Dr. James Maxlow is a geologist who developed the theory of expansion tectonics as an alternative to plate tectonics. He traces his interest in geology back to his family's history working with iron ores in England. After studying geology in Australia, he spent 35 years working as an exploration and mine geologist. His observations of geological formations spanning hundreds of kilometers in Western Australia led him to question plate tectonics. He earned master's and PhD degrees researching expansion tectonics. Maxlow has published books and articles on the topic and gives presentations internationally promoting his theory of Earth expansion over geological time.
Earth Expansion Tectonics - The New Paradigm (Part 4)Proyecto Matriz
“Que cese su guerra de todos contra todos y que en lugar de esto se unan en la conquista
de las rocas. Que el ser humano, en lugar de ir en busca del oro, en busca de fama
o malgastando su fuerza productiva en labores infructíferas, escoja la mejor parte:
la cooperación pacífica en la investigación y el descubrimiento del rumbo de las fuerzas
naturales con el fin de desarrollar productos nutritivos, y el apacible deleite
de las frutas que la tierra puede producir en abundancia para todos..”
JULIUS HENSEL (1892)
Earth Expansion Tectonics - Historical ways of viewing the Earth (Part 3)Proyecto Matriz
“La vida es demasiado corta como para que una persona guarde egoístamente
cualquier nuevo hecho que descubre. Por lo tanto, estoy revelando todo lo que
he aprendido a pesar de que algunos de los datos aún no se han completado del todo.
Muchas mentes piensan mejor que una sola, y es mi ferviente esperanza que a partir
de este inicio se genere más entusiasmo, el cual traerá consigo mentes activas
a este campo de investigación. Los resultados de mi investigación inicial deben amplificarse
y desarrollarse tecnológicamente con el fin de servir mejor a la humanidad.”
MAYNARD MURRAY, M.D.
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
In an effort to be of service to all of our teacher-partners, these activities have been assembled as a way to support individual teachers without the need to attend a pre-requisite teacher training workshop. All the contents of the Core Concepts resource support current teaching practices that values hands-on experience where students take an active role in learning. Any rocks and minerals samples as well as print resources required for successful classroom delivery can be sourced through Mining Matters.
Earth Expansion Tectonics - The New Paradigm (Part 4)Proyecto Matriz
“Que cese su guerra de todos contra todos y que en lugar de esto se unan en la conquista
de las rocas. Que el ser humano, en lugar de ir en busca del oro, en busca de fama
o malgastando su fuerza productiva en labores infructíferas, escoja la mejor parte:
la cooperación pacífica en la investigación y el descubrimiento del rumbo de las fuerzas
naturales con el fin de desarrollar productos nutritivos, y el apacible deleite
de las frutas que la tierra puede producir en abundancia para todos..”
JULIUS HENSEL (1892)
Earth Expansion Tectonics - Historical ways of viewing the Earth (Part 3)Proyecto Matriz
“La vida es demasiado corta como para que una persona guarde egoístamente
cualquier nuevo hecho que descubre. Por lo tanto, estoy revelando todo lo que
he aprendido a pesar de que algunos de los datos aún no se han completado del todo.
Muchas mentes piensan mejor que una sola, y es mi ferviente esperanza que a partir
de este inicio se genere más entusiasmo, el cual traerá consigo mentes activas
a este campo de investigación. Los resultados de mi investigación inicial deben amplificarse
y desarrollarse tecnológicamente con el fin de servir mejor a la humanidad.”
MAYNARD MURRAY, M.D.
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
In an effort to be of service to all of our teacher-partners, these activities have been assembled as a way to support individual teachers without the need to attend a pre-requisite teacher training workshop. All the contents of the Core Concepts resource support current teaching practices that values hands-on experience where students take an active role in learning. Any rocks and minerals samples as well as print resources required for successful classroom delivery can be sourced through Mining Matters.
Continental drift is the movement of the Earth's continents relative to each other by appearing to drift across the ocean bed The speculation that continents might have 'drifted' was first put forward by Abraham Ortelius in 1596. The concept was independently and more fully developed by Alfred Wegener in 1912, but his theory was rejected for being incomplete. The idea of continental drift has been subsumed by the theory of plate tectonics which explains how the continents moveThe formation and evolution of the Solar System,
T he geologic time scale (GTS) is a system of chronological measurement that relates stratigraphy to time, and is used bygeologists, paleontologists, and other earth scientists to describe the timing and relationships between events that have occurred throughout Earth's history. The table of geologic time spans presented here agrees with the dates and nomenclature set forth by theInternational Commission on Stratigraphy standard color codes of the International Commission on Stratigraphy.
Evidence from radiometric dating indicates that the Earth is about 4.54 billion years old. The geology or deep time of Earth's past has been organized into various units according to events which took place in each period. Different spans of time on the GTS are usually delimited by changes in the composition of strata which correspond to them, indicating major geological or paleontological events, such as mass extinctions.
Geological time, Understanding of Earth history,
Solar technologies , Mineral resources , Igneous rock .definition of a mineral , Alfred Wegener Earth's lithosphere,plate tectonics, Abraham Ortelius , The continents drift, the Earths interior, drrobisawesome, ESE 11, Bronx Community college
An earthquake (also known as a quake, tremor or temblor) is the result of a sudden release of energy in the Earth's crust that creates seismic waves. The seismicity, seismism or seismic activity of an area refers to the frequency, type and size of earthquakes experienced over a period of time.
Earthquakes are measured using observations from seismometers. The moment magnitude is the most common scale on which earthquakes larger than approximately 5 are reported for the entire globe. The more numerous earthquakes smaller than magnitude 5 reported by national seismological observatories are measured mostly on the local magnitude scale, also referred to as the Richter scale.
In geology subduction is the process that takes place at convergent boundaries by which one tectonic plate moves under another tectonic plate and sinks into the mantle as the plates converge. Regions where this process occurs are known as subduction zones. Rates of subduction are typically centimetres per year, with the average rate of convergence being approximately two to eight centimetres per year
The earliest material found in the Solar System is dated to 4.5672±0.0006 by] therefore, it is inferred that the Earth must have been formed by accretion around this time. By 4.54±0.04 by the primordial Earth had formed. The formation and evolution of the Solar System bodies occurred in tandem with the Sun. In theory a solar nebula partitions a volume out of a molecular cloud by gravitational collapse, which begins to spin and flatten into a circumstellar disk, and then the planets
grow out of that in tandem with the star. A nebula contains gas, ice grains and dust
A mineral is a naturally occurring substance that is solid and stable at room temperature, representable by a chemical formula, usually abiogenic, and has an ordered atomic structure. It is different from a rock, which can be an aggregate of minerals or non-minerals and does not have a specific chemical composition. The exact definition of a mineral is under debate, especially with respect to the requirement a valid species be abiogenic, and to a lesser extent with regards to it having an ordered atomic structure.
A volcano is an opening, or rupture, in the surface or crust of the Earth or a planetary mass object, which allows hot lava, volcanic ash and gases to escape from the magma chamber below the surface.
On Earth, volcanoes are generally found where tectonic plates are diverging or converging. A mid-oceanic ridge, for example the Mid-Atlantic Ridge, has examples of volcanoes caused by divergent tectonic plates pulling apart; the Pacific Ring of Fire has examples of volcanoes caused by convergent tectonic plates coming together. By contrast, volcanoes are not usually created where two tectonic plates slide past one another. Volcanoes can also form where there is stretching and thinning of the Earth's crust in the interiors of plates
Understanding of Earth history,
The Earth is the stage on which the evolutionary play is performed. Darwin studied evolution in the context of Charles Lyell's geology, but our present understanding of Earth history includes some critical advances made during the last half-century.
This is a listing of some of my popular space presentations. They are highly visual and do not assume prior knowledge of the subject. They are entertaining as well as informative.
"The most inspiring lecture we have ever had!"
"One of the leading speakers on space exploration."
ILOA Galaxy Forum NY Scarsdale 2014 -- Alan Stern, New HorizonsILOAHawaii
ILOA will again help host the community of Scarsdale High School students, teachers, administrators and alums in the 1960, 1961 and 1962 Classes — at the 4th annual Galaxy Forum SHS.
The program features a science talk by Dr. Alan Stern on the New Horizons mission currently traveling at 14.72 km/s almost 3.9 Billion kilometers from Earth on its way to explore Pluto and its moons. The mission, is expected to arrive July 14, 2015, will help us understand the icy worlds at the edge of our solar system. Scientists hope to find answers to basic questions about the surface properties, geology, interior makeup and atmospheres on these bodies. The mission will then visit one or more Kuiper Belt Objects beyond Pluto.
Galaxy Forums public events with presentations, panel discussions and attendee participation. Efforts are made to integrate local cultures, perspectives, and traditional knowledge. Galaxy Forums have been held in Hawaii, Silicon Valley, Canada, China, India, Southeast Asia, Japan, Europe, Africa, Chile, Brazil, Kansas and New York. Steve Durst organized Galaxy Forum Scarsdale to bring this innovative 21st Century Education to his alma mater.
Steve Durst celebrated his 50th SHS 1961 Class Reunion with the 1st Galaxy Forum at SHS on September 23 2011. The 50th SHS 1962 Reunion starting October 5, 2012, continued the Galaxy Forum SHS program with Jeff Hoffman, 5-time Shuttle Astronaut and SHS 1962 alum, sharing his experience repairing the Hubble Space Telescope. Galaxy Forum SHS 2013 featured Dr. Denton Ebel, Curator / Chair of the Dept of Earth and Planetary Sciences at the American Museum of Natural History in NYC speaking on Asteroids in matters of Science, Resources and Security.
Continental drift is the movement of the Earth's continents relative to each other by appearing to drift across the ocean bed The speculation that continents might have 'drifted' was first put forward by Abraham Ortelius in 1596. The concept was independently and more fully developed by Alfred Wegener in 1912, but his theory was rejected for being incomplete. The idea of continental drift has been subsumed by the theory of plate tectonics which explains how the continents moveThe formation and evolution of the Solar System,
T he geologic time scale (GTS) is a system of chronological measurement that relates stratigraphy to time, and is used bygeologists, paleontologists, and other earth scientists to describe the timing and relationships between events that have occurred throughout Earth's history. The table of geologic time spans presented here agrees with the dates and nomenclature set forth by theInternational Commission on Stratigraphy standard color codes of the International Commission on Stratigraphy.
Evidence from radiometric dating indicates that the Earth is about 4.54 billion years old. The geology or deep time of Earth's past has been organized into various units according to events which took place in each period. Different spans of time on the GTS are usually delimited by changes in the composition of strata which correspond to them, indicating major geological or paleontological events, such as mass extinctions.
Geological time, Understanding of Earth history,
Solar technologies , Mineral resources , Igneous rock .definition of a mineral , Alfred Wegener Earth's lithosphere,plate tectonics, Abraham Ortelius , The continents drift, the Earths interior, drrobisawesome, ESE 11, Bronx Community college
An earthquake (also known as a quake, tremor or temblor) is the result of a sudden release of energy in the Earth's crust that creates seismic waves. The seismicity, seismism or seismic activity of an area refers to the frequency, type and size of earthquakes experienced over a period of time.
Earthquakes are measured using observations from seismometers. The moment magnitude is the most common scale on which earthquakes larger than approximately 5 are reported for the entire globe. The more numerous earthquakes smaller than magnitude 5 reported by national seismological observatories are measured mostly on the local magnitude scale, also referred to as the Richter scale.
In geology subduction is the process that takes place at convergent boundaries by which one tectonic plate moves under another tectonic plate and sinks into the mantle as the plates converge. Regions where this process occurs are known as subduction zones. Rates of subduction are typically centimetres per year, with the average rate of convergence being approximately two to eight centimetres per year
The earliest material found in the Solar System is dated to 4.5672±0.0006 by] therefore, it is inferred that the Earth must have been formed by accretion around this time. By 4.54±0.04 by the primordial Earth had formed. The formation and evolution of the Solar System bodies occurred in tandem with the Sun. In theory a solar nebula partitions a volume out of a molecular cloud by gravitational collapse, which begins to spin and flatten into a circumstellar disk, and then the planets
grow out of that in tandem with the star. A nebula contains gas, ice grains and dust
A mineral is a naturally occurring substance that is solid and stable at room temperature, representable by a chemical formula, usually abiogenic, and has an ordered atomic structure. It is different from a rock, which can be an aggregate of minerals or non-minerals and does not have a specific chemical composition. The exact definition of a mineral is under debate, especially with respect to the requirement a valid species be abiogenic, and to a lesser extent with regards to it having an ordered atomic structure.
A volcano is an opening, or rupture, in the surface or crust of the Earth or a planetary mass object, which allows hot lava, volcanic ash and gases to escape from the magma chamber below the surface.
On Earth, volcanoes are generally found where tectonic plates are diverging or converging. A mid-oceanic ridge, for example the Mid-Atlantic Ridge, has examples of volcanoes caused by divergent tectonic plates pulling apart; the Pacific Ring of Fire has examples of volcanoes caused by convergent tectonic plates coming together. By contrast, volcanoes are not usually created where two tectonic plates slide past one another. Volcanoes can also form where there is stretching and thinning of the Earth's crust in the interiors of plates
Understanding of Earth history,
The Earth is the stage on which the evolutionary play is performed. Darwin studied evolution in the context of Charles Lyell's geology, but our present understanding of Earth history includes some critical advances made during the last half-century.
This is a listing of some of my popular space presentations. They are highly visual and do not assume prior knowledge of the subject. They are entertaining as well as informative.
"The most inspiring lecture we have ever had!"
"One of the leading speakers on space exploration."
ILOA Galaxy Forum NY Scarsdale 2014 -- Alan Stern, New HorizonsILOAHawaii
ILOA will again help host the community of Scarsdale High School students, teachers, administrators and alums in the 1960, 1961 and 1962 Classes — at the 4th annual Galaxy Forum SHS.
The program features a science talk by Dr. Alan Stern on the New Horizons mission currently traveling at 14.72 km/s almost 3.9 Billion kilometers from Earth on its way to explore Pluto and its moons. The mission, is expected to arrive July 14, 2015, will help us understand the icy worlds at the edge of our solar system. Scientists hope to find answers to basic questions about the surface properties, geology, interior makeup and atmospheres on these bodies. The mission will then visit one or more Kuiper Belt Objects beyond Pluto.
Galaxy Forums public events with presentations, panel discussions and attendee participation. Efforts are made to integrate local cultures, perspectives, and traditional knowledge. Galaxy Forums have been held in Hawaii, Silicon Valley, Canada, China, India, Southeast Asia, Japan, Europe, Africa, Chile, Brazil, Kansas and New York. Steve Durst organized Galaxy Forum Scarsdale to bring this innovative 21st Century Education to his alma mater.
Steve Durst celebrated his 50th SHS 1961 Class Reunion with the 1st Galaxy Forum at SHS on September 23 2011. The 50th SHS 1962 Reunion starting October 5, 2012, continued the Galaxy Forum SHS program with Jeff Hoffman, 5-time Shuttle Astronaut and SHS 1962 alum, sharing his experience repairing the Hubble Space Telescope. Galaxy Forum SHS 2013 featured Dr. Denton Ebel, Curator / Chair of the Dept of Earth and Planetary Sciences at the American Museum of Natural History in NYC speaking on Asteroids in matters of Science, Resources and Security.
In this article I wanted to probe into the shape of Earth like whether it is flat, as believed by some scholars even today or is it hollow with inner worlds or it is inside out
The universe: why does it exist? Why is there something rather than nothing? Where and why did structure arise: galaxies, and clusters of galaxies. This slide show is a full history of enquiry into how structure arises in the universe. It goes from Plato and Aristotle to the Nobel Prize in Physics 2011. The title Heart of Darkness refers to a book that has the full story: Heart of Darkness, by Jeremiah P Ostriker and Simon Mitton, ISBN 978 0691134307
Plate tectonics is the theory that Earth's outer shell is divided into several plates that glide over the mantle, the rocky inner layer above the core. The plates act like a hard and rigid shell compared to Earth's mantle. This strong outer layer is called the lithosphere.
CHAPTER from the book by Bill Bryson: A Short History Of Nearly Everything
complete book:
www.huzheng.org/bookstore/AShortHistoryofNearlyEverything.pdf
Rigid Earth Theory. Plasticity. Isostacy. Alfred Wegener and Continental Drift. Wegener's lines of evidence. Harry Hess and more evidence. Power source = convection currents in the mantle. Theory of Plate Tectonics. Plate boundaries: Divergent (spreading centers), Convergent (subduction zones), Lateral (transform faults). Three types of subduction zones. Hot spots. Accreted Terranes. Cratons. Continental Shields. Topography. (maps for lab)
Similar to EARTH EXPANSION TECTONICS (PART 1) - DR JAMES MAXLOW (20)
Tectónica de Expansión de la Tierra - El nuevo paradigma (Parte 4)Proyecto Matriz
“Tenemos que estar siempre preparados ante la posibilidad de que cada nuevo descubrimiento,
no importa cual sea la ciencia que lo aporte,
puede modificar las conclusiones que establecemos.”
ALFRED L. WEGENER (1928)
Tectónica de Expansión de la Tierra - Historia de la comprensión de la tierra...Proyecto Matriz
“La vida es demasiado corta como para que una persona guarde egoístamente
cualquier nuevo hecho que descubre. Por lo tanto, estoy revelando todo lo que
he aprendido a pesar de que algunos de los datos aún no se han completado del todo.
Muchas mentes piensan mejor que una sola, y es mi ferviente esperanza que a partir
de este inicio se genere más entusiasmo, el cual traerá consigo mentes activas
a este campo de investigación. Los resultados de mi investigación inicial deben amplificarse
y desarrollarse tecnológicamente con el fin de servir mejor a la humanidad.”
MAYNARD MURRAY, M.D.
TECTÓNICA DE EXPANSIÓN DE LA TIERRA (PARTE 1) - DR. JAMES MAXLOWProyecto Matriz
“No hay nada más poderoso que una idea cuyo momento ha llegado.”
VÍCTOR HUGO
El Dr. James Maxlow nació en Middlesbrough, Inglaterra, en 1.949. Su pasión por la geología sin duda fue herencia de una tradición familiar de trabajadores dedicados a la extracción del hierro en las colinas de Cleveland, al sur de Middlesbrough, y a las fundiciones y fábricas de acero laminado durante el siglo XIX.
CONTINÚA LEYENDO EN:
http://elproyectomatriz.wordpress.com/2012/11/06/tectonica-de-expansion-de-la-tierra-dr-james-maxlow-parte-1/
RELATO DE UN NÁUFRAGO DE GABRIEL GARCÍA MÁRQUEZProyecto Matriz
https://elproyectomatriz.wordpress.com/2012/10/20/relato-de-un-naufrago-de-gabriel-garcia-marquez/
El popular Gabo (Gabriel García Márquez), el hombre que podía haber hecho tanto por la nutrición de sus paisanos colombianos y de los hambrientos del tercer mundo, a través del agua de mar, perdió la oportunidad de, además de hacerse rico y famoso con su Premio Nobel, haber pasado a la historia por haber difundido el agua de mar hipertónica para combatir el hambre y nutrir a millones de niños que mueren anualmente de hambre por su desnutrición rampante, cuando en el agua de mar, que es gratis, se encuentran todos los nutrientes que están demandando esos niños inocentes. La misma agua de mar que alimenta a una ballena de 200 toneladas de peso y 30 metros de largo. Pero Gabo se dejó pasar el ratoncito por entre las piernas y el agua entre los dedos de las manos.
Describió maravillosamente la historia de un marino colombiano de la Armada de su país que sobrevivió porque bebió agua de mar. Gabo contó la historia más larga escrita en un periódico, “El Espectador”, en el año 1.955, después de 14 sesiones de cuatro horas cada una, con el náufrago Luis Alejandro Velasco, perteneciente a la Marina de Guerra Colombiana.
Las entrevistas fueron hechas en un pequeño café de la Avda. Jiménez de Cartagena. Velasco pasó de ser un héroe nacional condecorado por el presidente de turno, a ser declarado persona non grata. Este feliz y trágico relato de Gabo vendió 10 millones de copias en 20 años. Luis Alejandro Velasco, el 28 de febrero de 1.955, fue uno de los 8 marineros de la tripulación del destructor Caldas, de la Marina de Guerra de Colombia, que había caído al agua por culpa de una tormenta en el mar Caribe. La nave viajaba desde Mobile, Estados Unidos, al puerto colombiano de Cartagena.
García Márquez, sin haber cumplido los 30, pertenecía al cuerpo de redacción del diario “El Espectador” de Bogotá y le tocó cubrir la historia de la tragedia cuando se supo que uno de los ocho marineros se había salvado milagrosamente, después de diez días de naufragio.
CONTINÚA LEYENDO AQUÍ:
https://elproyectomatriz.wordpress.com/2012/10/20/relato-de-un-naufrago-de-gabriel-garcia-marquez/
CORONEL DIEGO CAMACHO - 23-F: UN GOLPE DE ESTADO EN BUSCA DE AUTOR (PARTE 6)Proyecto Matriz
http://elproyectomatriz.wordpress.com/2012/10/05/23-f-un-golpe-de-estado-en-busca-de-autor-parte-5/
“El golpe de Estado del 23-F fue ejecutado por los servicios secretos españoles y dirigido por su Majestad el Rey.”
DIEGO CAMACHO LÓPEZ-ESCOBAR
Durante el 23-F Diego estaba destinado en la unidad del CESID que participó más directamente en la asonada golpista. A los pocos minutos de entrar Tejero en el Congreso, pudo comprobar que durante el día en el centro se había realizado acopio de víveres y bebidas para toda la noche y que varios agentes habían sido encapsulados informativamente y puenteados en su función por el jefe de la unidad.
Pasada la media noche, el capitán Camacho se introdujo con otro agente en el Congreso, unos 10 o 15 minutos después de la llegada de Pardo Zancada, y fueron testigos directos del clima existente y de las razones que habían motivado el enfrentamiento entre Armada y Tejero.
A las 05:00h del 24-F, ambos agentes se trasladaron a la sede central del CESID para comunicar a Javier Calderón la autoría intelectual del golpe. Ese mismo día también le informaron de la participación de la unidad y de varios agentes dirigidos por Cortina en la asonada.
Más adelante, los cuatro agentes que habían descubierto la implicación del CESID, impulsaron una investigación interna que no se materializó hasta un mes después, una vez que fracasaron los intentos de la Dirección para que lo descubierto fuera silenciado. Dicho informe sería ocultado a las defensas de los implicados y mutilado parte de su contenido.
“En las adversidades sale a la luz la virtud.”
ARISTÓFANES
CONTINÚA LEYENDO EN:
http://elproyectomatriz.wordpress.com/2012/10/05/23-f-un-golpe-de-estado-en-busca-de-autor-parte-5/
PARTE 1:
http://elproyectomatriz.wordpress.com/2012/09/11/23-f-un-golpe-de-estado-en-busca-de-autor-1/
PARTE 2:
http://elproyectomatriz.wordpress.com/2012/09/18/23-f-un-golpe-de-estado-en-busca-de-autor-parte-2/
PARTE 3:
http://elproyectomatriz.wordpress.com/2012/09/22/23-f-un-golpe-de-estado-en-busca-de-autor-parte-3/
PARTE 4:
http://elproyectomatriz.wordpress.com/2012/09/24/23-f-un-golpe-de-estado-en-busca-de-autor-parte-4/
PARTE 5:
http://elproyectomatriz.wordpress.com/2012/10/05/23-f-un-golpe-de-estado-en-busca-de-autor-parte-5/
PARTE 6:
CORONEL DIEGO CAMACHO - 23-F: UN GOLPE DE ESTADO EN BUSCA DE AUTOR (PARTE 5)Proyecto Matriz
http://elproyectomatriz.wordpress.com/2012/10/05/23-f-un-golpe-de-estado-en-busca-de-autor-parte-5/
“El golpe de Estado del 23-F fue ejecutado por los servicios secretos españoles y dirigido por su Majestad el Rey.”
DIEGO CAMACHO LÓPEZ-ESCOBAR
Durante el 23-F Diego estaba destinado en la unidad del CESID que participó más directamente en la asonada golpista. A los pocos minutos de entrar Tejero en el Congreso, pudo comprobar que durante el día en el centro se había realizado acopio de víveres y bebidas para toda la noche y que varios agentes habían sido encapsulados informativamente y puenteados en su función por el jefe de la unidad.
Pasada la media noche, el capitán Camacho se introdujo con otro agente en el Congreso, unos 10 o 15 minutos después de la llegada de Pardo Zancada, y fueron testigos directos del clima existente y de las razones que habían motivado el enfrentamiento entre Armada y Tejero.
A las 05:00h del 24-F, ambos agentes se trasladaron a la sede central del CESID para comunicar a Javier Calderón la autoría intelectual del golpe. Ese mismo día también le informaron de la participación de la unidad y de varios agentes dirigidos por Cortina en la asonada.
Más adelante, los cuatro agentes que habían descubierto la implicación del CESID, impulsaron una investigación interna que no se materializó hasta un mes después, una vez que fracasaron los intentos de la Dirección para que lo descubierto fuera silenciado. Dicho informe sería ocultado a las defensas de los implicados y mutilado parte de su contenido.
“En las adversidades sale a la luz la virtud.”
ARISTÓFANES
CONTINÚA LEYENDO EN:
http://elproyectomatriz.wordpress.com/2012/10/05/23-f-un-golpe-de-estado-en-busca-de-autor-parte-5/
PARTE 1:
http://elproyectomatriz.wordpress.com/2012/09/11/23-f-un-golpe-de-estado-en-busca-de-autor-1/
PARTE 2:
http://elproyectomatriz.wordpress.com/2012/09/18/23-f-un-golpe-de-estado-en-busca-de-autor-parte-2/
PARTE 3:
http://elproyectomatriz.wordpress.com/2012/09/22/23-f-un-golpe-de-estado-en-busca-de-autor-parte-3/
PARTE 4:
http://elproyectomatriz.wordpress.com/2012/09/24/23-f-un-golpe-de-estado-en-busca-de-autor-parte-4/
PARTE 5:
http://elproyectomatriz.wordpress.com/2012/10/05/23-f-un-golpe-de-estado-en-busca-de-autor-parte-5/
PARTE 6:
CORONEL DIEGO CAMACHO - 23-F: UN GOLPE DE ESTADO EN BUSCA DE AUTOR (PARTE 3)Proyecto Matriz
https://elproyectomatriz.wordpress.com/2012/09/22/23-f-un-golpe-de-estado-en-busca-de-autor-parte-3/
“El golpe de Estado del 23-F fue ejecutado por los servicios secretos españoles y dirigido por su Majestad el Rey.”
DIEGO CAMACHO LÓPEZ-ESCOBAR
Durante el 23-F Diego estaba destinado en la unidad del CESID que participó más directamente en la asonada golpista. A los pocos minutos de entrar Tejero en el Congreso, pudo comprobar que durante el día en el centro se había realizado acopio de víveres y bebidas para toda la noche y que varios agentes habían sido encapsulados informativamente y puenteados en su función por el jefe de la unidad.
Pasada la media noche, el capitán Camacho se introdujo con otro agente en el Congreso, unos 10 o 15 minutos después de la llegada de Pardo Zancada, y fueron testigos directos del clima existente y de las razones que habían motivado el enfrentamiento entre Armada y Tejero.
A las 05:00h del 24-F, ambos agentes se trasladaron a la sede central del CESID para comunicar a Javier Calderón la autoría intelectual del golpe. Ese mismo día también le informaron de la participación de la unidad y de varios agentes dirigidos por Cortina en la asonada.
Más adelante, los cuatro agentes que habían descubierto la implicación del CESID, impulsaron una investigación interna que no se materializó hasta un mes después, una vez que fracasaron los intentos de la Dirección para que lo descubierto fuera silenciado. Dicho informe sería ocultado a las defensas de los implicados y mutilado parte de su contenido.
“En las adversidades sale a la luz la virtud.”
ARISTÓFANES
CONTINÚA LEYENDO EN:
https://elproyectomatriz.wordpress.com/2012/09/22/23-f-un-golpe-de-estado-en-busca-de-autor-parte-3/
PARTE 1:
http://elproyectomatriz.wordpress.com/2012/09/11/23-f-un-golpe-de-estado-en-busca-de-autor-1/
PARTE 2:
http://elproyectomatriz.wordpress.com/2012/09/18/23-f-un-golpe-de-estado-en-busca-de-autor-parte-2/
PARTE 3:
http://elproyectomatriz.wordpress.com/2012/09/22/23-f-un-golpe-de-estado-en-busca-de-autor-parte-3/
PARTE 4:
http://elproyectomatriz.wordpress.com/2012/09/24/23-f-un-golpe-de-estado-en-busca-de-autor-parte-4/
PARTE 5:
http://elproyectomatriz.wordpress.com/2012/10/05/23-f-un-golpe-de-estado-en-busca-de-autor-parte-5/
PARTE 6:
CORONEL DIEGO CAMACHO - 23-F: UN GOLPE DE ESTADO EN BUSCA DE AUTOR (PARTE 2)Proyecto Matriz
https://elproyectomatriz.wordpress.com/2012/09/18/23-f-un-golpe-de-estado-en-busca-de-autor-parte-2/
“El golpe de Estado del 23-F fue ejecutado por los servicios secretos españoles y dirigido por su Majestad el Rey.”
DIEGO CAMACHO LÓPEZ-ESCOBAR
Durante el 23-F Diego estaba destinado en la unidad del CESID que participó más directamente en la asonada golpista. A los pocos minutos de entrar Tejero en el Congreso, pudo comprobar que durante el día en el centro se había realizado acopio de víveres y bebidas para toda la noche y que varios agentes habían sido encapsulados informativamente y puenteados en su función por el jefe de la unidad.
Pasada la media noche, el capitán Camacho se introdujo con otro agente en el Congreso, unos 10 o 15 minutos después de la llegada de Pardo Zancada, y fueron testigos directos del clima existente y de las razones que habían motivado el enfrentamiento entre Armada y Tejero.
A las 05:00h del 24-F, ambos agentes se trasladaron a la sede central del CESID para comunicar a Javier Calderón la autoría intelectual del golpe. Ese mismo día también le informaron de la participación de la unidad y de varios agentes dirigidos por Cortina en la asonada.
Más adelante, los cuatro agentes que habían descubierto la implicación del CESID, impulsaron una investigación interna que no se materializó hasta un mes después, una vez que fracasaron los intentos de la Dirección para que lo descubierto fuera silenciado. Dicho informe sería ocultado a las defensas de los implicados y mutilado parte de su contenido.
“En las adversidades sale a la luz la virtud.”
ARISTÓFANES
CONTINÚA LEYENDO EN:
https://elproyectomatriz.wordpress.com/2012/09/18/23-f-un-golpe-de-estado-en-busca-de-autor-parte-2/
PARTE 1:
http://elproyectomatriz.wordpress.com/2012/09/11/23-f-un-golpe-de-estado-en-busca-de-autor-1/
PARTE 2:
http://elproyectomatriz.wordpress.com/2012/09/18/23-f-un-golpe-de-estado-en-busca-de-autor-parte-2/
PARTE 3:
http://elproyectomatriz.wordpress.com/2012/09/22/23-f-un-golpe-de-estado-en-busca-de-autor-parte-3/
PARTE 4:
http://elproyectomatriz.wordpress.com/2012/09/24/23-f-un-golpe-de-estado-en-busca-de-autor-parte-4/
PARTE 5:
http://elproyectomatriz.wordpress.com/2012/10/05/23-f-un-golpe-de-estado-en-busca-de-autor-parte-5/
PARTE 6:
CORONEL DIEGO CAMACHO - 23-F: UN GOLPE DE ESTADO EN BUSCA DE AUTOR (PARTE 1)Proyecto Matriz
http://elproyectomatriz.wordpress.com/2012/09/11/23-f-un-golpe-de-estado-en-busca-de-autor-1
“El golpe de Estado del 23-F fue ejecutado por los servicios secretos españoles y dirigido por su Majestad el Rey.”
DIEGO CAMACHO LÓPEZ-ESCOBAR
Durante el 23-F Diego estaba destinado en la unidad del CESID que participó más directamente en la asonada golpista. A los pocos minutos de entrar Tejero en el Congreso, pudo comprobar que durante el día en el centro se había realizado acopio de víveres y bebidas para toda la noche y que varios agentes habían sido encapsulados informativamente y puenteados en su función por el jefe de la unidad.
Pasada la media noche, el capitán Camacho se introdujo con otro agente en el Congreso, unos 10 o 15 minutos después de la llegada de Pardo Zancada, y fueron testigos directos del clima existente y de las razones que habían motivado el enfrentamiento entre Armada y Tejero.
A las 05:00h del 24-F, ambos agentes se trasladaron a la sede central del CESID para comunicar a Javier Calderón la autoría intelectual del golpe. Ese mismo día también le informaron de la participación de la unidad y de varios agentes dirigidos por Cortina en la asonada.
Más adelante, los cuatro agentes que habían descubierto la implicación del CESID, impulsaron una investigación interna que no se materializó hasta un mes después, una vez que fracasaron los intentos de la Dirección para que lo descubierto fuera silenciado. Dicho informe sería ocultado a las defensas de los implicados y mutilado parte de su contenido.
“En las adversidades sale a la luz la virtud.”
ARISTÓFANES
CONTINÚA LEYENDO EN:
http://elproyectomatriz.wordpress.com/2012/09/11/23-f-un-golpe-de-estado-en-busca-de-autor-1
PARTE 1:
http://elproyectomatriz.wordpress.com/2012/09/11/23-f-un-golpe-de-estado-en-busca-de-autor-1/
PARTE 2:
http://elproyectomatriz.wordpress.com/2012/09/18/23-f-un-golpe-de-estado-en-busca-de-autor-parte-2/
PARTE 3:
http://elproyectomatriz.wordpress.com/2012/09/22/23-f-un-golpe-de-estado-en-busca-de-autor-parte-3/
PARTE 4:
http://elproyectomatriz.wordpress.com/2012/09/24/23-f-un-golpe-de-estado-en-busca-de-autor-parte-4/
PARTE 5:
http://elproyectomatriz.wordpress.com/2012/10/05/23-f-un-golpe-de-estado-en-busca-de-autor-parte-5/
PARTE 6:
ALAIN BOMBARD - LA ODISEA DE UN NÁUFRAGO VOLUNTARIO (PARTE 2) - POR ÁNGEL GRACIAProyecto Matriz
La odisea del naufragio voluntario de Alain Bombard es una más de las muchas historias verídicas de náufragos que han logrado sobrevivir gracias a la utilizaron del agua de mar como hidratante y nutriente, actuando en contra de las creencias y dogmas existentes y predominantes, como buenos herejes. Afortunadamente la situación se empieza a revertir de manera exponencial gracias al intercambio desinteresado y empático de conocimiento, y gracias a la sabiduría popular comunitaria no dogmática, ni academicista, ni dependiente de financiación alguna.
El uso del agua de mar como hidratante y nutriente comenzó en 1904, época en la que el sabio francés René Quinton publicó su obra "El Agua de Mar. Medio Interno Orgánico".
http://elproyectomatriz.wordpress.com
ALAIN BOMBARD - LA ODISEA DE UN NÁUFRAGO VOLUNTARIO (PARTE 1) - POR ÁNGEL GRACIAProyecto Matriz
La odisea del naufragio voluntario de Alain Bombard es una más de las muchas historias verídicas de náufragos que han logrado sobrevivir gracias a la utilizaron del agua de mar como hidratante y nutriente, actuando en contra de las creencias y dogmas existentes y predominantes, como buenos herejes. Afortunadamente la situación se empieza a revertir de manera exponencial gracias al intercambio desinteresado y empático de conocimiento, y gracias a la sabiduría popular comunitaria no dogmática, ni academicista, ni dependiente de financiación alguna.
El uso del agua de mar como hidratante y nutriente comenzó en 1904, época en la que el sabio francés René Quinton publicó su obra "El Agua de Mar. Medio Interno Orgánico".
http://elproyectomatriz.wordpress.com
PRADO ESTEBAN - LA DESUSTANCIACIÓN Y COSIFICACIÓN DE LA MUJERProyecto Matriz
La forma como se produce la existencia del sujeto medio de las sociedades de la modernidad tardía es también, propiamente, contraria al amor. El sustrato material de los afectos que son los cuidados, la interdependencia y la entrega desinteresada para cubrir las necesidades del otro ha sido arrasado por el crecimiento monstruoso del Estado del bienestar, la abundancia de derechos de los ciudadanos y ciudadanas y las llamadas conquistas obreras son, en puridad, el camino a la degradación y deshumanización más completa.
http://elproyectomatriz.wordpress.com
INCIPIENT DEHUMANIZATION - FROM THE CELL TO THE SCHOOL (1)Proyecto Matriz
“From the Cell to the School" is not an article, rather, a collection of samples, a gathered travel over the dehumanization processes, be they intentioned or not, iniciated during the pregnancy, birth process, lactation and childhood, and extended to the school in the form of indoctrination.
The travel is made through appointments, videos, studies, data, images, songs, reflections, demonstrations and conclusions of various authors, with some personal contributions and an analysis of what is offered in school text books. All of this has been gathered with a special wish: to contribute to the unlearning and rehumanization, necessary efforts to achieve our freedom, as well as letting go of the fear and live a life in love.
http://elproyectomatriz.wordpress.com
DANILO ANTON. INTRODUCCIÓN AL PETROLEO ABIÓTICO (PARTE 1)Proyecto Matriz
“La sugerencia de que el petróleo pudiera haber surgido
de algún tipo de transformación de pescado aplastado
o detritus biológico es sin duda la noción más estúpida
que ha tenido entretenida a un importante número
de personas durante un prolongado período de tiempo.”
FRED HOYLE
http://elproyectomatriz.wordpress.com
LA DESHUMANIZACION INCIPIENTE - DE LA CELULA A LA ESCUELA (1) Proyecto Matriz
“De la célula a la escuela” no es un artículo, es más bien un muestrario, un recorrido-recopilatorio sobre los procesos de deshumanización, intencionados o no, iniciados durante el embarazo, el parto, la lactancia y la infancia y que se extienden hasta la escuela en forma de adoctrinamiento.
El viaje se realiza a través de citas, vídeos, estudios, datos, imágenes, canciones, reflexiones, demostraciones y conclusiones de varios autores, con algunas aportaciones personales y un análisis de lo que se ofrece en los textos escolares. Todo el conjunto reunido con un especial deseo: contribuir al desaprendizaje y a la rehumanización, esfuerzos necesarios para hacer efectiva nuestra liberación, así como la pérdida del miedo y la vida en el amor.
http://elproyectomatriz.wordpress.com
ARROZ TRANSGENICO CON GENES HUMANOS EN ESPAÑA - EXPERIMENTACION A CAMPO ABIER...Proyecto Matriz
“Una empresa italiana ha solicitado autorización para cultivar
arroz transgénico con genes humanos en Vinaròs, Castellón”
AMIGOS DE LA TIERRA
http://elproyectomatriz.wordpress.com/2011/05/07/arroz-transgenico-con-genes-humanos-en-espana/
FELIX RODRIGO MORA - ABAJO LA PEPA! - 18 RAISONS DE RAPPORT DE LA CONSTITUTIO...Proyecto Matriz
Felix Rodrigo Mora est engagé depuis l’age de 18 ans sur les efforts, les objectifs et les luttes sociales, politiques, environnementales et morales, épistémologiques, les droits de réflexion et culturel.
Ceçi la forcé à mener une vie dure et difficile, parfois dangereuse et presque toujours aux bord du suportable. Il manque de diplômes universitaires et ne veux pas les avoir: la vie, y compris les échecs et les souffrances, ont été son université. Il est l'auteur de plusieurs livres, parmi lesquels "Nature, ruralité et civilisation» et «Démocratie et le triomphe de l'Etat».
http://elproyectomatriz.wordpress.com
FELIX RODRIGO MORA - DOWN THE PEPA! – 18 REASONS TO DENOUNCE THE CADIZ CONSTI...Proyecto Matriz
Since the age of 18, Felix Rodrigo Mora is committed to efforts, goals and social, political, environmental, moral, epistemological, reflexive and cultural struggles. This forced him to live in a hard and difficult existence, sometimes dangerous and almost always on the edge of bearable.
He lacks academic credentials and do not want to have them: life, in particular failures and sufferings, has been his university.
He is the author of several books, among them, highlighting, "Nature, rurality and civilization" and "Democracy and the triumph of the state."
http://elproyectomatriz.wordpress.com
FELIX RODRIGO MORA -ABAIX LA PEPA- 18 RAONS PER DENUNCIAR LA CONSTITUCION DE ...Proyecto Matriz
Félix Rodrigo Mora està compromés desde els 18 anys en esforços, metes, i combats socials, polítics, mediambientals, morals, epistemològics, reflexius i culturals. Això li ha forçat a portar una existència dura i difícil, en ocasions perillosa i quasi sempre al limit d'allò soportable.
Careix de credencials acadèmiques i no desitja tenir-ne. La vida, en particular els fracassos i patiments, han estat la seva universitat. Es autor de diversos llibres, entre els que destaquen “Naturaleza, ruralidad y civilización” i “La democracia y el triunfo del Estado”.
http://elproyectomatriz.wordpress.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
7. Dr James Maxlow was born in Middlesbrough, England in 1949. His
passion for geology no doubt was inherited from a family history
of “ironstone workers” supplying iron ores mined from the
Cleveland Hills, south of Middlesbrough, to the foundries and steel
rolling mills of Middlesbrough during the 1800s.
8. James immigrated to Australia with his parents in 1953, where he
grew up in Melbourne. His passion for the outdoors was later
kindled by regular camping trips throughout Victoria during his
early childhood days in Australia, later to blossom into bush
walking, caving and rock hunting during his college years.
9. He initially studied Civil Engineering at the then Swinburne
College, but soon became disillusioned with engineering and
redirected himself to a degree in Geology at the Royal Melbourne
Institute of Technology, graduating in 1971. It was in Melbourne
where he later met and married his lovely wife Anita and during
their work and travels around Australia bore their three children,
Jason, Karena and Jarred.
10. After initially working as a mine geologist in Victoria, a
brief sojourn into surveying, survey drafting, mine
surveying and home building again saw James return to
geology, this time in the Northern Territory and later in
Western Australia.
11. His varying work experience being directly attributed to the
fluctuating stock market and mining economy at the time – an
unfortunate side effect of the profession. James spent in excess of
35 years working as an exploration and mine geologist throughout
much of Australia, gaining valuable field experience and
knowledge, which he has since applied to research into his other
passion – Earth Expansion.
12. James’ interest in Earth expansion stems from working in the
Pilbara region of Western Australia. The Pilbara region is a
huge, ancient domal structure, several hundreds of kilometres
across. There, 2,500 million year old iron and silica-rich
sedimentary rocks form the largest deposits of iron ore in the
world.
13. What was so intriguing to James was that the bedded sediments,
right down to finest sedimentary laminations seen in the iron ores,
could be intimately correlated between widely separated sites for
distances of over 300 kilometres. As you drive through the Pilbara
region, the exact same sequence of rocks and fine banded
structures are exposed everywhere along the hills and
escarpments.
14. James’ studies showed that, in the central portion of the Pilbara
domal structure, some 30 kilometres of sediment and volcanic
rocks had been eroded away. It occurred to James that this domal
structure may have been a preserved fragment of the ancient
Earth, with the dome reflecting the radius of the ancient Earth.
15. It took a further fifteen years of working and raising a
family before circumstances allowed James to return to
University.
Amidst a barrage of academic intolerance he gained his
Masters in geology in 1995, followed by a Doctorate of
Philosophy in 2002 at Curtin University of Technology,
Perth, Western Australia, including a letter of
commendation from the university Chancellor for thought
provoking original research.
Even there he had to follow established protocol though,
before finally breaking free and branching out into his own
research. Years later, here is his legacy.
16. “They think I'm lost, just because I walk in another direction.”
17. “In questions of science,
the authority of a thousand is not worth the
humble reasoning of a single individual.”
GALILEO GALILEI
19. “The problem that mainstream geology
imagines is that expansion tectonics is a threat
to their career, research programs, reputation,
or at the very least a threat to their intelligence.”
JAMES MAXLOW
20. “We are transforming the old universities into modern shopping centers of knowledge!”
21. “An expanding Earth is perceived by
mainstream literature as having been
proven wrong, so why should they bother.”.
JAMES MAXLOW
22.
23. As you may or may not appreciate, challenging Plate
Tectonics in any shape, form, or format, is potentially an
almost impossible task.
The peer review system tends to maintain the intellectual
status quo by rejecting new ideas. What this simply means is
that there are enormous amounts of research funds that are
currently being made available to Plate Tectonic research all
over the world.
The last thing these researchers would want is for their hard
earned efforts to be shown to be wrong, and in particular for
their academic and even international reputations to be
tainted.
24.
25. In order to retain their hard earned
reputations, and to control the outcomes of
any outside research, efforts to publish new
ideas in so called “respected publications”
must then be peer reviewed.
Because this peer review process is
dominated by advocates of Plate Tectonic
theory, then rejection of alternative ideas or
outcomes is essentially guaranteed.
26.
27. During his academic years James met and communicated
with many wonderful “expansionists” from around the
world. Most notable of which was the late Professor Sam
Warren Carey from Tasmania, the father of modern Earth
Expansion, Jan Koziar from Poland, and Klaus Vogel from
Germany, the father of modern Expanding Earth modeling
studies.
28. “Really new trails are rarely blazed in the great academies.
The confining walls of conformist dogma are too dominating.
To think originally, you must go forth into the wilderness.
Do not expect to be hailed as a hero
when you make your great discovery.”
SAMUEL WARREN CAREY
29. - Samuel Warren Carey & Klaus Vogel (1.979) / Kalus Vogel & James Maxlow (1.995) -
33. Klaus Vogel, an engineer from Germany, was the first to
build accurate scale small earth models using seafloor
mapping data, while Jan Koziar was the first to derive a
formula using areas of seafloor crusts to determine the
ancient Earth radius.
- James Maxlow, Klaus Vogel & Jan Koziar (Sicily, 2.011) -
34. - - Extension models from Jan Koziar - -
Modelos de extensión de Jan Koziar
38. Anita and James visited both Klaus and Jan in about 1995 where
they gave a series of lectures throughout Germany and Poland.
They took with them early, hand-made and hand painted versions
of their earlier globes and found that they were virtually identical
to Klaus’ globes – both done independently of each other.
- Klaus Vogel's Earth models -
- James Maxlow's Earth models -
39. Since then James has rebuilt and extended on the globes. These
globes represent the first time that modelling has been extended
back to the beginning of the Archaean Era – for any tectonic
theory.
- James Maxlow & Klaus Vogel -
40. “I have been continually amazed that
the simplicity with which Earth expansion
answers so much of the Earth's evolution
has been so delayed in universal adoption.”
KLAUS VOGEL
41.
42. It was during his academic studies that Professor
Carey “passed on” his Expanding Earth baton to
James, an honor that he most cherishes.
James first met him at 2 presentations that he
gave in Perth, Western Australia in 1988. Soon
after that James started his Master of Science
degree, titled “Global Expansion Tectonics: The
Geological Implications of an Expanding Earth”
(1995).
43. * Letter to James Maxlow from Sam Warren Carey (1993)
44. “Thank you for sending me your draft manuscript. I now
believe that you are the one to pick up the baton, now I am
bowing out. I took it from Alex du Toit. I think the last letter he
wrote just before he died was to me... With warm grettings,
and my welcome to you as the one to whom I must pass my
baton.”
- Alexander du Toit -
45. Alexander Du Toit is remembered not only as the main baton-
carrier of Wegenerian continental drift theory in the early 1900s,
but as the most important geologist in the history of South Africa.
A field geologist with observational and synthetic powers of the
highest rank, early in the twentieth century he embarked upon a
twenty year study of the geology of South Africa which produced a
series of important books and articles over the later portion of
that period.
- Alex Du Toit in campaign work for the Geological Survey of Cape Town -
46. Securing a grant from the Carnegie Institution of Washington in
1923, he spent five months in South America familiarizing himself
with the geology of Argentina, Paraguay and Brazil, and comparing
this to the units in South Africa; this led the publication of his “A
Geological Comparison of South America with South Africa” in
1927, and the even more celebrated “Our Wandering Continents: An
Hypothesis of Continental Drifting” in 1937.
- Continent of Gondwana during the Paleozoic, Du Toit's original graphics-
47. Du Toit had some success in convincing Old World geologists of
the possibility of continental drifting.
- Map of two ancient supercontinents by Alexander Du Toit -
48. James was in regular contact with
Sam Warren Carey, mainly via
letter. However he was not able to
supervise him profusely due to ill
health.
His wife Anita did manage to visit
him at his home in Hobart,
Tasmania, and she found him to
be a very courteous and
entertaining man. He was very
supportive of his research.
Anita is a Graphic Designer and
- Anita Maxlow -
hand painted the early versions of
the small Earth globes.
49. In year 1999 James then commenced a PhD titled: “Quantification of
an Archaean to Recent Earth Expansion Process Using Global
Geological and Geophysical Data Sets”. Carey died in 2002 before
completing his thesis.
- Professor Sam Warren Carey at Wroclaw, Poland (1.991) -
50. Since his academic studies, James Maxlow has been actively
involved with spreading the merits of Earth Expansion, with
conferences in Japan, Athens and Australia to his credit.
51. James has published a
book on Earth Expansion
“Terra non Firma Earth”
available from Oneoff
Publishing.com at:
TerrellaPress@bigpond.com
Dr. James Maxlow’s book
deals with one of the most
controversial scientific
theories about the Earth.
52. It is commonly believed that the
Earth has been a constant
diameter during most of
geological time, but James
Maxlow provides a range of
evidence that the Earth is
expanding in size.
It's an important landmark in
science and the questions
raised in it need to be seriously
considered by all sincere
scientists.
53. "The evidence is the most decisive proof."
MARCUS TULLIUS CICERO
54.
55. Currently James is immersed in the development
of his new book "On the Origin of Continents and
Oceans: A Paradigm Shift in Scientific Thinking",
which is scheduled for the year 2.013.
James is also involved with production of
software and DVDs to further promote Earth
Expansion as a viable alternative to current
tectonic theory.
57. James Maxlow has its own official website. Like its theory, its
website is expanding and will grow with more information
about his work and his theory on the Expansion Tectonics.
http://www.jamesmaxlow.com/main/
58. Dr. Maxlow's interests in Expansion Tectonics stem from a
dissatifaction with plate tectonics in explaining geological
phenomena. As part of his PhD research into global
tectonics, he created models of an expanding Earth from
the present back to the early Archaean Era.
This is the first time that both oceanic and continental
crusts have been used to reconstruct plate assemblage for
the entire 100% of Earth history.
Models were then used to layer global geographical,
climatic, geophysical and geological data to quantify an
Earth expansion process (Note: Earth expansion = growing
Earth).
59.
60.
61.
62. “All truth passes through three stages.
First, it is ridiculed.
Second, it is violently opposed.
Third, it is accepted as being self-evident.”
ARTHUR SCHOPENHAUER
64. The expanding Earth hypothesis
draws on the same evidence
used by plate tectonics, but
unlike plate tectonics where
continents are randomly
shunted around the Earth’s
surface as ocean floor is
created at mid-ocean ridges
and consumed at subduction
zones, in the expanding Earth
hypothesis there are no
subduction zones so the Earth
must expand in size as new
ocean floor is created.
68. “People don't want to see it.
They believe in subduction like a religion.”
SAMUEL WARREN CAREY
69.
70. “There is more religion in mens science
than there is science in their religion.”
HENRY DAVID THOREAU
71.
72. "I had taught subduction for more years
than any of the present generation
of people had been with it.
And when they have been in it as long
as I have, they'll abandon it too."
SAMUEL WARREN CAREY
73.
74. "Subduction is not only illogical,
it is not supported by geological or physical evidence,
and violates fundamental laws of physics."
LAWRENCE S. MYERS
78. All these reconstructions are supported by existing and
verified data. James Maxlow extends the reconstructions
further back in time in the history of geology by the
progressive removal of young basin sediments and
magmatic complexes and the restoration of each area to a
pre-existing configuration.
82. “For a moment I thought that reality might not be as we think.
Fortunately I regained immediately my mental programming!”
83. James Maxlow believes: “There is a lot of very strong
evidence for an expanding Earth, much of which has not
been considered prior to this research. The fact that all
crustal plates can be fitted together back in time with
one unique assemblage is relatively common
knowledge. The strongest evidence in support of an
expanding Earth comes from the very evidence that has
been traditionally used to negate Earth expansion.
When ancient magnetic pole data is plotted on models of
an expanding Earth, each of the poles cluster as
diametrically opposed north and south poles.
84.
85. Similarly, the equator derived from these pole locations
coincide precisely with the distribution of fossil species
and sedimentary climatic indicators, such as limestone,
coal, and glacial debris. Similarly, faunal and floral species
evolution is shown to be intimately related to this
progressive continental break-up and oceanic crustal
development. Global extinction events coincide with
wholesale climate and sea-level changes, and the
distribution of metallic ores and petroleum occurrences
are readily comprehended.
This phenomenon is impossible on plate tectonic models
and tells us that an expanding Earth far better explains the
distribution of all geological, geophysical, and
geographical global tectonic data.”
86.
87.
88.
89. “Knowledge which is divorced from justice
may be called cunning rather than wisdom.”
MARCUS TULLIUS CICERO
90.
Article by Dr. James Maxlow made from his texts with
multimedia adaptation by "El Proyecto Matriz". For
more information about the author go to his official
website.
CONTACT:
contact@jamesmaxlow.com
http://www.jamesmaxlow.com/
http://www.oneoffpublishing.com/terranon.html
91. BOOKS BY JAMES MAXLOW
Hardcopy book can be purchased from:
TerrellaPress@bigpond.com and EBook can be purchased from:
www.oneoffpublishing.com
92. BOOKS BY JAMES MAXLOW
For anyone that wants to access James Maxlow's PhD thesis, you
can download a pdf version from:
http://adt.curtin.edu.au/theses/available/adt-WCU20020117.145715
James Maxlow's official website:
http://www.jamesmaxlow.com