Cognitive chip set
for the solar eclipse
based on the central nervous system boost of the extra tidal force
that the total solar eclipse will give.
by Henryk Szubinski
for the solar eclipse
based on the central nervous system boost of the extra tidal force
that the total solar eclipse will give.
by Henryk Szubinski
The ancient energy of the spine as was once made reduced , will at the 2017 total solar eclipse , give the whole spinal curvature to humans so that the interactions with the
universe will be total.
This system was used in ancient INDIA ,long ago and may be defined as the body's energy channel to any place in the universe as the solar eclipse path over half the Earth
as the part of the spine that has been missing and which humans have tried to attune for 5 million years.
The "ESCAPE VELOCITY of the UNIVERSE" will be possible.
more ;
The escape velocity will define any body problems of medicine so that the sick liver for example ,or the sick brain
and many other problems may be solved by having this theory of the brain that needs it's freedom from gravity.
Probable way that medicine will go includes having patients go to space to relax the problem.
Other uses for the universal escape velocity as the 12 units / etha x as the motion of any person in space at
12 m sec as the new escape velocity with the remaining 12-9,8 =2,2 or the catch 22 of the knowledge that
leaving the GRAVITY BOUNDS of a sick body for some specific illness , may be used to place the sick organ in
zero gravity by the 2,2 or 22 x variables that simulate zero gravity on Earth ,in that organ while the remaining parts of the
body experience gravity.
The ability to faze zero gravity conditions in any part of the body will give direct health to the patient.This may help to define the
universal 22 or extra 2,2 escape velocity in meters as the human body may be 2,2 meters tall as the highest any human has been.
So to define this as escape velocity and having this height BOUND become UNBOUNDED = Health of any organs that
are related to this UNIVERSAL ESCAPE VELOCITY:
escape velocity from comparative galaxies with the model circumference as size related to some common size galaxies.
from
https://arxiv.org/abs/1309.4293v1
Cornell University Library.
Our best estimate for M340, the mass interior to R340 (dark matter and baryons), is 1.4 +0.5 -0.3 x 10^12 M_sun (corresponding to M200 = 1.6 +0.5 -0.4 x 10^12 M_sun). This estimate is in good agreement with recently published independent mass estimates based on the kinematics of more distant halo stars and the satellite galaxy Leo I.
the escape velocity is in the range of the theory presented above as being the 12 decimal numbers of the result given by the Cornell data as 1,6 +- 10 exp 12
My theory works the escape velocity to be related to every biological being, not only the galaxies, stars and planets as
=12 decimal nr divided by 5 or Etha as the biological Mass of every type of flora, fauna, aquatic life and the atmosphere and it's beings.
The etha reduces to the x multiple back into the system as the :3 comparatives of every living being with each other to compensate any
TOO HIGH VELOCITY or any TOO LOW VELOCITY:(civilizational contact).
a)
12 exp defines escape velocity 1
b)
division by Etha (biological number)back into the equation a) = escape velocity 2
c)
multiplication by x = escape velocity 3 that returns the previous b) to the a)
This could solve every biological problem in the universe due to the simplicity of the theory as;
any a) value and the reduction of it by any b) value that remains closest to the original a) as in the range of
some time and some decimal time (as slow and fast events) ,may be returned to it's previous state by the
multiples of; a) x b)= c) as the multiple of the negative decimal point moving in the opposite direction so that
0,000005 =5 00000.as the escape velocity but also how to be immune from the multiples that make it that way,
meaning that the a) has freedom form such multiples because it is the escape velocity of the universe as a 12
digit number.
more:
The motion of the living universe as having the Kinetic energy when reaching this escape velocity and the velocity that has some common value
throughout the UNIVERSE as the:a,b,c
1x2x=3Etha
As the
level 1) defines the infinite relationship of every living being in the universe because each of us has some amount of alteration of the escape velocity of the
universe to function for them as they see it.
Combined then, this would be infinite and the decision length would be eternal.As related to 1 universe and the change in it.
universe will be total.
This system was used in ancient INDIA ,long ago and may be defined as the body's energy channel to any place in the universe as the solar eclipse path over half the Earth
as the part of the spine that has been missing and which humans have tried to attune for 5 million years.
The "ESCAPE VELOCITY of the UNIVERSE" will be possible.
more ;
The escape velocity will define any body problems of medicine so that the sick liver for example ,or the sick brain
and many other problems may be solved by having this theory of the brain that needs it's freedom from gravity.
Probable way that medicine will go includes having patients go to space to relax the problem.
Other uses for the universal escape velocity as the 12 units / etha x as the motion of any person in space at
12 m sec as the new escape velocity with the remaining 12-9,8 =2,2 or the catch 22 of the knowledge that
leaving the GRAVITY BOUNDS of a sick body for some specific illness , may be used to place the sick organ in
zero gravity by the 2,2 or 22 x variables that simulate zero gravity on Earth ,in that organ while the remaining parts of the
body experience gravity.
The ability to faze zero gravity conditions in any part of the body will give direct health to the patient.This may help to define the
universal 22 or extra 2,2 escape velocity in meters as the human body may be 2,2 meters tall as the highest any human has been.
So to define this as escape velocity and having this height BOUND become UNBOUNDED = Health of any organs that
are related to this UNIVERSAL ESCAPE VELOCITY:
escape velocity from comparative galaxies with the model circumference as size related to some common size galaxies.
from
https://arxiv.org/abs/1309.4293v1
Cornell University Library.
Our best estimate for M340, the mass interior to R340 (dark matter and baryons), is 1.4 +0.5 -0.3 x 10^12 M_sun (corresponding to M200 = 1.6 +0.5 -0.4 x 10^12 M_sun). This estimate is in good agreement with recently published independent mass estimates based on the kinematics of more distant halo stars and the satellite galaxy Leo I.
the escape velocity is in the range of the theory presented above as being the 12 decimal numbers of the result given by the Cornell data as 1,6 +- 10 exp 12
My theory works the escape velocity to be related to every biological being, not only the galaxies, stars and planets as
=12 decimal nr divided by 5 or Etha as the biological Mass of every type of flora, fauna, aquatic life and the atmosphere and it's beings.
The etha reduces to the x multiple back into the system as the :3 comparatives of every living being with each other to compensate any
TOO HIGH VELOCITY or any TOO LOW VELOCITY:(civilizational contact).
a)
12 exp defines escape velocity 1
b)
division by Etha (biological number)back into the equation a) = escape velocity 2
c)
multiplication by x = escape velocity 3 that returns the previous b) to the a)
This could solve every biological problem in the universe due to the simplicity of the theory as;
any a) value and the reduction of it by any b) value that remains closest to the original a) as in the range of
some time and some decimal time (as slow and fast events) ,may be returned to it's previous state by the
multiples of; a) x b)= c) as the multiple of the negative decimal point moving in the opposite direction so that
0,000005 =5 00000.as the escape velocity but also how to be immune from the multiples that make it that way,
meaning that the a) has freedom form such multiples because it is the escape velocity of the universe as a 12
digit number.
more:
The motion of the living universe as having the Kinetic energy when reaching this escape velocity and the velocity that has some common value
throughout the UNIVERSE as the:a,b,c
1x2x=3Etha
As the
level 1) defines the infinite relationship of every living being in the universe because each of us has some amount of alteration of the escape velocity of the
universe to function for them as they see it.
Combined then, this would be infinite and the decision length would be eternal.As related to 1 universe and the change in it.
We will be able to "COMPREHEND" the Universe as the Moon displaces through the Solar eclipse way.This will enhance our ability to rather
FEEL LANGUAGE or channel it by the extra energy of our bodies as we connect our spines into the universe that was long ago made the
realm of the GODS.
from Wikipedia
2017
17 aug
The comprehension approach is an umbrella term which refers to several methodologies of language learning that emphasise understanding of language rather than speaking.[1]This is in contrast to the better-known communicative approach, under which learning is thought to emerge through language production, i.e. a focus on speech and writing.
Influential linguists[edit]The comprehension approach is most strongly associated with the linguists Harris Winitz, Stephen Krashen,[2] Tracy D. Terrell and James J. Asher. The comprehension-based methodology mostly commonly found in classrooms is Asher's Total Physical Response approach;[3] Krashen and Terrell's Natural Approach[4] has not been widely applied. English as a Second Language Podcast is a more recent application of the comprehension approach grounded in Krashen's theories.
The comprehension approach is based on theories of linguistics, specifically Krashen's theories of second language acquisition,[5] and is also inspired by research on second language acquisition in children, particularly the silent period phenomenon in which many young learners initially tend towards minimal speaking.[6] In contrast, the communicative approach is largely a product of research in language education.[7]
Learning through understanding[edit]Comprehension approach refers to a method of learning a new language through the process of understanding the meaning of words and expressions in the language as opposed to any other form of language learning. Other methods that may be used as part of the progression of language learning include the process of learning the letters, symbols and other representations of the language first before actually understanding the meaning of the words. The difference between the comprehension approach and the other more scientific approach to learning a new language lies in the fact that the comprehension approach is simply another dimension toward learning a new language. The comprehension approach usually involves a silent period when the learner tries to assimilate the various meanings of the words that make up the target language. How long the silent period lasts depends on the skills of the learner in terms of comprehension ability and general cognitive skills, as someone who is a quick study may be able to quickly grasp the basic concepts of a new language faster than others. During the silent period, the new language learner will try as much as possible to understand what the words mean and how to pronounce them. The disadvantage of this type of approach is that some people who are not very confident might decide to wait until they feel that they have totally grasped the concepts of the language, including the correct pronunciation, before attempting to speak that language. This may be due to a reluctance to mispronounce the words or to misapply the language while attempting to speak it.
Advantages[edit]An advantage of the comprehension approach of language learning is the fact that when the learner eventually understands the meaning and the correct application of the words, the language will sound more effortless when he or she speaks it in contrast to other forms of language learning, which may result in more stilted efforts. Since the comprehension approach requires a deliberate effort to understand the language first, it often leads to situations where the language learner might understand the general gist of the language, but lack the ability to speak it. This phenomenon may be attributed to the fact that the brain is a complex entity that allows for the resources to compartmentalize different cognitive skills, as is clearly evident in the ability to learn the meaning of a language first before speaking it.
FEEL LANGUAGE or channel it by the extra energy of our bodies as we connect our spines into the universe that was long ago made the
realm of the GODS.
from Wikipedia
2017
17 aug
The comprehension approach is an umbrella term which refers to several methodologies of language learning that emphasise understanding of language rather than speaking.[1]This is in contrast to the better-known communicative approach, under which learning is thought to emerge through language production, i.e. a focus on speech and writing.
Influential linguists[edit]The comprehension approach is most strongly associated with the linguists Harris Winitz, Stephen Krashen,[2] Tracy D. Terrell and James J. Asher. The comprehension-based methodology mostly commonly found in classrooms is Asher's Total Physical Response approach;[3] Krashen and Terrell's Natural Approach[4] has not been widely applied. English as a Second Language Podcast is a more recent application of the comprehension approach grounded in Krashen's theories.
The comprehension approach is based on theories of linguistics, specifically Krashen's theories of second language acquisition,[5] and is also inspired by research on second language acquisition in children, particularly the silent period phenomenon in which many young learners initially tend towards minimal speaking.[6] In contrast, the communicative approach is largely a product of research in language education.[7]
Learning through understanding[edit]Comprehension approach refers to a method of learning a new language through the process of understanding the meaning of words and expressions in the language as opposed to any other form of language learning. Other methods that may be used as part of the progression of language learning include the process of learning the letters, symbols and other representations of the language first before actually understanding the meaning of the words. The difference between the comprehension approach and the other more scientific approach to learning a new language lies in the fact that the comprehension approach is simply another dimension toward learning a new language. The comprehension approach usually involves a silent period when the learner tries to assimilate the various meanings of the words that make up the target language. How long the silent period lasts depends on the skills of the learner in terms of comprehension ability and general cognitive skills, as someone who is a quick study may be able to quickly grasp the basic concepts of a new language faster than others. During the silent period, the new language learner will try as much as possible to understand what the words mean and how to pronounce them. The disadvantage of this type of approach is that some people who are not very confident might decide to wait until they feel that they have totally grasped the concepts of the language, including the correct pronunciation, before attempting to speak that language. This may be due to a reluctance to mispronounce the words or to misapply the language while attempting to speak it.
Advantages[edit]An advantage of the comprehension approach of language learning is the fact that when the learner eventually understands the meaning and the correct application of the words, the language will sound more effortless when he or she speaks it in contrast to other forms of language learning, which may result in more stilted efforts. Since the comprehension approach requires a deliberate effort to understand the language first, it often leads to situations where the language learner might understand the general gist of the language, but lack the ability to speak it. This phenomenon may be attributed to the fact that the brain is a complex entity that allows for the resources to compartmentalize different cognitive skills, as is clearly evident in the ability to learn the meaning of a language first before speaking it.