faction Adding to 10

Science Method 3

Science Method 3 includes the simplified mathematical sequencing which includes a sequencing having to do with all of the sciences which study mankind from mankind's beginning to end. It is a mathematical sequencing using the numbers 01 through 28 along with large as well as with small letter symbols--such as (01Aa), (02Aa), etc. These are called "linguistic factions" because they trace, not only our linguistics in time and place but also everything that there is to know about mankind, including speech patterns, directions of migration, super-races, races, along with sub-races (as well as with intermixed super-races, races, along with sub-races as well as mixed super-races, races, along with sub-races), super-technologies, technologies, along with sub-technologies, super-ages, ages, along with sub-ages, as well as with anything to do with mankind. This last, in the long run, gives us a basis with which to trace all of the various animal species in time as well as it also places, backwards into time, the universe-as-we-know-it's past (this also with the realization that matter, roto-antimatter, along with energy cannot be destroyed but one is made into the other into what we recognize as "eternity"). On this line, we may pause long enough to discover "Is there, possibly, a real God?" with the "possible" answer to this. There, in reality, are twenty-eight, basic types of mankind (whether australopithecines, pithecanthropines (Homo erecti), Neanderthals, Cro-Magnon, Homo sapiens, Homo sapient sapiens, etc. into up to twenty-eight types of mankind in all) and these are yet broken down into such units as australopithecine I's, II's, III's, etc.

Because of being able to recoup Biblical dates in a special way (which will be explained later), we can put three types of dating to these peoples (Anno Munde = A.M., B.C. = Before Christ, and Anno Domini = A.D.) side by side. Known, tried along with true population statistics will guide us through this along with certain modern facts in modern history texts. The dates will not be what neither theologians, historians, archaeologists, anthropologists, geologists, nor cosmologists have put forward. But the mathematical guidance, facts, and factions will see us through it all to the correction which it should be, as you will see. None of these specialists dares to put all of these known tried along with true facts together: It would "prove" them all incorrect (whether they be either theologians, historians, archaeologists, anthropologists, geologists, or cosmologists)! Along with these facts being put together, we can also find out fallacies which have been written about history as if they were true (either for the sake of propaganda or guessed at errors because a historian was in a hurry to get the text written no matter if it was correct or not, etc.).

As you can see to the left, everything is placed into the linguistic factions which add up to a certain number. On these link-pages, you will find further breakdowns and their corresponding pages, and these, in turn, will lead you to other breakdowns--as well as, sometimes, links--in integration--to the other five of the six science methods of learning.

List for "Science Method 4":

Science Factions Adding to 1

Science Factions Adding to 2

Science Factions Adding to 3

Science Factions Adding to 4

Science Factions Adding to 5

Science Factions Adding to 6

Science Factions Adding to 7

Science Factions Adding to 8

Science Factions Adding to 9

Science Factions Adding to 10

Science Method 4

Science Method 4 includes the "microscopic overview" of the first group of sciences. It uses more advanced mathematical methods than the third manner of learning. The symbolism must contain not only number sequences than (1); (1+1), (2); (1+1+1), (1+2), (2+1), (3); etc. but it must couple them with the plus sign (+) or the minus sign (-) along with superscript numbers (1, 2, 3) as well as subscript numbers (1, 2, 3). And along with this symbolism, these must be coupled with something showing both direction of revolution (around a larger, "oppositely charged" particle) and/or rotation (that is, spin) upon its axis. The "pattern" of the number sequences also give us the knowledge of shape as well as size. Because we know the speed of light, we can determine how fast the particle (or, straight-line ray) moves in a revolution around another, oppositely charged particle. Because of its size, this is a means by which we can calculate out the speed of rotation. Odd numbers represent "energy" particles and rays while even numbers represent either matter or roto-antimatter (that is, rotational antimatter). Numerically, you will discover that there is no such thing as straight "antimatter." Numerically, this is "impossible." Any even number can show its crystal shape on top of the possibilities of geometrical "plane" shapes of matter. These atomic particles show us how they are made up into atoms in their variety of atomic particle being. Hydrogen has eight "basic" potential forms in material shape. These eight potential forms coincide with the eight (not seven) prismatic colors of the rainbow (that is, white prismatic light square-shaped with circle-shaped force field electron as well as positron cosmic particles and rays, green prismatic light rectangular-shaped with oval force field gamma particles and straight line lightning rays, blue prismatic light chevron shaped with heart shaped magnetic field X-ray particles along with straight line lightning rays, indigo prismatic light ultraviolet particles and straight line lightning rays, violet prismatic light solar particles and straight line lightning rays, red prismatic light infrared particles and straight line lightning rays, orange prismatic light microwave particles and straight line lightning rays, and, finally yellow prismatic light radio particles and straight line lightning rays). As you can see by the first examples here, each has a specific shape (which is found in "mathematical formulas") and we can know its crystal forms according to its shape along with size which determines what kind of a particle it is. When the crystal form is in the shape of a rectangle, a rhomboid or square, or triangle, a hexagon, an octagon, is twenty-four sided, or a "ring" of a specific size, etc., it is in its gaseous form. When you square this, it becomes a geometrical "plane" and is in its liquid form, and when it is cubed, it is in it solid form (while each one of these also indicates that it is either a transparent gas, a translucent liquid, or an opaque solid). As you can see by my description here, there is nothing which we cannot find out about any atomic particle nor ray. When coupled together, these form atoms, then molecules, then proteins, then genes, then chromosomes, and, finally, cells. Thus, there is nothing in the universe which cannot be revealed by going by the numerical symbols, sequences, as well the other symbolism to show revolution along with rotation. Why physicists have not discovered these things today is in the fact that "they did not follow their own rules." After all, a neutral particle can neither attract nor repel any other object (simply because it is "neutral") and, thus, there is nothing to hold the so-called "neutron" in the middle of the atom. But, with my method here, we can know what kind of a particle or ray it is, the size, shape, color as well as everything about each particle and ray. And, you will notice, that the evidence will even tell us when "our" universe was "pre-big-bang" [when two clouds of oppositely charged particles were attracted to and came together to form, in their turn, white light (cosmic), green light (gamma), blue light (X-ray), indigo light (ultraviolet), violet light (solar = star = sun), red (infrared)], when "our" universe was "big-bang" [orange (microwave)], and, finally, when "our" universe was "post-big-bang" [yellow (radio)] particle along with ray in time. Because of the pattern which is learned in the third method of learning, we can even come up with the time of how long the universe "actually" was when it came into being [and, I can assure you, it was not what you are being taught in the schools today!, as you will see]. Everything I teach you here has been put on a "strict" mathematical basis! There is little room for error in what I will be teaching you here. Even the known "facts" come out to what they are supposed to come out to within several hour increments within a day when all is said and done.

List for "Science Method 5":

Dimensions

Qualities

Temperatures

Forms (States)

Existences (Beings)

Realms

Light

Radiation

Particles

Shapes

Sizes

Powers

Science Method 5

Science Method 5 comes from the viewpoint of a topical encyclopedia which is based upon mathematical sequences showing the phenomena in Science Methods 1 and 3.

The fifth manner of learning starts with the, both, first and third method of learning while using the noun at the end of a phrase as well as coupling like things into like categories. For instance, if you had the phrase "electromagnetic electricity," you would start from the learning method of describing, not only "electricity" (the end noun word) but also "electromagnetic" as well as "magnetic," or "magnetism." You would find out that there exist three types of cosmic existences (or, that is, three types of cosmic being) along with nonexistence: the electricity realm, the neutrino realm, and the roto-antineutrino realm along with the nonexistence realm. You would find out that there exist six types of electricity (either photon or lightning, heat, electromagnetic, electro-luminescent, thermonuclear, and radiation). Scientists, never before, have broken these down into their refinement "mathematically" to my knowledge.

You will find links to the nomenclature of the 5th scientific method to the left down in the middle of this page.

There are ? number of mathematical symbols (sometime erroneously termed as "signs"):...

There are ? types of basic numbers:

There exist three cosmic dimensions: 1st dimension, 2nd dimension, and 3rd dimension.

There exist three cosmic qualities: transparent quality, translucent quality, and opaque quality.

There exist three cosmic temperatures: boiling-point, normal-point, and freezing-point.

There exist three cosmic forms (or, that is, three cosmic states): gaseous form (gaseous state), liquid form (liquid state), and sold form (solid state).

There exist three cosmic existences: pan-super-atmospheric (the all-encompassing-cosmic atmosphere), pan-super-oceanic (the all-encompassing-cosmic ocean), and pan-super-continentalic (the all-encompassing-cosmic continent).

There exist three cosmic realms: the electricity realm, the neutrino realm, and the roto-anti-neutrino realm.

There exist three electrical states: negative, positive, and neutral (that is, static electricity).

There exist eight prismatic colors: white, green, blue, indigo, violet, red, orange, and yellow.

There exist eight forms of radiation: cosmic rays, gamma rays, X-ray rays, ultraviolet rays, solar (sun) rays, infrared rays, microwave rays, and radio wave rays.

There exist eight basic particles: electrons, positrons, rectangle/oval neutrinos, roto-electrons, roto-positrons, square/circular neutrinos, roto-neutrinos, and roto-anti-neutrinos.

There exist seven scientific kingdoms: the sub-atomic kingdom, the atomic kingdom, the molecular kingdom, the inorganic protein kingdom, the organic protein kingdom, the genealic kingdom, the chromosomal kingdom, the cellularic botanic kingdom, the cellularic protista kingdom, the cellularic zoic (that is, animal kingdom excluding the human kingdom in this scenario), and the cellularic cogitative-cognizant kingdom.

...: rays, particles, and veins.

There exist four basic shapes mathematically: ring, geometrical plane, geometrical area, and geometrical volume.

...: squares/circles, rectangles/ovals, either chevrons/hearts or triangles/triangle-egg-shape, and trapezoid/trapezoidal-egg-shape.

There are, basically, seventy-two types of chemical element existence.

List for "Science Method 6":

Introduction to Prehistory, Protohistory, and History

The Super-ages

The Super-locations

The Super-races

The Super-cultures

The Super-languages

The Super-technologies

The Prehistory Super-age

The Protohistory Super-age

The History Super-age

The Pan-Asians Super-locations

The Pan-Europeans Super-locations

The Pan-Africans Super-locations

The Mongoloids Super-race

The Caucasoids Super-race

The Negroids Super-race

The Sinites (Semites, Shemites) Super-culture

The Indo-Europeanites (Japhethites, Japhetites) Super-culture

The Africanites (Hamites, Chemites) Super-culture

The Sinitic (Asiatic, Semitic, Shemitic) Super-language

The Indo-Europeanitic (Japhethitic, Japhetitic) Super-language

The Africanitic (Hamitic, Chemitic) Super-language

The Paleolithic Super-technology

The Mesolithic Super-technology

The Neolithic Super-technology

The Copper Super-technology

The Bronze Super-technology

The Iron Super-technology

The Galactic(al) Super-technology

The Ages

The Locations

The Races

The Cultures

The Languages

The Technologies

The Prehistoric Archaic Age

The Protohistoric Ancient Age

The Historic Medieval Age

The Historic Modern Age

The Historic Universal Age

Asian Locations

European Locations

African Locations

The Red Race

The Orange Race

The Yellow Race

The White Race

The Green Race

The Blue Race

The Indigo Race

The Violet Race

The Brown Race

The Black Race

The Red Race Sinite (Semite, Shemite) Culture

The Orange Race Sinite (Semite, Shemite) Culture

The Yellow Race Sinite (Semite, Shemite) Culture

The White Race Indo-Europeanite (Japhethite, Japhetite) Culture

The Green Race Indo-Europeanite (Japhethite, Japhetite) Culture

The Blue Race Indo-Europeanite (Japhethite, Japhetite) Culture

The Indigo Race Africanite (Hamite, Chemite) Culture

The Violet Race Africanite (Hamite, Chemite) Culture

The Brown Race Africanite (Hamite, Chemite) Culture

The Black Race Africanite (Hamite, Chemite) Culture

The Red Race Technology

The Orange Race Technology

The Yellow Race Technology

The White Race Technology

The Green Race Technology

The Blue Race Technology

The Indigo Race Technology

The Violet Race Technology

The Brown Race Technology

The Black Race Technology

The 14 Sub-ages and Sub-technologies

Sub-locations

Sub-races

Sub-cultures

Sub-languages

Intermixed-races

Mixed-races

The 28 Super-age-stages and Their Corresponding 28 Super-technological-stages

The 28 Super-location-stages

The 28 Super-race-stages

The 406 Age-stages and 406 Technological-stages

The 2025 Sub-age-stages and 2025 Sub-technological-stages

Month by Month Increments of Time

Science Method 6

Science method 6 comes from the view of cogitative, cognizant Earthling being (that is, human) history in its [that is, history's] broader sense. This means that, being a "broader" sense, of cogitative (that is, "meditating (or thinking)"), cognizant (that is, "being aware (of our surroundings while being able to think "abstractly," realizing how mathematics work, and knowing what yesterday, today, and tomorrow mean which lower animals cannot know and do)"), Earthling (that is, of/from Earth), and being (or, that is, entity) history as a science is the sixth of six science methods of learning and it includes learning about cogitative, cognizant Earthling beings from the largest to the smallest increments which prehistory, protohistory, and history can be put into in an orderly fashion. We will use the term "Earthling" as if it was just "possibly" true that there were other beings in our universe who have intelligent learning levels--even if we do not know this to be true for sure and even though the plausibility for this is great when we think of our whole universe in its entirety.

Because, not just a few but, many things about what is written about our history to date must be shown as incorrect according to what cosmologists, geologists, paleontologists, anthropologists, historians, theologians, and archaeologists teach, we must compare and "prove" why all six of these groups of scientists are incorrect. Thus, so that we can know the real truth, we must begin with and introduction on prehistory, protohistory, and history. Then we must move into what we know is correct and true in an "orderly" manner.

To the left of this portion of the page--in the left-hand column--you will find the order of these types of learning about cogitative, cognizant Earthling beings in an "orderly" fashion of learning. These, however, on their own pages, will take you into deeper learning as you go along and will, eventually, show you where they are related to some of the other science methods of learning.

e-Book on How to Study, Learn, Write, & Teach Anything 2009-01-02

By Norma Gehring

Study Methods Which Students, Teachers, Professors, & Educators Either Don’t Know About or Rarely (If Ever) Use

2. TABLE OF CONTENTS: 2 3. About the Author 3 4. INTRODUCTION TO STUDYING, LEARNING, WRITING, AND TEACHING 3 5. What Questions Will You Make Up About Your Article to Peak Your Audience’s Attention So That They Will Want to Read Further? 5 6. How Would You Create Either One Or Many Titles For An Article? 5 7. Step # 1. The 22 Steps For Breaking Down “Short” Articles For Understanding 6 8. Step # 2. Take Any “Very Short” Article Which You Want to Break Down For Clarity 6 9. Step # 3. So That There Is a Train of Thought, Write a Paragraph 7 10. Step # 4. Stressing Words For the Purpose of Understanding What Is Talked About and How Stressing the Words May Change the Meaning of a Sentence 8 11. Step # 5. Phrases and Words Immediately Preceding Words in Phrases: Further Enhancement of Word Phrases 11 12. Step # 6. Getting Sentences Ready for Diagramming and Diagramming the Sentences 13 13. Step # 7. Using “And”: Breaking the Sentences Down Which Contain “And” Into “Smaller” Sentences (If Possible) And Adding the Number of Either Things or People Talked About 17 14. Step # 8. Filling in What “Which” Means 21 15. Step # 9. Using “Which” Rather Than “That” in Its Proper Place: Breaking the “Which” Sentences Into Smaller Sentences 22 16. Step # 10. When to Use the Word “the” For Either “a” or “an” 32 17. Step # 11. When to Use Either “Either/Or” or “Neither/Nor” 34 18. Step # 12. Either Whom or What Are You Talking About: Defining the Pronouns and Adverbs 35 19. Step # 13. Sentences Containing Phrases & the Word “Of” in The Sentences 36 20. Step # 14. Breaking Words Down For the Purpose of Asking New Questions & Bringing Out Unknown Facts 37 21. Step # 15. Filling in What “Some,” “a Lot,” “Many,” Etc. Mean 38 22. Step # 16. Filling in What “Therefore,” “Thus,” Etc. Mean 38 23. Have You Completed the Most Important Steps Which You Needed to Do In Order For Your Article to Be Complete? 39 24. Step # 17. The Vocabulary Along With Word Phrase Dual-Index 40 25. Step # 18. Making Paragraph Titles 44 26. Step # 19. Making Paragraph Questions Along With Where to Properly Place Them 51 27. Step # 20. How Many “Titles” Can You Form For Each Sentence? 52 28. Step # 21. How Many “Questions” Can You Form For Each Sentence? 52 29. Step # 22. Some Free As Well As Important Advice For Junior High School Through Either College And/Or University: How to Study a Textbook For School 53

3. About the Author

The author, Norma Gehring has had a very interesting life. She has lived in (U.S.A.) California, Nevada, Oregon, Washington State, (Canada) British Columbia, and Alberta.

She, with her husband of nine years has traveled in most of the United States and Canada while he was trucking long haul. Her husband, BJ, is quite an interesting person himself—a “jack-of-all-trades” and master of some (building several houses from the ground up, a mechanic, and was both a commercial bus driver as well as having been a long haul truck driver—now retired).

Norma has gone to college and university even though she had a reading disability. It was the coaching of a woman named Adabel Wells—a university professor—of Reno, Nevada that she learned to read through the means of phonics (even though being dyslexic).

It was the author’s dyslexia which made her research and asks questions which normal people skip over and never ask.

This (and her never-ending research and curiosity) is how she was able to come up with the new hypotheses which no one else did since they skipped over asking the same questions.

I think you will be amazed at what questions no one ever asks, as well as how they have never asked these questions.

In reality, her research shows these questions should always be asked—even in our most basic writings. This is because it will lead us to know what other things we missed in our first analysis. This is even true when we want to make titles for our articles, paragraphs, and/or sentences.

At some point when she was doing research on this subject the learning issue, someone said to her, "You've become such an expert on this topic, maybe you should write a book." She took one look at the notes she had been taking over the years, and realized she could indeed write a book on the topic. And that's what she has done.

She has written an entire book on the subject which spells out how you MUST “study” something before you can “learn” it while then, after this, “writing” about something before you can “teach” it.

The reason I've written an entire book on the subject is because I wanted to educate the world and get Students, Professors and Educators accustomed to using this superior teaching method.

4. INTRODUCTION TO STUDYING, LEARNING, WRITING, AND TEACHING

These are the most important 22 steps when studying, learning, writing, and teaching “anything.”

First you MUST “study” something before you can “learn” it while then, after this, “writing” about something before you can “teach” it. These are the four basic steps to thoroughly learning something to its fullest.

If you follow the twenty-two steps when you need to study so that you can thoroughly learn it and then, after thoroughly learning something, you want to write about along with teaching it, you will become a world class writer and teacher of the subject which you want to learn and teach—but only if you follow the twenty-two steps below.

If you do “everything” that is suggested in this e-book, you will see a total, new way of “enhanced” learning taking place within the whole world around you. You will not believe how much learning you have missed out on or learning that you did not get across to yourself and/or your students until you have thoroughly “analyzed” this e-book! Not even teachers of any grade, college professors or university professors have used this method of learning and writing (but, in reality, they should have been using it all along!). Perhaps, these educators simply did not know how to do this until now!? But, let’s now see what you have all missed—whether you were a student or teacher or college or university professor or someone who wants to learn something new.

Our lessons/steps have to be done in an absolute, correct order. If they aren’t done in this order, you will not be successful!

When you teach or need to study anything for an exam or any kind, a test, or an essay, thoroughly study and learn these important 22 steps. You can either be a mediocre writer who can also teach as such and who gets known as such (or labeled as such), or you can be a world class writer who can write and teach—it is your choice!

But, if word gets around that you are not good at writing and you cannot teach well, who is going to buy your writings?

Not I, I can assure you of that!

And, yes it does take awhile to form a good article for your readers and/or students. Write something, put it away for at least three days, and then go over it again. Do this a couple of times, and you will find things which you needed to add to the article (or delete from it).

In the end product, you will have a leading (or set of leading) question (or questions) to peak your audience’s attention. Thus, you will have an article question (or questions), an “article” title (or titles), paragraph questions, paragraph titles, sentence question, and sentence titles. But before these things, you “must” correct the errors in your writing. You must also do certain “studying” steps. And, lastly, you will want to make a dual-index format.

With the 22 steps described below, it may be rare that you have to rewrite anything!

This e-book was made to teach you the correct way in which to study so that you can, both, learn and teach in a better manner. Furthermore, this article was made to be used with the means of a computer by which you can easily correct the mistakes. It would take a lot of rewriting and lots of paper to do this by hand!

5. What Questions Will You Make Up About Your Article to Peak Your Audience’s Attention So That They Will Want to Read Further?

Your main question about your article should be based on what would peak your audience’s curiosity so much that it will grab their attention and make them want to read further. If it does not do this, they will continue on to someone else’s article.

The first question is the most important one which you will write! And, you will NOT want to make any questions until you have made all of the types of titles which I will tell you to make (i.e., for, firstly, the article, secondly, for each paragraph, and thirdly, for each sentence).

Questions, more than anything else, will hold your readers’ attention. It will continue to make them want to know the answer to the question and, thus, make them read further to find out that answer! Questions should ALWAYS be placed in bold along with toggled (that is, italicized) print to distinguish them from titles. They should be “centerized” just like regular titles. They should be made in a “size” according to whether they are questions for either the article (size 18 to 16), the paragraph (size 16 to 14), or the sentence (size 14 to 12) unless you use size 10 for your writing (in which case the sizes “could” be 14, 12, or 10, respectively). The questions should be made in “black” print whereas, to distinguish “titles,” a title may be made in various colors so that the page has “some flavor” so to speak.

6. How Would You Create Either One Or Many Titles For An Article?

So that it is “clear” about what you are writing “about,” you will want a title which is “concise” yet “clearly” based upon what the subject (idea, concept, theme) is. You do not want to start out with an abstract, incomprehensive title which does not have anything to do with your subject (idea, concept, theme).

For a good amount of understanding, you will want to create a “generalized” title for your whole article.

To do this, you must ask yourself, “What is this article/essay/theme/report/newsletter/etc. about?

This, then will become the title for your whole article. Then you must put the title in your writing editor (Microsoft Word, etc.) as being a “heading” in your word editor. Front Page has a lot more sizes than Microsoft Word. But, in Microsoft Word, you can make the heading size 1, select the title after this by making it black with your cursor, and change the size to what you want it to be. Then you can do the same thing while making sure it is in bold print and then change the color (usually to bold printed blue—although red is also chosen out quite a bit also).

Make sure that your title for the whole article is in larger print than the other titles which you will form along with making it, perhaps, a different color and also, perhaps, a different font style (such as Arial, or Verdana, or size 18 Edwardian Script for something really fancier) than the rest of the titles while also making sure that it is in bold print.

All three of these things are IMPORTANT—1. Making it larger than other titles, 2. Making it bold print, and 3. Making it in a different color and font so that it stands out.

Nothing grabs your readers’ attention more than something colorful, pleasant, and different to see upon a page!

7. Step # 1. The 22 Steps For Breaking Down “Short” Articles For Understanding

We are now going to make paragraphs using the ‘KISS!’ (i.e., actually K.I.S.S. with periods between the letters being the more proper way to write this acronym meaning “Keep it Simple Stupid!”) method of doing things.

The K.I.S.S. Method is a method/procedure for making things as simple as possible. Thus, the lessons/steps are made to be used in their most simplistic form. Basically, this includes steps 2 through 21 in our e-book here. Step # 1 here is, mainly, a basic explanation of what is to come. Step # 22 is some important advice for every studier/student/learner.

Thus, let’s get on with our steps/lessons, as such:

8. Step # 2. Take Any “Very Short” Article Which You Want to Break Down For Clarity

Find a “short” article which is pertinent to what you want/need to learn. Take the “very short” article—any article—that you want to break down and make into a better article. Follow the next nineteen steps to your utmost ability.

No one (and I don’t care who you are!) can write the perfected article in an hour or two. It is “impossible”! Take a short article until you become proficient in following the twenty-two steps given to you here because it takes several hours to do even one paragraph properly. In fact, take an article with only one to two paragraphs in it until you become proficient in doing this. Otherwise, you will become overwhelmed until you become proficient in it.

Perhaps the best thing to do is use short dictionary entries at first. Then start working on bigger projects. Each paragraph—as I have said—takes several hours to “perfect.” At first I took only the first sentence out of my several encyclopedias (all thirteen of them) while combining the first sentence in all of them (when possible to combine) and began adding more sentences and paragraphs while revising what I was learning. One can also do this with school textbooks by taking the first sentence in each main entry. You can learn quite a bit while doing this and it will give you a great “overview” of what you will be learning. You can, in fact, end up making your either own book or encyclopedia—an encyclopedia using Microsoft Word while linking the articles where you want people to go to for more information upon the subject upon which you are writing. You can then share your writings with your friends (while impressing them on how much you like to study and learn!). This is great training for any student! It makes them think upon what they are doing while using the steps which I will teach you below for even more edification.

9. Step # 3. So That There Is a Train of Thought, Write a Paragraph

At first you will want to write like you “normally” would. This would include either one or, not less but, more paragraphs.

Then, take the first paragraph and work on it. You will work on it by beginning sentence by sentence while, at the same time, making each/every sentence into a form so that it can “completely” stand alone without needing the aid of another sentence to explain the sentence which you are working with.

This will mean doing all of the twenty steps which I will have given you from step # 2 through step # 22—and doing them in the correct sequence. Doing them “out of sequence” will mean that you have to do more work—you will have to “revise” it more times than needed! You will see that the paragraph you have created will be, in its end product, nothing like what you started out with (I guarantee you!).

10. Step # 4. Stressing Words For the Purpose of Understanding What Is Talked About and How Stressing the Words May Change the Meaning of a Sentence

The next step in the learning process is to ‘enhance’ what you have learned. By doing this, you will find “some” of your mistakes along with easily being able to correct the mistakes. (This step is only the “beginning” of the learning process which you will see in this e-book.)

The next thing which you must do so that you can find errors in your writings is to “STRESS” each and every word in your sentences—one at a time, sentence by sentence. And, yes, I know that this is “time-consuming.” But, either you want the best written article in the world or you want something mediocre. You either want to understand what you have read or you only want half of the sentence to stick within your mind!

Example # 1:

Take the first sentence at the beginning under the title while enhancing that sentence by stressing each/every word in the sentence, as such:

The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned. The next step in the learning process is to ‘enhance’ what you have learned.

Each sentence in the above sentences makes us concentrate on only the one word which is stressed. Our mind is now able to “think upon” and “comprehend” what is being stated throughout the whole sentence.

In the first sentence you have stressed ‘The.’ Perhaps you have noticed that you would rather change the “The” to “One of the next concepts” rather than “The next concept.”

In the second sentence, you have stressed “next.” Perhaps you want to make that “ongoing concepts” rather than “next concepts.”

The third stress is on “concept.” Perhaps you would rather use the word “idea” or “subject” rather than the word “concept.”

Do you now see why you would want to stress each/every word in the sentence?

Not just a few, but many times I have changed a word simply because another word is a better word to use and it was this stressing which brought out the fact that I should use a better word than the one which I used.

Example # 2:

On another note, if we think “very deeply” when stressing words, it may make us ask a question or two more. For instance, take the sentence below:

We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing. We have a thing but not just a thing, we have every thing.

When we think about this sentence, we may decide that we need to change “a” to “one.” But, beyond even this, we may come around to asking, “Do we really have ‘every thing’ and what does ‘every thing’ really mean?” Should the word be “everything” rather than “every thing”? And, how silly is it to say that we have “every thing/everything in the world”? No one has everything in the world! Again, do you see why stressing every single word is important?

Example # 3:

When you think about the “reality” of the next sentence, what does it “really” mean?:

Now comes the “meat and potatoes” as the saying goes. Now comes the “meat and potatoes” as the saying goes. Now comes the “meat and potatoes” as the saying goes. Now comes the “meat and potatoes” as the saying goes. Now comes the “meat and potatoes” as the saying goes. Now comes the “meat and potatoes” as the saying goes. Now comes the “meat and potatoes” as the saying goes. Now comes the “meat and potatoes” as the saying goes. Now comes the “meat and potatoes” as the saying goes. Now comes the “meat and potatoes” as the saying goes.

This sentence is a very popular cliché. Yet, it is really so abstract that a non-English user would never be able to guess what it really means! Meat and potatoes are something which you “eat” (at least to small children and foreigners!). How can we make this sentence more understandable? Perhaps for a very young audience or foreigners you can “add explanations” (as long as we aren’t talking about toddlers and smaller children!). When you’ve learned English well enough, you soon learn that it means “a thing of substance” = “meat and potatoes.” You’d better make sure that your audience which you “target” realizes this! Besides this, what do we mean by “the saying ‘goes’”? “Goes what?” How can or in what manner can a saying “go?” Really stupid, isn’t it?

Example # 4:

If you take a sentence such as “This is the method of learning books,” see how the stress shows us something different in the meaning, as such:

This is the method of learning books. This is the method of learning books. This is the method of learning books. This is the method of learning books. This is the method of learning books. This is the method of learning books. This is the method of learning books.

Notice in the last two sentences that the meaning may mean that these are the “types” of books for learning or, in the very last sentence, the meaning is altogether different in meaning. In the very last sentence, it infers that you are actually “learning” in those books rather than meaning that they are a “type” of book. Believe me, stress means a lot in, not quite all but, some sentences! The stressing of the words also makes one wish to look up words in the dictionary as well as the thesaurus so that we can, perhaps, either change a word to a better word or learn different inferences in the meaning of the word than the ones we already knew about. In the last sentence, to make it clearer, we might just want to change the word to “learning-books rather than “learning books.”

11. Step # 5. Phrases and Words Immediately Preceding Words in Phrases: Further Enhancement of Word Phrases

There is a further way of enhancing word phrases, which teaches the learner even more than just the method explained in Step # 4 above.

In Step # 5 we are going to find each and every sentence “phrase.” You start out with the last word in the phrase while then adding each preceding word until the whole phrase has been done in this manner. You, thus, will make this into a more enhanced learning method. We are then going to take the phrases in our first two sentences and break them down as such:

Example # 1:

We are talking about “phrases”—but not just any “phrases,” we are talking about “word” phrases and yet not just “word” phrases but “enhancing” word phrases and, again not just “enhancing” word phrases but “of” enhancing word phrases and yet again not just “of” enhancing word phrases but “way” of enhancing word phrases and yet not just “way” of enhancing word phrases but “further” way of enhancing word phrases and again not just “further” way of enhancing word phrases but “a” further way of enhancing word phrases.

Example # 2:

We are talking about a “phrase” but not just any “phrase,” we are talking about a “sentence” phrase and yet not just about “sentence” phrase but about “each” sentence phrase or that is, “every” sentence phrase and yet again not just about “every” sentence phrase but “and” every sentence phrase and yet not just “and” sentence phrase but about “each” and “every” sentence phrase and again not just “each” and every sentence phrase but “find” each and every sentence phrase and again not just “find” each and every sentence phrase but “to” find each and every sentence phrase.

[SPECIAL NOTE: Did you notice how, when it came to the ‘“and” sentence phrase’ that it rather takes you aback as to what you are talking about until you continue to the next part of the phrase breakdown? It really made you think that you did something incorrectly even though you didn’t, didn’t it? At first you may ask yourself whether you meant to write “an” rather than “and”! But, in the end you realize that it was “correct” after all was said and done.]

Example # 3:

In the example of the phrase “in the sentence just before this one,” we have:

We are talking about “one.” But not just about “one.” We are talking about “this” one and yet not just “this” one. But we are talking about “before” this one. And, yet not just about “before” this one. But we are talking about “just” before this one. And, yet again, not “just” before this one but about the “sentence” just before this one. And, yet, not just “sentence” before this one (sentence) but, “the” sentence just before this one (sentence). And, yet again, we are talking about “in” the sentence just before this one (sentence).

NOTE: Did you notice that, when the phrase got to a certain point, I had to add in parenthesis: (sentence) [in order to make the phrase even more understandable]? We, here, have made a correction as to how the sentence should be added to for the understanding of that particular sentence!

Example # 4:

We have “process,” but not just any process, we have “learning process,” and not just “learning process,” but “the learning process,” and yet not just “the learning process,” but “in the learning process.”

Notice in the examples that sometimes, for more emphasis, I put in the word “any” into the explanatory sentence. Also note in the different examples, that I may include the whole phrase as it goes along in quotations and that, at other times, I only put the word which should be emphasized into quotations. Also note, that I use italicized words in some of the sentences for the distinguishment of the example so that it does not get confused with the explanation. You are at liberty to choose which type of example you would like to emulate.

Do you see here how we are getting use to the vocabulary and what it means when we stress the fact that we start with one “basic” word and keep adding the word just before it? Do you see how our frame of mind changes as we add each preceding word to the phrase? We begin to ask ourselves a series of questions as we add each word and this also makes us ask what the words mean in vocabulary as well as the relation of each preceding word as it is added. This, too, can help us either add more to make a better sentence (or delete them as the case may be) or it will show us mistakes in the use of our vocabulary. Sometimes we are so-o-o-o use to using clichés that we do not realize what we have said or written. This method of adding each and every word can show us our mistakes so that we can correct them before we have a “final, finished, correctly written” essay/treatise/article/etc.

If you use the two methods which are explained in Step #’s 4 and 5 in your teaching articles/essays/treatises/textbooks, the “learner” is going to retain that much more than if the learner merely “glanced” over the text/essay/treatise/article in this type of step/lesson.

If you want to make sure that the learner truly does learn “everything” which you are trying to get across, you truly will use ALL of these methods/steps which I have taught so far (as well as the steps/lessons to come).