Peace, Healing, and Blessings...

http://beliefnet.org           the Prayer Circle of Zadok...10 to pray in their own way...

All souls belong to God...

Hindu Worship

   <object style="height: 380px; width: 580px;"><param name="movie" value="http://player-nasa-us.webmobilive.com/player/liveplayer.swf"><param name="flashvars" value="type=rtmp&video=bbb19eae240ec100af921d511efc86a0.sdp&streamer=rtmp://live.wmncdn.net/dhyanapeetalive/&skinMode=float&stretch=uniform&buffer=3&autoStart=true&"><param name="allowFullScreen" value="true"><param name="allowScriptAccess" value="always"><embed src="http://player-nasa-us.webmobilive.com/player/liveplayer.swf" type="application/x-shockwave-flash" flashvars="type=rtmp&video=bbb19eae240ec100af921d511efc86a0.sdp&streamer=rtmp://live.wmncdn.net/dhyanapeetalive/&skinMode=float&stretch=uniform&buffer=3&autoStart=true&" allowfullscreen="true" allowscriptaccess="always" width="580" height="380"></embed></object>
 
Periodic chart of Elements

1 IA 11A 18 VIIIA 8A 2 IIA 2A 13 IIIA 3A 14 IVA 4A 15 VA 5A 16 VIA 6A 17 VIIA 7A 3 IIIB 3B 4 IVB 4B 5 VB 5B 6 VIB 6B 7 VIIB 7B 8 9 VIII 8 10 11 IB 1B 12 IIB 2B Periodic Table of the Elements Lanthanide Series Actinide Series © 2013 Todd Helmenstine chemistry.about.com sciencenotes.org 1 H Hydrogen 1.008 3 Li Lithium 6.941 4 Be Beryllium 9.012 11 Na Sodium 22.990 12 Mg Magnesium 24.305 19 K Potassium 39.098 20 Ca Calcium 40.078 21 Sc Scandium 44.956 22 Ti Titanium 47.88 23 V Vanadium 50.942 24 Cr Chromium 51.996 25 Mn Manganese 54.938 26 Fe Iron 55.933 27 Co Cobalt 58.933 28 Ni Nickel 58.693 29 Cu Copper 63.546 30 Zn Zinc 65.39 31 Ga Gallium 69.732 13 Al Aluminum 26.982 5 B Boron 10.811 32 Ge Germanium 72.61 14 Si Silicon 28.086 6 C Carbon 12.011 33 As Arsenic 74.922 15 P Phosphorus 30.974 7 N Nitrogen 14.007 34 Se Selenium 78.09 16 S Sulfur 32.066 8 O Oxygen 15.999 35 Br Bromine 79.904 17 Cl Chlorine 35.453 9 F Fluorine 18.998 36 Kr Krypton 84.80 18 Ar Argon 39.948 10 Ne Neon 20.180 2 He Helium 4.003 37 Rb Rubidium 84.468 38 Sr Strontium 87.62 39 Y Yttrium 88.906 40 Zr Zirconium 91.224 41 Nb Niobium 92.906 42 Mo Molybdenum 95.94 43 Tc Technetium 98.907 44 Ru Ruthenium 101.07 45 Rh Rhodium 102.906 46 Pd Palladium 106.42 47 Ag Silver 107.868 48 Cd Cadmium 112.411 49 In Indium 114.818 50 Sn Tin 118.71 51 Sb Antimony 121.760 52 Te Tellurium 127.6 53 I Iodine 126.904 54 Xe Xenon 131.29 55 Cs Cesium 132.905 56 Ba Barium 137.327 57-71 72 Hf Hafnium 178.49 73 Ta Tantalum 180.948 74 W Tungsten 183.85 75 Re Rhenium 186.207 76 Os Osmium 190.23 77 Ir Iridium 192.22 78 Pt Platinum 195.08 79 Au Gold 196.967 80 Hg Mercury 200.59 81 Tl Thallium 204.383 82 Pb Lead 207.2 83 Bi Bismuth 208.980 84 Po Polonium [208.982] 85 At Astatine 209.987 86 Rn Radon 222.018 87 Fr Francium 223.020 88 Ra Radium 226.025 89-103 57 La Lanthanum 138.906 58 Ce Cerium 140.115 59 Pr Praseodymium 140.908 60 Nd Neodymium 144.24 61 Pm Promethium 144.913 62 Sm Samarium 150.36 63 Eu Europium 151.966 64 Gd Gadolinium 157.25 65 Tb Terbium 158.925 66 Dy Dysprosium 162.50 67 Ho Holmium 164.930 68 Er Erbium 167.26 69 Tm Thulium 168.934 70 Yb Ytterbium 173.04 71 Lu Lutetium 174.967 89 Ac Actinium 227.028 Alkali Metal Alkaline Earth Transition Metal Basic Metal Semimetal Nonmetal Halogen Noble Gas Lanthanide Actinide 90 Th Thorium 232.038 91 Pa Protactinium 231.036 92 U Uranium 238.029 93 Np Neptunium 237.048 94 Pu Plutonium 244.064 95 Am Americium 243.061 96 Cm Curium 247.070 97 Bk Berkelium 247.070 98 Cf Californium 251.080 99 Es Einsteinium [254] 100 Fm Fermium 257.095 101 Md Mendelevium 258.1 102 No Nobelium 259.101 103 Lr Lawrencium [262] 104 Rf Rutherfordium [261] 105 Db Dubnium [262] 106 Sg Seaborgium [266] 107 Bh Bohrium [264] 108 Hs Hassium [269] 109 Mt Meitnerium [268] 110 Ds Darmstadtium [269] 111 Rg Roentgenium [272] 112 Cn Copernicium [277] 113 Uut Ununtrium unknown 114 Fl Flerovium [289] 115 Uup Ununpentium unknown 116 Lv Livermorium [298] 117 Uus Ununseptium unknown 118 Uuo Ununoctium unknown
 
 
ORC Gang Definition & Statutes

LAW Writer® Ohio Laws and Rules Search ORC: Ohio Administrative Code Home Help Route: Ohio Revised Code » Title [29] XXIX CRIMES - PROCEDURE » Chapter 2923: CONSPIRACY, ATTEMPT, AND COMPLICITY; WEAPONS CONTROL; CORRUPT ACTIVITY 2923.41 Criminal gang definitions. As used in sections 2923.41 to 2923.44 of the Revised Code: (A) "Criminal gang" means an ongoing formal or informal organization, association, or group of three or more persons to which all of the following apply: (1) It has as one of its primary activities the commission of one or more of the offenses listed in division (B) of this section. (2) It has a common name or one or more common, identifying signs, symbols, or colors. (3) The persons in the organization, association, or group individually or collectively engage in or have engaged in a pattern of criminal gang activity. (B) (1) "Pattern of criminal gang activity" means, subject to division (B)(2) of this section, that persons in the criminal gang have committed, attempted to commit, conspired to commit, been complicitors in the commission of, or solicited, coerced, or intimidated another to commit, attempt to commit, conspire to commit, or be in complicity in the commission of two or more of any of the following offenses: (a) A felony or an act committed by a juvenile that would be a felony if committed by an adult; (b) An offense of violence or an act committed by a juvenile that would be an offense of violence if committed by an adult; (c) A violation of section 2907.04, 2909.06, 2911.211, 2917.04, 2919.23, or 2919.24 of the Revised Code, section 2921.04 or 2923.16 of the Revised Code, section 2925.03 of the Revised Code if the offense is trafficking in marihuana, or section 2927.12 of the Revised Code. (2) There is a "pattern of criminal gang activity" if all of the following apply with respect to the offenses that are listed in division (B)(1)(a), (b), or (c) of this section and that persons in the criminal gang committed, attempted to commit, conspired to commit, were in complicity in committing, or solicited, coerced, or intimidated another to commit, attempt to commit, conspire to commit, or be in complicity in committing: (a) At least one of the two or more offenses is a felony. (b) At least one of those two or more offenses occurs on or after January 1, 1999. (c) The last of those two or more offenses occurs within five years after at least one of those offenses. (d) The two or more offenses are committed on separate occasions or by two or more persons. (C) "Criminal conduct" means the commission of, an attempt to commit, a conspiracy to commit, complicity in the commission of, or solicitation, coercion, or intimidation of another to commit, attempt to commit, conspire to commit, or be in complicity in the commission of an offense listed in division (B)(1)(a), (b), or (c) of this section or an act that is committed by a juvenile and that would be an offense, an attempt to commit an offense, a conspiracy to commit an offense, complicity in the commission of, or solicitation, coercion, or intimidation of another to commit, attempt to commit, conspire to commit, or be in complicity in the commission of an offense listed in division (B)(1)(a), (b), or (c) of this section if committed by an adult. (D) "Juvenile" means a person who is under eighteen years of age. (E) "Law enforcement agency" includes, but is not limited to, the state board of pharmacy and the office of a prosecutor. (F) "Prosecutor" has the same meaning as in section 2935.01 of the Revised Code. Effective Date: 01-01-1999; 07-01-2007 Go To: Prev | Next
 
The Happy Endings Study

I proposed to place Electrodes on a participant, to measure their EEG & EKG reactions to 3 minute film clips of different genre. 1. horror 2. family 3. animation 4. romance 5. violence 6. grief 7. poverty / deprivation 8. war 9. nature 10. Spirituality/ religion 2007
 
Vernacular Exclusion-Neurolinguistics-Cognitive Wiring

Vernacular Exclusion Theory: Neuro-linguistics Programming & It's root in Cognitive Wiring by Annette Buchanan-Phillips, MA, PhD 10/20/2013 10:06am Abstract Our society denies its stratification. Yet, it is apparent in every word we speak. Imagine this: God formed us in the clay, and we are Adam. He breathes into that form, and a spark of life brings the energy of earth, fire and water to life. From that instant, that electric ignition, cognitive wiring begins. Now, we procreate the same way, and our union creates a being and the spark of life starts its cognitive wiring. In utero, that new life hears sounds, feels emotions, is nourished, and hopefully nurtured. Ask yourself, what am I hearing? How was I wired? How am I wired now, and do I have the power to effect my own neural pathways, and affect the wiring of others? The brain drives the vehicle that is us; on a microcosmic personal level, and a macrocosmic global and even greater supernal universal level. All of that electronic firing across dendrite synaptic gaps, continues throughout the life time of every living thing, with a brain. Even the simplest organism and the simple atom of hydrogen has a positive and negative electronic impulse as its core functionality. Therefore, I will explore the effect of sound, light and words as a means of directing outcomes. Nutrition, and environment have a profound effect on how every experience is processed, but words create meanings, and define each experience. The beloved word is a ascending spiral or a descending whirlpool. The direction of its energy and affect is solely in the processing; and cannot exclude the processor, the sender, and receiver in the context of their personal experience. Our experiences are mental, physical, spiritual, emotional, and psycho-socio-political. The economics at play on our experience further establishes, maintains, enhances and gives impetus to our growth, and development. In a word our vernacular is an indicator as to whether we thrive or strive; deprive or enrich; survive or perish. Our beliefs, desires and expectations are built upon words, in every context. Our tower of babble is to overcome language barriers, and climb the ladder of upwardly mobile cues and directives. Therefore, we create our language to succeed by matching our words to our desired experience. Effective language usage is a craft, a skill, and a tool. Cognitive Wiring The synaptic nerves with their dendrite fingers extend toward each other but do not touch. There is a gap between them, and the synaptic fluids coat te nerve endings and electrical impulses fire rythmically and measurably across them. That neural activity responds to stimulus, of the five senses, and words, states of consciousness, and cognitive functioning are measured by that firing by EEG. (Electro-encephalogram)
 
 
 
 
Swara Academy of Advanced Education by Annette Buchanan-Phillips

Swara Academy of Advanced Education Mission Statement Swara Academy of Advanced Education is a private academic institution of advanced education. It is dedicated to maximize the potential of every student; and to provide excellent opportunity for social, academic, and economic well being. We strive to provide the nurturing guidance and constructive environment that will encourage a love of learning that will be life long. It is our responsibility to assist every student toward professional and academic success. We thrive on our diversity, and encourage invention, problem solving, and theoretical innovation, because we acknowledge the potential for greatness in every human being regardless of race, creed, religion, national origin, sexual orientation and socio-economic background. Our curricula and programs and in answer to the business needs of the surrounding community, the nation and the world at large. Our core requirements meet and exceed the standards set by the state of Ohio, the United States of America, and the global community. We fully intend to utilize, online classrooms, and physical classrooms, in an orchestrated and collaborative effort to acheive, successful graduates. We hope to establish business partnerships and government alliances that will produce professional degreed, and certified graduates, already acclimated to the workforce, and the community in which they intend to serve and live. Our objective is to create opportunity to thrive by providing the tools, instruction, and credentials necessary to succeed. We also fully intend to facilitate in the certification, licensure preparation and ethical direction of every student. Our graduates, will be prepared to succeed, to innovate, and to lead. Our mission is to carve a niche for our students to master all of that which they survey as the road ahead; and be skilled to acheive any and every personal goal. Good citizens, good people, and creativity will make a sustained society, and a global consicousness for a progressive and ethical world. Our mission is built on resposibility, integrity, authenticity, and enrichment with ethics and devotion to God, country, and family. Swara Academy of Advanced Education will pull together all available means, resources and experience to fast track our people into professional endeavor and carve new paths never explored efficiently. Accreditation Requirements, Core Components, Criteria, and Standards for Academic Success 1. The mission is stated clearly and articulated publicly. a. Guides the Institution's Operations b. Establishes Goals, plans, purpose, priporities and standards 2. Core components are: a. broadly understood b. stated publicly c. adopted by a governing board 3. Academic programs, enrollment, support services, are consistent with the stated mission 4. Planning, and budgeting align with and support the mission statement 5. Documents must be current, and explain aspects of mission, instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, religious and or cultural purpose 6. Identifies the nature, scope, intended constituents of the higher education programs and services that the institution provides 7. Institution understands its relationship with the public 8. Educational responsibilty takes primacy over other purposes, ie., generating financial rewards for its investors, contributing to external interests, or any related parent organization 9. Identifies with its external constituencies and communities of interest, and responds to their needs, as its mission and capacity allow Criterion 2. Integrity- Ethical and Responsible Conduct a. The Institution is committed to acting with integrity, and maintaining and adhering to standards of ethical and responsible conduct b. The institution fully intends to educate all stakeholders, employees and students regarding those standards and enforce them, with dismissals when appropriate c. The institution further intends to adhere to the rule of law of the governing bodies in the communities, states and nations that it serves globally The Governing Board: The governing board is autonomous and adept, skilled and credentialed for decision making in the Institution's best interests. a. It reflects the institution's mission, purpose, priorties, goals, and standards b. It is designed to preserve and enhance academic integrity, responsibility, enrichment, and committment to excellence c. It maintains, relevance, priority, primacy, efficacy, recency, in information, purpose, priorities, communications, resources and goals d. The board resists undue external, political, religious, and financial pressures to divert from its Mission and the Accreditation standards established by its governing legislative body e. The Board delegates to administration the institution's day to day operations f. The Board is committed to freedom of expression, and the pursuit of truth in teaching, and learning with the application of knowlege appropriately, and responsibly g. The board exercise responsible oversight and support services, to insure the integrity of research and scholarly practice Criterion 3: Teaching and Learning Quality, Resources, and Support a. Students are offered guidance in Academic resources and policy guidance and standards b. Students are educated in the ethical use of information and resources c. Students are assisted to acquire the skills and credentials needed to acheive their academic and professional goals d. students are offered guidance in moral development, business and community awareness e. students are facilitated in professional certifications, licensing and degrees for economic success and acheivement with rewards and awards for excellence, and innovation f. The institution strives to be a model for excellence in education according to the statements of its mission and its standards for quality, efficiency and innovation. g. The institution will partner with other academic, business and social institutions in the global community. Submitted: Annette Buchanan-Phillips, MA, PhD, MSPA 4267 East 172nd Place Cleveland, Ohio 44128-3307 (216)548-3949 or (216)272-9663 http://Avodahministryofsalvation.samsbiz.com http://Windowsontheworld.blip.tv Business Plan for Swara Academy of Advanced Education Executive Summary The Company This is a Franchise Opportunity in the formative stage. The theory was presented for Ohio criminal justice system as a Jag and or Byrne Grant in 2009, and Grants.gov; receiving no funds to date. I am the Sole Proprieter; Annette Buchanan-Phillips, under the Tabernacle 7 (ein). Products & Services To Provide coordination of past and present educational experiences and earned credits for future employability, wealth building and success. Those parameters for pre-Kindergarten through 12th grade are previously addressed in the Mission Statement. Further, the 10th grade level through post secondary education will be Employment preparatory, and for Professional Degree and Development. Students will be able to earn Professional Certifications, Pre-Licensure, and Associate Degrees without cost. The Degrees and certificates, will focus on Employment and licensure skills required without extraneous and costly excess coursework. Past life experience, and other credits earned elsewhere will be utilized in their entirety, in order to make efficient use of Education resources. All of this will combine coursework with apprenticeship in Partnership with Local, National, State, and Global employers in the Private and Public Sectors to quickly and efficiently provide prepared skilled, licensed, certified or degreed workers. Post Associate Degrees will combine all earned credits from any accredited institution, with experiential learning to reach the State, Local or National credits required for General Studies Degrees with the focus of highest credits in any acheivement and or coursework area. This approach will minimize loans and preserve Student's personal credit opportunity, for lifetime success. Target Markets I know of no public or private educational venue that utilizes this approach to date. Ours is a purely Theoretical Model. I believe that my plan will work successfully when implemented, because it fulfills student, community and business needs. All people can benefit from this approach. The Competition Though all Online & In Classroom Universities, Colleges and schools utilize transfer credits as a selling point; the student always loses money, time and effort in the process. All of the post secondary institutions require payment for repeat courses, but we do not. Most allow for 9 transfer credits at the Graduate level, and 36 at the Undergraduate level, or 30%; with paralell catalog descriptions. That forces the government, the student and the parents to overpay and incur excess debts. The debts create lower credit scores that lead to unemployability, frustration, and lower GDP/ GNP; affecting the overall National Economy. There is plenty of adverse competition, but there are no peers, to date. Marketing & Sales Strategy I intend to utilize, Social media venues, ads, and all free media accessible on the internet. I will also obtain, Public Service Announcement televsion and radio spaces as available. Also, paid sunday morning TV spots at a budget of $100 per week for 1 month. I will test the TV ad responses, iContact and other email responses, and make as many personal interview appearances as I can schedule at community meetings, Educational, and Political events, for 6 months to raise awareness. I will write to as many local coporations, and government agencies seeking skilled employees from posted ads, in accordance with Our Mission in order to secure classroom and online space for those new hire groups, at group rates. Although, free to the student, the company partnership requires legitimate hires in some cases. It saves the company excess education costs and liability, insures the student employment is already secured, and fast tracks them into a waiting position. The students arrive as skilled employees, then as a paid apprentice for a specified period. The usual 90 day probationary learning curve is reduced to a 30 day apprenticeship, with pay which then becomes market pay with benefits. I feel this plan will be attractive to all of the publics, which I intend to serve. Operations I will coordinate outsorced services of online schools, classroom charters, and Vocational and professional Colleges and Universities. I will assess and combine transcripts to add up credit requirements for General Studies Degrees of already completed accredited lifetime coursework. Further coursework may not be required, but polishing, and jobsearch and skills bank matching assistance may be helpful. Whatever will move people to completion, with little to no cost will be employed, to make them "job ready" within ethical standards. Because, I designed this to be a franchise opportunity and business model I hope to sell the idea, plan, and implementation strategy and affiliate with the franchisees. However, I intend to devote 3 years to implement, evaluate, and assemble data. The subsequent two years will be to hone the theory and process, for franchise optimization. Management I am in search of others who share my vision, and will approach Government, former educators, and anyone interested in collaborating with me in this effort. Therefore, I am the sole proprietor, creator, and management at this time. All outsourced venues have their own teams in place, already and are outside of my responsibility except as contracturally specified, and within regulatory perameters. Future Development & Exit Strategy As stated above, this may become a franchise opportunity with a five year window of consulting support, and affiliation. Because of the experimental nature of the business model, if it proves unsuccessful it will simply be dissolved after five years. If successful, this model may spur a new growth of franchises or peer and lateral competitors. Based upon evaluations, performance, and market data; this model may be sold to other interested parties. I believe the time has come to have this type of educational alternative available to the public. Unless, sold before the five years commitment; I will devote that much time to the effort personally, or as a consultant and Board member. Funds Sought & Uses I billed Ohio Shared Services ten percent of implementation projected costs of approximately $120, 000.00 with project costs at $1,200,000.00 and profits projected at $2,500,000.00 plus for the first 3 years. Primary expenses include; telephony, computer equipment, offices space and at least ten desks for Educators and consultants from $35,000 to $70,000 annual salary plus benefits for the remote education, coordination, implementation, administration and oversight. Utilities budgeted, at $50,000 per year and benefits plus affiliate group services at $50,000 per year for 10 employees. Profit sharing, and ownership percentages are a perk offering. Government grants, private grants, and corporate funds will be solicited, and I will entertain formative stage offers to sell the plan at the Ohio Shared Services initial offer. Vocational, Professional, and Associate Degree costs will be via Pell Grant and Corporate gifts and other Foundational sources to provide free education, and transfer credit accumulative General Studies degrees Granted as pre-paid.
 
Test Yourself ENTJ?

ENTJ Personality Type

Take the free personality test

 
Swami Paramahamsa Nithyanada

<iframe width="420" height="315" src="http://www.youtube.com/embed/LtF9NnDRDGE" frameborder="0" allowfullscreen></iframe>
 
 
Andrew Ishihara



---------- Forwarded message ----------
From: ANDREW ISHIHARA <ANDREWI@bvk.com>
Date: Tue, Jan 8, 2013 at 2:42 PM
Subject: Your Personality Profile
To: "AMOSHansaResearch@gmail.com" <AMOSHansaResearch@gmail.com>


Dear Annette:

Thank you for completing the survey on behalf of Concord Law School, and especially for completing the extra personality questions. As promised, we are providing you with a personality profile, based on your survey responses.

Jungian Typology Test

The first set of personality questions was a Jungian Typology Test, based on the theories of psychologist Carl Jung. Similar to the famous Myers-Briggs Type Indicator assessment, this test is designed to measure psychological preferences in how people perceive the world and make decisions. Based on Jungian theory, Myers-Briggs proposed four different dimensions of personality, each of which is a dichotomy:

· Extraversion (E) vs. Introversion (I)

· Sensing (S) vs. Intuition (N)

· Thinking (T) vs. Feeling (F)

· Judging (J) vs. Perception (P)

Each individual is described by one end of each dichotomy, resulting in one of 16 possible personality types:

Istj

Isfj

Infj

Intj

Istp

Isfp

Infp

Intp

Estp

Esfp

Enfp

Entp

Estj

Esfj

Enfj

entj

Based on your responses to this test, your Jungian Type is INTJ:

An INTJ can be described as follows:

INTJs are analytical problem-solvers, eager to improve systems and processes with their innovative ideas. They have a talent for seeing possibilities for improvement, whether at work, at home, or in themselves.

INTJs have a hunger for knowledge and strive to constantly increase their competence; they are often perfectionists with extremely high standards of performance for themselves and others. They tend to have a keen interest in self-improvement and are lifelong learners, always looking to add to their base of information and awareness.

INTJs live in a world of abstraction and theory, and may sometimes be absentminded in their preoccupation with concepts. Often intellectual, they enjoy analysis and complex problem-solving, and are much less comfortable with the illogical and unpredictable nature of other people and their emotions. They may not want to bother with people who they do not perceive to be their intellectual equals.

INTJs are perceptive about systems and strategy, and often understand the world as a chess board to be navigated. They want to understand how systems work, and how events proceed. The INTJ often has a unique ability to foresee logical outcomes. They enjoy applying themselves to a project or idea in depth, and putting in concentrated effort to achieve their goals.

INTJs in the Population

INTJ is the third rarest type in the population, and the rarest type among women (with ENTJ). INTJs make up:

  • 2% of the general population
  • 3% of men
  • 1% of women

Popular Hobbies

Popular hobbies for the INTJ include reading, cultural events, taking classes, appreciating art, computers and video games, and independent sports such as swimming, backpacking, or running marathons.

Famous INTJs

Famous INTJs include Hillary Clinton, Al Gore, Bill Gates, Dwight Eisenhower, Alan Greenspan, Ulysses S. Grant, Stephen Hawking, John Maynard Keynes, Ayn Rand, Isaac Asimov, Lewis Carroll, Cormac McCarthy, and Sir Isaac Newton.

Research on INTJ

Interesting facts about the INTJ:

On personality trait measures, score as Discreet, Industrious, Logical, Deliberate, Self-Confident, and Methodical

Among types least likely to suffer heart disease and cardiac problems

Least likely of all the types to believe in a higher spiritual power

One of two types with highest college GPA

Among types with highest income

Personal values include Achievement

Of all types, least likely to state that they value Home/family, Financial security, Relationships & friendships, and Community service

Overrepresented among MBA students and female small business owners

Commonly found in scientific or technical fields, computer occupations, and legal professions

Aspiration Index

The second set of personality questions was an Aspirations Index based on the work of Tim Kasser. This test is designed to assess whether you are more motivated by intrinsic or extrinsic factors. Intrinsic motivation refers tomotivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external outcomes or rewards. Examples of intrinsic motivators are personal growth, affiliation, community feeling, etc. Extrinsic motivation refers to the performance of an activity in order to attain an outcome or reward. Examples of extrinsic motivators arefinancial success, image, popularity, rewards, praise, etc.

The Aspirations Index also calculates the importance of seven domains of aspirations for each individual: self-acceptance, affiliation, community feeling, physical fitness, financial success, attractive appearance, and social recognition.

Research has revealed that having strong relative aspirations for extrinsic outcomes wasnegatively associated with mental health indicators; whereas, placing more importance on intrinsic aspirations was found to bepositively associated with mental health indicators. Studies have also found that well-being was enhanced by attainment of intrinsic goals, whereas success at extrinsic goals provided little benefit. Finally, initial evidence suggests that controlling, uninvolved parenting is associated with the development of strong relative extrinsic aspiration, whereas autonomy-supportive, involved parenting is associated with the development of stronger intrinsic aspirations.

Your intrinsic motivation score exceeds your extrinsic motivation score, indicating that you are intrinsically motivated.

Ranked from most important to least important, here are the domains that motivate you:

· Community Feeling

· Self-Acceptance

· Physical Fitness

· Affiliation

· Attractive Appearance

· Social Recognition

· Financial Success

Mood Scale

The third and final set of personality questions was a Mood (or Affect) Scale based on the work of David Watson and his colleagues. We asked how often you experience certain feelings and emotionsin general to measure a personality trait rather than your mood at a certain point in time.

Research has shown that trait positive affect is related to a host of favorable outcomes including physical health, longevity, immune system response, more satisfying personal relationships, and project team effectiveness. Trait positive affect has also been found to be related to extraversion.

Both positive and negative affect scores range from 10 to 50 and are relatively independent of one another. Your positive affect score is 37. Your negative affect score is 10. Your positive affect score exceeds your negative affect score, indicating that you tend toward positive more than negative moods.

Thank you again for completing our survey. We hope this personality profile is informative.

Sincerely,

Susan Perkins, MS

Market Research Director

bvk

DISCLAIMER: IMPORTANT NOTICE: This message and any attachment may contain privileged and/or confidential information. This transmission is not intended nor may it be construed to create a binding legal obligation on behalf of BVK, Inc. in the absence of a writing signed by an authorized officer of the company. If you are not the addressee indicated in this message, (or responsible for its delivery to such person), you may not copy or disseminate this message and any attachment to anyone. In such case, you should destroy this message, any attachment, and all copies and kindly notify us by reply email. We do not assure the security of information electronically transmitted, and your communication with us through such means shall signify your acceptance of such risks. Conclusions and other information in this message that do not relate to the official business of BVK, Inc. and or its subsidiaries and affiliates are understood as neither given nor endorsed by it.



--
Annette Buchanan-Phillips- (216)513-0585
Independent Agent: United American Insurance, NAA, & Washington National
NPN:4683998


 

Reverb Nation

 
 










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NASA light wavelengths

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Annette Buchanan

<marikabicorp@hotmail.com>
Mon, Aug 30, 2010 at 11:37 AM
To: abuchanan170@aol.com, amoshansaresearch@gmail.com
Atmospheric Science Data Center; Link to Home Page.

What Wavelength Goes With a Color?

Radiation of energy from the sun.
Our eyes are sensitive to light which lies in a very small region of the electromagnetic spectrum labeled "visible light". This "visible light" corresponds to a wavelength range of 400 - 700 nanometers (nm) and a color range of violet through red. The human eye is not capable of "seeing" radiation with wavelengths outside the visible spectrum. The visible colors from shortest to longest wavelength are: violet, blue, green, yellow, orange, and red. Ultraviolet radiation has a shorter wavelength than the visible violet light. Infrared radiation has a longer wavelength than visible red light. The white light is a mixture of the colors of the visible spectrum. Black is a total absence of light.
Earth's most important energy source is the Sun. Sunlight consists of the entire electromagnetic spectrum.
Learn more:
Various wavelengths and positions of visible spectrum.
(Wavelength image from Universe by Freedman and Kaufmann.)

Violet Light

The visible violet light has a wavelength of about 400 nm. Within the visible wavelength spectrum, violet and blue wavelengths are scattered more efficiently than other wavelengths. The sky looks blue, not violet, because our eyes are more sensitive to blue light (the sun also emits more energy as blue light than as violet).
 

Indigo Light

The visible indigo light has a wavelength of about 445 nm.
 

Blue Light

The visible blue light has a wavelength of about 475 nm. Because the blue wavelengths are shorter in the visible spectrum, they are scattered more efficiently by the molecules in the atmosphere. This causes the sky to appear blue.
blue spectrum.

Green Light

The visible green light has a wavelength of about 510 nm. Grass, for example, appears green because all of the colors in the visible part of the spectrum are absorbed into the leaves of the grass except green. Green is reflected, therefore grass appears green.
green spectrum.

Yellow Light

The visible yellow light has a wavelength of about 570 nm. Low-pressure sodium lamps, like those used in some parking lots, emit a yellow (wavelength 589 nm) light.
yellow spectrum.

Orange Light

The visible orange light has a wavelength of about 590 nm.
 

Red Light

The visible red light has a wavelength of about 650 nm. At sunrise and sunset, red or orange colors are present because the wavelengths associated with these colors are less efficiently scattered by the atmosphere than the shorter wavelength colors (e.g., blue and purple). A large amount of blue and violet light has been removed as a result of scattering and the longwave colors, such as red and orange, are more readily seen.
red spectrum.

Colors We Can't See

There are many wavelengths in the electromagnetic spectrum the human eye cannot detect.

Energy with wavelengths too short for humans to see

Energy with wavelengths too short to see is "bluer than blue". Light with such short wavelengths is called "Ultraviolet" light.
How do we know this light exists? One way is that this kind of light causes sunburns. Our skin is sensitive to this kind of light. If we stay out in this light without sunblock protection, our skin absorbs this energy. After the energy is absorbed, it can make our skin change color ("tan") or it can break down the cells and cause other damage.

Energy with wavelengths too long for humans to see

Energy whose wavelength is too long to see is "redder than red". Light with such long wavelengths is called "Infrared" light. The term "Infra-" means "lower than".
How do we know this kind of light exists? One way is that we can feel energy with these wavelengths such as when we sit in front of a campfire or when we get close to a stove burner. Scientists like Samuel Pierpont Langley passed light through a prism and discovered that the infrared light the scientists could not see beyond red could make other things hot.
Very long wavelengths of infrared light radiate heat to outer space. This radiation is important to the Earth's energy budget. If this energy did not escape to space, the solar energy that the Earth absorbs would continue to heat the Earth.


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Objective: To produce agriculture in climates where it would have been impossible to produce. Especially desert climes. By means of creating moisture artificially, using natural means. (Laws of condensation) High daytime heat; and low night-time cool temperatures; produce a moisture (dew) that will collect on the plant life inside of the colony. Temperatures can be controlled by recirculating the water collected, and air pumped in at ground level and vented at the roof. Causeway greenhouses for cultivation of vegetation. Oxygen (O2) is created by hydrolysis, and water is distilled in collectors. Circa:1984. Living quarters would be best kept underground, to utilize geo-thermal technology and better security. (1990: addendum)

[1991-1993: Similar experiment was called Biosphere. Scientists found that living in that environment is possible, but oxygen is essential. For lack of it, the air will contain too much carbon dioxide and nitrogen and wounds will not heal for the inhabitants.]

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