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The End Of My Research The Beginning Of Yours - John Nicholson - 29-07-2010

[SIZE="3"][COLOR="DarkRed"]THE END OF MY RESEARCH THE BEGINNING OF YOURS
INTO
SYSTEM ONE 4 EVERY 1[/COLOR][/SIZE]

[SIZE="5"]This is the long answer (so please bare with me)this is simply the first scientifically based research proven formula, specifically created to teach anyone who can read and count, how they can learn in one day, how to teach any child anywhere to count and read perfectly.
System one 4 every 1 therefore is simply part of our human inheritance, we quite naturally show each other how to do everything we can do.
We rely on the child’s natural senses to accomplish quickly, perfection in counting and reading. The healthy human brain is capable of self development far beyond learning to speak our own natural language, provided we install the basic software perfectly.
So it is, by systematic process, that every healthy child can learn how to count and read perfectly.
Simply by starting a prescriptive formula at three years of age, providing two years preschool and two years at school in general terms of systematic perfections, we can establish the highest possible of level of individual achievement for every child on an international and universal basis.
System one 4 every 1 is based on easily perfected working memories. The simplicity of process is inherent within the formula.

What is the point of writing anything?
It is simple a perfection of speech, how else can we share vital knowledge.
If we fail to realise, that we individually know something that others should know and do not write it down, then we simply fail our tribe (read as our species). I realised over fifteen years ago now that the human brain was capable of extraordinary levels of development in a functional manner that means all of us. So in simple terms “system one for very one is” more valuable as a prescriptive then it is a prescription.
So it is that the prescription has to be the very best available to us at any point in time. With little help apart from occasional support rather than assistance from a world class scientist (Winston Hagston) a lecturer in theoretical physics. (For that read an outstanding mathematician) I have had to concentrate on the development of the prescription. Naturally therefore the initial prescription is mine alone.
Winston labours in the development of his own mind and development of scientific truth. My labour is strictly to simplify and insure the highest levels of achievement for all our children. (for that read human future) As far as us human beings are concerned I am appalled at our behaviour, disgusted at our meanness of spirit and lack of any willingness to share our resources.
With the internet there is the implication, that individually, there is no limit as to the individual level of knowledge that we can achieve, in reality knowledge is gained in the playgrounds of our schools, on our farms, our factories our trading establishments and our daily lives. Schools are little more than torture chambers for many children, especially so for those that have been failed as regards learning to count effectively and even more so for those that have not been taught to read for pleasure. The last half of every school afternoon should be given over to listening to well read books, training our minds as we create images in action. The first half of every morning given over specifically to demonstration of processes as children perfect and develop their basic skills.

The benefits of “system one for every one” are so many that I could write for eternity and still not cover them. So it is that we must concentrate on the near future the majority of values in the near future. I have most probably already covered so you may have found them. I will simply utilise a one page theory I developed over fifteen years ago.
Under our Human future and problems. [/SIZE]

The End Of My Research The Beginning Of Yours - John Nicholson - 29-07-2010

[SIZE="3"]GLOBAL PROBLEMS YOURS & MINE
To understand a problem is
over halfway to solving it.

HUMAN PROBLEMS SOLUTIONS:tourist:


[COLOR="Green"]RESOURCE EXPLOITATION AGRICULTURE AND FISHING
FOOD
DEMOCRACY LADDER

MATERIAL AND DESIGN
SHELTER
UNITED NATIONS

DAMS AND DESALINISATION
WATER
CONTINENTAL GROUP

VACCINATION AND RESEARCH
HEALTH
COUNTRY

APPLICATION OF KNOWLEDGE
EDUCATION
DISTRICT

AVAILABILITY
BIRTH CONTROL
URBAN

WASTE AVOIDANCE
ENVIRONMENT
TOWN

ENGINEERING ADVANCES :pcprob:
AIR
VILLAGE

FOSSIL FUEL REDUCTION
TEMPERATURE
FAMILY

PRACTICAL SOLUTIONS
THE UNIVERSAL PROBLEMS OF MANKIND
POLITICAL SOLUTIONS[/COLOR]
[COLOR="DarkRed"]AIMS OF MANKIND

ABOLITION OF WAR TYRANNY, HUNGER AND HOMELESSNESS, REDUCTION OF DISEASES, CRIME, DRUGS AND FAMILY BREAKDOWN
PROMOTION OF EDUCATION, ART, BIRTH CONTROL AND INTER RACIAL CO OPERATION[/COLOR]

[COLOR="DarkRed"]
RECOGNISING THESE PROBLEMS -:adder:

– JOHN F KENNEDY IN 1961 SAID THEY MAY NOT BE SOLVED IN HIS FIRST HUNDRED DAYS OR WITHIN HIS ADMINISTRATION, BUT LET US BEGIN
[/COLOR]

[/SIZE]

The End Of My Research The Beginning Of Yours - John Nicholson - 29-07-2010

[SIZE="3"]
System one 4 every 1 THE CONCEPTION

1THE CONCEPTION

[COLOR="DarkRed"]What is the most important thing about SYSTEM ONE 4 EVERY 1

[/COLOR]
Simply the concept,



[COLOR="Olive"]1st that any parent anywhere can teach their own child to read and count, starting just as soon as their child can speak.

[/COLOR]
2nd that anyone over the age of ten can be taught how to teach counting and reading within one day provided of course that they can already count and read perfectly.

It is Vital if we are to reach the widest audience, that schools trial and perfect the system.



This teaching system is free for all children throughout the world. Any resources needed will be provided by world BANKS



IT RELIES MORE ON KNOWLEDGE THEN RESOURCES’ :tourist:



I personally will always be grateful for the opportunity the banking industry as given to me lead the way in reforming education universally especially so when one regards the benefits’ to the standard of living people will enjoy and the word peace this system will obviously engender.

Obvious also as new members of parliament sitting in a clean sweeping coalition government it is vital that you are aware of all the concepts springing from these instantaneously applicable methods of teaching old idea`s Confusedickly:

Bond promised me personally his full support internationally once I could prove the system was viable to the British Government.



[/SIZE]

The End Of My Research The Beginning Of Yours - John Nicholson - 13-08-2010

[SIZE="7"][COLOR="DarkRed"]WHAT IS SYSTEM ONE

SYSTEM ONE

4 EVERY 1

IT SAYS EXACTLY WHAT IT MEANS

1ST POINT
[/COLOR][/SIZE]
[SIZE="6"][COLOR="Black"]

Any human child in normal health able to see the number “1” and say one who can also see and say “a” can be taught to count and read perfectly. [/COLOR][/SIZE]


[SIZE="5"]

SYSTEM ONE 4 EVERY 1 is a simple path for every parent/guardian and teacher to take, in order to insure that perfect arithmetic -- -- mathematic awareness and reading ability becomes inbuilt into the mind of every child.

Simply by taking systematic steps, which in themselves become obvious, as to why they need to be firmly in place, before further learning can be perfected, guarantee that every healthy child can count and read perfectly.

Every one of us is in possession of the most powerful brain on our planet, every human brain builds awareness quite naturally, in whatever and wherever circumstances we are born into.

Speech and the ability to understand our natural language are inbuilt abilities quite naturally acquired in almost all family and extended family situations.

Counting and establishing measurement of all things, required the development of systematic recordable processes, which quite naturally led to the necessity of written language to provide further explanations. These developments were slowly evolved and required years of trial and error to perfect. Only by reading will any of us be able to gather all our human history.

In order to understand how these human systematic processes came about and also give explanation as to how we can best acquire them has virtually taken all my own lifetime and the lifetime of many others who have attempted to give explanation to various parts of these processes. It has taken me fifteen years of my life to enable you to read enough about your individual ability and how you can teach your own children in one day, and this is only the same length of time it took me to understand the power of visualisation in the human learning process, less than the ten minutes you will need to read this primary explanation.



MY SUMMARY OF BRAIN RESEARCH AS I SEE IT AFTER FIFTEEN YEARS OF PERSONAL RESEARCH INTO BRAIN FUNCTION.

The failure of any healthy child on earth that fails to learn to read well and not to develop first class mathematic ability is purely a failure of teaching procedure not a failure of individual teachers or of parents but a failure to recognise these facts and remedy them by the state.[/SIZE]

The End Of My Research The Beginning Of Yours - John Nicholson - 29-10-2010

Science News

Trigger For Brain Plasticity Identified:

Signal Comes, Surprisingly, From Outside The Brain

ScienceDaily (Aug. 9, 2008) —


 Researchers have long sought a factor that can trigger the brain's ability to learn – and perhaps recapture the "sponge-like" quality of childhood. In the August 8 issue of the journal Cell, neuroscientists at Children's Hospital Boston report that they've identified such a factor, a protein called Otx 2.
Otx2 helps a key type of cell in the cortex to mature, initiating a critical period -- a window of heightened brain plasticity, when the brain can readily make new connections.
The work was done in a mouse model of the visual system, a classic model for understanding how the brain sets up its wiring in response to input from the outside world. But Takao Hensch, PhD, of the Neurobiology Program and Department of Neurology at Children's, the study's senior investigator, speculates that there may be similar factors from the auditory, olfactory and other sensory systems that help time critical periods. Timing is important, because the brain needs to rewire itself at the right moment -- when it's getting the optimal sensory input.
"If the timing is off, the brain won't set up its circuits properly," Hensch says.
Being able to control the timing of critical periods in different parts of the brain could possibly ameliorate developmental disorders such as autism, in which researchers believe critical periods may be inappropriately accelerated or delayed. Retriggering a critical period might also help people learn more readily after childhood – acquiring a new language, developing musical abilities or recovering from stroke or brain injury, for example.
Interestingly, Hensch and colleagues found that the brain cells that switch on critical periods in the visual system (parvalbumin cells) don't actually make Otx2 themselves. Instead, Otx2 is sent by the retina. In essence, the eye is telling the brain, "The eyes are ready and seeing properly -- you can rewire now."
"The eye is telling the brain when to become plastic, rather than the brain developing on its own clock," says Hensch, who is also a professor at Harvard Medical School and at Harvard University's Department of Molecular & Cellular Biology. "The idea that this class of molecular messenger is passed from cell to cell is considered unorthodox in cell biology." This idea, however, has long been advocated by Dr. Alain Prochiantz of the Ecole Normale Superieure (Paris) and College de France, Hensch's collaborator and a coauthor on the study.
It was previously known that when parvalbumin cells mature, they set up inhibitory circuits in the cortex, balancing the existing excitatory circuits. Hensch and others have shown that setting up inhibitory circuits is key in launching critical periods. "Early excitatory input is important to make first contacts between neurons," Hensch explains. "But then, at the next stage, you need inhibition."
In the current study, Hensch and colleagues demonstrated that when mice are reared in the dark, thus getting no visual input, Otx2 remains in the retina. Only when the mice received full visual input did Otx2 begin to appear in the cortex, and only then did parvalbumin cells start to mature.
In other experiments, the researchers injected Otx2 directly into the cortex. The parvalbumin cells matured, even when the mice were kept in the dark. Finally, when Otx2 synthesis was blocked in the eye, parvalbumin cell functions failed to mature.
Otx2 has an unusual derivation: it is originally produced during embryonic development; without it, mice don't develop heads. Production then stops, but some days after birth, it reappears in parvalbumin cells. "The nervous system is recycling an embryonic factor to induce brain plasticity," says Hensch.
Hensch, who last fall won the highly competitive NIH Director's Pioneer Award, is also interested in the transport mechanism that propagates Otx2 from the retina to the cortex. He speculates that Otx2 itself could be a carrier for factors you'd want to deliver to the brain, envisioning eye drops for brain disorders such as schizophrenia, in which parvalbumin cells don't properly mature.

Major Step Forward In Understanding How Memory Works
ScienceDaily (Apr. 25, 2008) — Our ability to remember the objects, places and people within our environment is essential for everyday life, although the importance of this is only fully appreciated when recognition memory beings to fail, as in Alzheimer's disease.
By blocking certain mechanisms that control the way that nerve cells in the brain communicate, scientists from the University of Bristol have been able to prevent visual recognition memory in rats.
This demonstrates they have identified cellular and molecular mechanisms in the brain that may provide a key to understanding processes of recognition memory.
Zafar Bashir, Professor of Cellular Neuroscience, who led the team at Bristol University said: "This is a major step forward in our understanding of recognition memory. We have been able to show that key processes controlling synaptic communication are also vital in learning and memory."
The ability to recognise elements in the surrounding environment such as faces or places, as well as the ability to learn about that environment, is crucial to our normal functioning in the world. But the actual mechanisms and changes that occur in the brain and allow learning to happen are still not very well understood.
One hypothesis is that changes at the specialized junctions (synapses) between nerve cells in the brain, hold the secrets to learning and memory. The change in the strength of communication between synapses is called synaptic plasticity and, it is believed, the mechanisms of synaptic plasticity may be important for learning and memory. Bashir and his colleagues tested this hypothesis.
Dr Sarah Griffiths, lead author on the paper, explained: "Nerve cells in the perirhinal cortex of the brain are known to be vital for visual recognition memory. Using a combination of biological techniques and behavioral testing, we examined whether the mechanisms involved in synaptic plasticity are also vital for visual recognition memory."
In their experiments, they were able to identify a key molecular mechanism that controls synaptic plasticity in the perirhinal cortex. They then demonstrated that blocking the same molecular mechanism that controls synaptic plasticity also prevented visual recognition memory in rats. This shows that such memory relies on specific molecular processes in the brain.
Professor Bashir added: "The next step is to try to understand the processes that enable visual memories to be held in our brains for such long periods of time, and why these mechanisms begin to break down in old age."

This is interesting research, backing up my concept of visual automatic memory which is at the back of easy learning provided by just watching the abacus movement, I say often that children learn quite easily by copying.

Their first copying is obviously sounds which they translate into meaning by simple regular association, IMPERCEPTABLY.

VISUAL COPYING WORKS EXACTLY IN THE SAME WAY

The child watches the movement on the abacus or by exercises in the manner of a “sum a second”, and then interprets the movement into perfect memory.

The point of perfect memory, when a movement on the ABACUS ONE becomes a perfect memory is also IMPERCEPTABLE
Their second layer of copying is obviously visual which they translate into meaning by simple regular association also.

When a child uses an abacus one for a week in just ten minutes of regular arithmetic that arithmetic will be memory perfect.

When a child uses an ABACUS ONE for maths work in a consistently advancing manner for ten minutes a day from four years of age until it is six years old every mathematic principal will become an automatic MEMORY.

As also will the picture memory of the words in any language but we should use it for two languages one of them of course being English.