Anti-gravity, Astro-biology, astro-physics, Chemistry, cosmology, Dark Matter, DNA, Futurism, Genetics, GUT-CP, hydrides, hydrino, HydrinoDollars, HydrinoEconomy, Molecular modelling, New elements, particle physics, Philosophy, physics, technology

Israel is going to Moon!… Israeli STEM education (Science, Engineering, Technology & Mathematics)… for kindergarteners!

“Never know… … the first man to step foot on the Moon might just be Jewish!” ;D

“The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe, contemplating the mysteries of eternity, of life, of the marvellous structure of reality. It is enough if one tries merely to understand a little of this mystery every day.” – Albert Einstein

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“STEM? What in the UK?… most kindergarten and nursery teachers in the UK are fucking illiterate mate!… … most UK high school teachers are suicidal”

“Some of you can see where I’m going with this can’t you!” 😀

Science Minister:

‘National pride’ in Israel’s first lunar landing mission

Akunis visits plant building 1st Israeli spacecraft to moon; ‘I’ve no doubt joy of all Israeli citizens will be felt when ship lifts off.’

Science Minister Ophir Akunis, Science Ministry Director-General Ran Bar, and Israel Aerospace Agency Director Avi Blassberger visited the plant where the first Israeli spacecraft to reach the moon is being built.

The project has so far been funded primarily by donations from private individuals, led by philanthropist Maurice Kahn and Dr. Miri and Sheldon Adelson.

Recently, however, the Science Ministry announced government support for the SpaceIL project in the amount of up to NIS 7.5 million.

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Science Minister Ophir Akunis, Science Ministry Director-General Ran Bar, and Israel Aerospace Agency Director Avi Blassberger visited the plant where the first Israeli spacecraft to reach the moon is being built.

The project has so far been funded primarily by donations from private individuals, led by philanthropist Maurice Kahn and Dr. Miri and Sheldon Adelson.

Recently, however, the Science Ministry announced government support for the SpaceIL project in the amount of up to NIS 7.5 million.

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Here’s (almost) everything you need to know about Israel’s Moon lander

An Israeli spacecraft is gearing up for a 2019 Moon mission that features unique partnerships, investigation of the Moon’s origin, and closure for an 11-year-old contest designed to spur commercial lunar activities.

SpaceIL, a privately funded Israeli non-profit, designed and built a four-legged lander that will touch down in Mare Serenitatis, one of the dark, lunar basins visible to the naked eye from Earth. The craft, which weighs less than 200 kilograms without fuel, will send home high-definition pictures and video before hopping to a new landing spot half a kilometer away. If successful, the mission will make Israel the fourth country to soft-land on the Moon, following Russia, the United States, and China.

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The overall purpose of the mission, SpaceIL says, is to inspire more Israelis to pursue STEM careers. Three engineers formed the non-profit in 2011 to compete for the Google Lunar X-Prize, a $30 million contest encouraging privately funded groups to land on the Moon. The first team to land, travel 500 meters and transmit imagery would have earned $20 million. A second-place team would have earned $5 million, and another $5 million was up for grabs through stretch goals like visiting an old Apollo site and contributing to STEM diversity.

Google withdrew the cash prizes in April 2018 when no group was able to meet the contest deadline, which had already been extended from 2017. A few teams, including SpaceIL, pushed on, and despite a brush with bankruptcy at the end of 2017, SpaceIL announced they would be ready to fly at the end of 2018. The launch has since been delayed until the “beginning of 2019,” SpaceIL representatives said in response to emailed questions.

The lander, which is in the process of being named through an online contest, will leave Earth aboard a SpaceX Falcon 9 rocket from Florida. SpaceIL is one of at least three customers with spacecraft aboard the flight. The primary payload is an Indonesian telecommunications satellite called PSN-6, built by sat-building company SSL. Another undisclosed rider rumored to be a U.S. government satellite.

Rideshare missions are common, but this one is unique because one spacecraft is headed to the Moon while two others will trek to geosynchronous orbit, a region almost 36,000 kilometers above Earth. There, satellites have one-day orbits to match Earth’s rotation, enabling them to linger over the same ground spot.

All three spacecraft will detach from the Falcon 9 into a geosynchronous transfer orbit with a high point, or apogee, of 60,000 kilometers. The SpaceIL lander will orbit Earth three times, raising its orbit until being captured by the Moon’s gravity. The process will take more than two months, and at the Moon, the lander will make two orbits before landing.

In another mission twist, Spaceflight, the company that arranged the rideshare aspect of the Falcon 9 launch, says the undisclosed satellite will remain attached to PSN-6 while both satellites head to geosynchronous orbit. Ryan Olcott, a Spaceflight mission manager, called this arrangement “groundbreaking.”

“We’re really thrilled to develop this relationship with SSL,” Olcott said. “It is a great enabler for a broad category of rideshares that would be much harder or impossible to perform with a single ring below a primary spacecraft.” The company is already offering geosynchronous ridealongs as a dedicated service for future launches.

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SpaceIL lander site
NASA / Goddard / Lunar Reconnaissance Orbiter / Jason Davis / The Planetary Society

SpaceIL lander site
SpaceIL’s lander will touch down in Mare Serenitatis, the “Sea of Serenity,” shown as the larger circle. The specific landing site is in the inner circle.

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Another big partner joined the mission in October: NASA announced it would provide SpaceIL with observations from a Moon-orbiting spacecraft, a laser retroreflector for the lander, and communications support during the mission. The partnership was made under the agency’s new Lunar Discovery and Exploration Program, or LDEP, which is part of the Trump administration’s plans to return humans to the surface of the Moon.

As the SpaceIL lander descends to Mare Serenitatis, its engine will stir up the lunar soil, and NASA’s Lunar Reconnaissance Orbiter, or LRO, will use its science instruments to look for mercury and hydrogen in the dust plume. LRO has been surveying the Moon from lunar orbit since 2009.

But don’t expect any dramatic pictures of the spacecraft landing like the ones NASA’s Mars Reconnaissance Orbiter has captured over the years. Stephen Cole, a NASA official at the agency’s office of communications in Washington, D.C., said it’s “very unlikely” LRO will take visible light images of the landing. LRO will, however, take images afterwards to see how the lander’s descent exhaust altered the landing site.

NASA’s Goddard Space Flight Center is giving SpaceIL a laser retroreflector array, or LRA, to install on the spacecraft — essentially an array of mirrors that reflect lasers in order to measure distance (LightSail 2 and other Earth-orbiting spacecraft carry similar arrays). There are no immediate plans to use the retroreflector; LRO has a laser altimeter, but the team actually avoids aiming it at retroreflectors left behind by the Apollo astronauts because the return signal could damage the spacecraft. Earth-bound laser stations use the Apollo retroreflectors to measure the distance to the Moon, but the SpaceIL equivalent will be too small for that.

Instead, NASA is providing the retroreflector with the future in mind. Over time, a network of similar reflectors could be built and used for navigation by spacecraft in orbit.

“Each lander that carries an LRA, we can build up a navigational system on the Moon, providing more information to orbiting satellites and future landers, both robotic and human,” said Cole.

NASA is also giving SpaceIL time on the agency’s Deep Space Network, which communicates with beyond-Earth missions via satellite dishes in California, Spain, and Australia. In return, NASA will get a copy of all the data collected by the mission’s single science instrument: a magnetometer to measure “magnetic anomalies” in Mare Serenitatis. The Soviet Union’s Luna 21 mission, which landed in the same region in 1973 and deployed the Lunakhod 2 rover, detected magnetism there.

Photo by: Eliran Avital
SpaceIL lander
SpaceIL

SpaceIL lander
The SpaceIL lander in mid-2018.

Understanding the Moon’s magnetism is key to learning about its origin. While Earth has a global magnetic field caused by the continued churning of liquid metal near the core, the Moon does not. But 3.6 billion years ago, the Moon had a magnetic field just as strong as Earth’s. When new-forming rocks solidify from their melted states, they lock in traces of the ambient magnetic field at the time. By looking at the ages of different regions and the strength of the magnetic field embedded in rocks, scientists can piece together the Moon’s history. The magnetometer data will be archived in NASA’s Planetary Data System.

SpaceIL’s mission control will be located at Israel Aerospace Industries, the country’s government-owned aerospace corporation located southeast of Tel Aviv. The mission, which now has a reported price tag of $95 million, is bankrolled by billionaire investors that include Israeli entrepreneur Morris Kahn, and U.S. business magnate Sheldon Adelson.

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SpaceIL

Education Impact

OUR VISION

SpaceIL aspires to advance the discourse on science and engineering in Israel and to acquaint the young generation with the exciting opportunities in their future, which STEM studies make possible. Through the anticipation and preparation for the historic landing on the moon of an Israeli spacecraft, our non-profit organization motivates students of all ages and sectors – both male and female – to broaden their knowledge in science, technology, engineering and mathematics; and fosters entrepreneurship, innovation, excellence and leadership. Contemplating ‘the day after’, SpaceIL strives to enhance the quality of education, to close educational gaps in the Israeli society and to provide the graduates of the educational system with the tools they will need in order to thrive in the 21st century.

The SpaceIL moon landing project serves as a source of inspiration and as fertile ground for a long-term impact on the next generation of scientists and engineers in Israel.

THE EDUCATIONAL RATIONALE:

THE FUTURE IS UNKNOWN; THE REQUIRED SKILLS ARE CLEAR

One cannot know with certainty what future the professions will be, but many believe that 80% of them will require knowledge and skills in mathematics and science. However, at present, we, as a society are not prepared for this increased demand for scientific literacy. Even today, Israel is facing a serious shortage of engineers. The number of scientists and engineers in the Israel Defense Forces, the academia and the private sector fall short of the number required to uphold the State of Israel’s technological advantage and to preserve its status as ‘the startup nation’.

From Early Learning to Workforce
The STEM Pipeline in Israel

General Overview and Rationale
According to the World Economic Forum, the world is living its Fourth industrial revolution, which is the combination of cyber-physical systems, Big Data, the Internet of Things, and the Internet of Systems. Alongside great benefits, concerns emerge such as the fact that many jobs and disciplines will disappear and automation, computers and machines will replace workers across many industries, and the gaps between the skills learned and the skills needed is growing. Excellence and literacy in STEM (Science, Technology, Engineering and Math) are considered essential tools for students to measure up to the challenges of the 21st century.
This exponential change will require skills that weren’t given enough weight, if any, in teaching programs at all levels, whether at school, university or work: excellence, innovation, creativity, entrepreneurship, world experience, critical thinking, etc. In recent years key stakeholders and experts in Israel have been warning about growing shortages:
• In skilled students in the education system, as well as in the higher education system that develops STEM tracks;
• In a skilled workforce capable of fulfilling technology-based positions in the military and in industry in the next 10 years; and
• The limited scientific literacy among the general public.
STEM education has thus recently become the focus of an intensive public discussion and debate that can be gauged from increasing government attention and cross-sector initiatives.
An inter-ministerial committee headed by Israel National Economic Council outlined unequivocally the direct link between science and technology literacy at a young age, quality of high school diplomas, the number of students studying relevant fields in higher education, and the flow of a skilled workforce in knowledge-intensive industries, as well as minimizing the socio-economic gaps.

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Future Scientists – The Centre For the Gifted sand Talented
Odyssey -Academic Studies Programmes in the Sciences

General
The Odyssey Program was inspired and initiated by the late President of the State of Israel, Mr. Shimon Peres. The program was developed to nurture a unique scientific-technological group – a new generation of inventors and scientists in Israel who possess both the ability to lead and a sense of social responsibility.

The program includes academic studies in the sciences, alongside work in research laboratories. The participants acquire knowledge, skills and experience coping with complex problems, while accumulating academic credits. The program is implemented in parallel with formal studies and during vacation, the students participate in workshops and full-day intensive seminars.

The program operates through the Maimonides Fund’s Future Scientists Center, as a joint initiative with the Ministry of Education’s Department for Gifted and Talented Students and the National Cyber Bureau within the Prime Minister’s Office. Other partners in the program include the Rashi Foundation, the Jerusalem Foundation, Check Point Software Technologies Ltd., SanDisk, Mellanox Technologies, and Keter

Education for Science and Math – STEM Framework

About the Course Background
“The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe, contemplating the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to understand a little of this mystery every day.” – Albert Einstein In a world that is becoming increasingly complex, where global problems require multidisciplinary solutions, where citizens and communities need to be creative and analytical in the way they deal with problem solving, our education processes need to be measured not only by what we know, but also by what we can do with that knowledge and even by our ability to develop and combine this knowledge. It is more important than ever for our children and youth to be equipped with the knowledge and skills connected to the 21st century reality, where change is becoming the only constant. In this context, all learners should be prepared to think deeply and critically, to get the knowhow and the skills for creative and analytic thinking so that they have the chance to become the innovators, educators, researchers, and leaders who can solve the most pressing challenges facing our world, both today and tomorrow. These are the types of skills that students learn through Science Education using STEM as a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications. While it is almost impossible to list every discipline, some common areas include aerospace, astrophysics, astronomy, biochemistry, biomechanics, chemistry, biomimicry , mathematical biology, nanotechnology, neurobiology, nuclear physics, physics, and robotics, among many, many others. As evidenced by the vast variety of disciplines, it is clear that the Science Education fields affect virtually every component of our everyday lives. This new science education approach is providing the educational system with more tools for quality education, integrating knowledge and methods from different disciplines, using a real synthesis of approaches and principles that should be especially prominent: Interdisciplinary, creativity and Relevance to reality. -The STEAM approach is connecting the dots and providing education with another tool for quality education; integrating knowledge and methods from different disciplines, using a real synthesis of approaches. -In a world where technology has been integrated into our daily lives and in which global problems require multidisciplinary solutions, citizens and communities need to be creative and analytical in the way they deal with problem solving. This educational approach provides the tools for this kind
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of approach. We must give creativity the importance it deserves in order to succeed in a world where change is becoming the only constant. -What separates this approach from traditional science and math education is the blended learning environment and the manner of showing students how the scientific method should be applied to everyday life. It teaches students a different way of thinking and focuses on the real world applications of problem solving. Nowadays we add to STEM an A, for arts. The addition of the arts to the original STEM framework is important as it includes practices such as modelling, developing scientific explanations and engaging in critique, which are often underemphasized in the context of math and science education. The course designed by The Aharon Ofri MASHAV International Educational Training Center is aimed at directors of education departments in education Ministries, Principals and supervisors of primary and secondary schools; Educational staff at schools Training institutions, whose responsibilities involve the allocation of resources and development of educational policies. It is based on the vast experience the Israeli education system has acquired over the years in working towards an educational environment contributive to sustainability and globalization.

STEM Education in Israel: A Case Study

In this chapter, we review the STEM education system in Israel, including historical overview, current reforms and contemporary trends and emphasis. We also describe the research process of the risk management process presented in this Brief, including the Research Methodology (Sect. 3.2.1), Research Participants (Sect. 3.2.2) and Research Tools (Sect. 3.2.3), and the Research Process (Sect. 3.2.4).

Orit Hazzan: Research topics in

Policy of STEM (Science, Technology, Engineering and Mathematics) Education

My recent academic – research and practice – work focuses on Policy of STEM Education, including: • Cross-sector collaboration: upscale processes, collective impact, and RPP • Human resources: predictions and professional development • Strategic analysis: SWOT analysis, risk management, and change management
These topics are addressed in my academic work on K-12, academia and industry levels. Within the context of these topics, STEM education processes on the national level (beyond a specific program or initiate) are examined, in order to make a significant change in the Israeli eco-system to sustain Israel’s economic growth and development My work is largely based on my academic background in mathematics, computer science, education, and management and my acquaintance with the Israeli educational system in general and computer science education in particular, with the academia, and with the industry in Israel and its hi-tech sector. In what follows, several examples of my recent research works, projects and activities on these topics are presented.

IATI’s STEM Education Projects

In recent years we have seen a decrease in STEM (Science, Technology, Engineering and Mathematics) education in Israel. Fewer students are completing 5 units of Mathematics, Physics and Computer Science.

IATI co-leads the project, as our mission is to promote and cultivate the advanced technology industries in Israel and consequently we see great value in promoting STEM education. In order to continue being a Start-Up nation we must strengthen STEM teaching in Israel, and encourage high school students to acquire STEM knowledge.

To bridge this problem IATI is co-leading events to promote STEM Education in Israel, with Government ministries, Educational NGOs and with the High-Tech Companies.,

To find out more about how you can join us for these national efforts, please contact roni@iati,co,il.
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STEM in Israel: The Educational Foundation for ‘Start-Up Nation’

 

Israel launches STEM program for kindergartners

Why did global aerospace giant Lockheed Martin send its chief executive to a Beersheva kindergarten?

Because Lockheed Martin is a major partner in Israel’s first science-technology early education program, thus far serving 100 children. The idea is that it’s never too soon to inculcate the basics of science, technology, engineering and mathematics (STEM) to better prepare the next generation for the job market.

“The future growth of Israel’s economy will require a constant supply of highly trained, highly capable technical talent, which is why advancing STEM education is a critical focus for Lockheed Martin,” said Marillyn Hewson, Lockheed Martin chairwoman, president and CEO.

Lockheed, a large U.S. defense contractor based in Washington D.C. with a campus in Sunnyvale, is among several major multinationals that have established offices in Beersheva’s new Gav-Yam Negev Advanced Technologies Park (ATP), primarily housing companies involved in developing cyber technologies.

In 2014, Lockheed signed a memorandum of understanding with the Israeli government to help advance cyber-education in the Jewish state. Lockheed has since sponsored programs and conferences aimed at helping educators more effectively teach STEM curriculum.

Last year, Lockheed began collaborating with Israel’s Ministry of Education, Ministry of Science and the Rashi Foundation to promote STEM programs for students in kindergarten through high schools.

The new early childhood curriculum was designed to provide 300 hours of science study per year in a stimulating learning environment that allows students to experiment and to experience and develop skills through hands-on creative activities in astronomy, physics, chemistry and robotics.

Over the next three years, classrooms taking part in the project will be equipped with computers, Lego construction kits, robotics experiments and space-related content to encourage a passion for STEM, according to the Rashi Foundation, which leads national projects that bridge educational and social gaps in Israel. The joint initiative is part of the MadaKids program that aims to cultivate future scientists in Israel.

The project is operated by Beit Yatziv, an organization that runs science education programs for some 40,000 elementary school pupils across Israel on behalf of the Rashi Foundation, including a municipal science excellence center in cooperation with the municipality of Beersheva.

“The participating kindergarten teachers received special training at Beit Yatziv that focused on the science behind natural phenomena such as the seasons, astronomy, robotics and more,” said Maya Lugassi Ben-Hemo, head of pedagogy at Beit Yatziv.

In-service training and academic guidance by Kaye College of Education and the pedagogic team of Beit Yatziv will continue through the school year, she added.

Ben-Hemo emphasized that the children won’t lack time to enjoy traditional activities such as coloring and building with blocks. “The science and technology program will be integrated within the regular curriculum of the Ministry of Education for science-oriented kindergartens, which obviously includes play time,” she said.

The goal is for children participating in the program to enter elementary school with a deeper understanding of science, technology, engineering and math, and that this model for technological early childhood education will be duplicated across Israel. The program “is intended to serve as a regional learning center” for teachers, other education professionals and parents, Ben-Hemo said.

Lockheed’s Hewson was not the only big name on hand when the science kindergarten was dedicated this past October. Also in attendance were Minister of Education Naftali Bennett, Beersheva Mayor Rubik Danilovitch, Rashi Foundation chairman (and retired general) Gabi Ashkenazi, and other dignitaries from Israel and abroad.

“The significance of the knowledge the children gain in preschool will be felt in years to come, and it will surely be highly valuable on the personal as well as the national level,” Bennett said at the event. “Opening the first science kindergarten in Beersheva sends a clear message — that everyone, everywhere in Israel, should have equal opportunities.”

Ashkenazi said the Rashi Foundation views the promotion of science and technology education from an early age as a major catalyst for strengthening Israeli society and closing educational gaps between the center and periphery of the country.

“The science kindergarten in Beersheva, the capital of the Negev, is an innovative and unique project that will give children an opportunity to cultivate their independent and inquisitive thinking and make an early start on their science education,” Ashkenazi said. “This is the first step on the path that will lead them, and the country, to new achievements in science and advanced technology.”

Desperately seeking STEM: Ministry works to promote cyber-education

Israel signs second agreement with tech firm Lockheed-Martin to encourage more kids to study science and tech

But despite the best efforts of government and industry, statistics show that STEM is still a hard sell. Kids, it appears, are intimidated by math and science, and prefer “easier” subjects. It’s a major problem around the world, including in the US.

“Ninety-seven percent of US high schools do not teach STEM effectively enough to provide students with real-life skills that will enable them to get into advance tech programs in colleges,” and neither kids, parents, nor school boards are demanding those subjects, according to Rick Geritz, one of the world’s foremost experts on cyber-education.

GUT-CP, Millsian, Molecular modelling

DNA visualisation using Millsian… the future of molecular modelling?(Genetics, pharmaceuticals, neuroscience… psychedelics! :D)

“I’ll be honest from the start and say… ‘my interest in Millsian Inc. is purely recreational! 😀 Dimethyltryptamine, psilocybin, Lysergic acid diethylamide’…”
“Nice!”
“No, seriously though… those of you that are transhumanist! Wish to extend the human life into the hundred of years…”

Millsian Inc. is a revolutionary software developed by Randell Mills, which uses his classical GUT-CP theory to solve structures of not just simple atoms and molecules, but potentially ALL molecular structures (infinitely?) ranging from organic molecules to complex compounds (DNA to proteins etc.) . It uses classical Maxwell and Newton laws at an atomic level, and has been significantly more accurate in it’s predictions than ‘Quantum’ laws. Thus it can accurately build complex 3D structures and precisely calculate the total bond energy and the heat of formation.
Further information from the inventor can be found at Millsian.com and BrillaintLightPower.com.
Many believe this to be the future of molecular modelling, having profound implications in industries and areas of research such as pharmaceuticals, drug development, genetics, chemistry, material science… again… try and fathom what is being laid out here and realise the future possibilities are limitless!

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Total Bond Energies of Exact Classical Solutions of Molecules Generated by Millsian 1.0 Compared to Those Computed Using Modern 3-21G and 6-13G* Basis Sets
R. L. Mills, B. Holverstott, B. Good, N. Hogle, A. Makwana

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The case for Millsian physics (hydrogenicpower)

 

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“Life, down to the last electron” (Brett Holverstott)
The phosphate strands, joined by a ladder of base pairs, spirals around one another in a double-helix. Seeing the structure visualized with Mills’s theory was not just a milestone for our software, a satisfying culmination of a year of development work, nut an extraordinary experience of beauty.
The strands seemed to be dancers, spinning, their energy and momentum thrusting them outward, a free arm flying through the air, the other locked with that of their partner.
Yes, I fell in love with the DNA molecule in that moment. Nature in all her indifference to human life, is beautiful in the abstract form of her physical architecture we find reflections of our own memory and experience.
Practically speaking, the ability to represent the exact the exact distribution of charge on the surface of the molecule is a huge leap forward from the approximations of quantum mechanics that are available in today’s molecular modelling software.
Mills’s theory should allow us to better predict chemical reactivity, and better predict how proteins fold. It should aid drug-discovery programs aiming to find molecules that fit reactive sites.  These are improvement that expect will allow great leaps in the pharmaceutical industry in years to come.” (Randell Mills and the Search for Hydrino Energy – Brett Holverstott)

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My interest is in the future of genetic research and our understanding of DNA! (considering the little miracle we call DNA is still throwing us huge surprises and complete mysteries)
Baylor researchers unravel mystery of DNA conformation
“DNA is not a stiff or static. It is dynamic with high energy. It exists naturally in a slightly underwound state and its status changes in waves generated by normal cell functions such as DNA replication, transcription, repair and recombination. DNA is also accompanied by a cloud of counterions (charged particles that neutralize the genetic material’s very negative charge) and, of course, the protein macromolecules that affect DNA activity.”
BREAKING: Scientists Have Confirmed a New DNA Structure Inside Human Cells
It’s not just the double helix!
“As Zeraati explains, the answers could be really important – not just for the i-motif, but for A-DNA, Z-DNA, triplex DNA, and cruciform DNA too.
“These alternative DNA conformations might be important for proteins in the cell to recognise their cognate DNA sequence and exert their regulatory functions,” Zeraati explained to ScienceAlert.”
DNA Hydrogels for Biomedical Applications
“DNA can be used as the only component of a hydrogel, the backbone or a cross-linker that connects the main building blocks and forms hybrid hydrogels through chemical reactions or physical entanglement. Responsive constructs of DNA with superior mechanical properties can undergo a macroscopic change induced by various triggers, including changes in ionic strength, temperature, and pH. These hydrogels can be prepared by various types of DNA building blocks, such as branched double-stranded DNA, single-stranded DNA, X-shaped DNA or Y-shaped DNA through intermolecular i-motif structures, DNA hybridization, enzyme ligation, or enzyme polymerization.”

GUT-CP, hydrino

ARTICLE – “His Majesty The Electron” – by Koroeda (Philosophy Storm)

“The following article is authored by Koroeda at Philosophystorm.org . The article is translated from Russian, and I recommend you visit the site and check out previous articles from the author on the subject of GUT-CP and hydrino theory (I will post in following weeks). I’ve just translated and pasted into English, because the author has done a superb explanation of the history, the science and magnitude of this discovery. Also an introduction to Millsian.com, a molecular modelling software developed by Mills, which is proving to be far more accurate in solving atoms and molecules than any previous ‘Quantum’ modelling. I imagine such software and applications will lead to new developments in genetic biology, pharmaceuticals, neuroscience etc…
And hats off the Russians! ;D … Ushankas?”

(“Do I think the Russians will pay for this technology?… Do I bollocks! 😀 Well ‘head in the stars, feet on the ground’ so to speak… Russians, Chinese… Israel sure as f**k won’t pay for it! ;D … I’ll elaborate on my views concerning geo-politics in future posts!… … who gives a shit for the Brits?” :/)

His Majesty the Electron 

Systematization and communication
Science and Technology koroada
The turn of the 19th and early 20th centuries was really a great era, a turning point in the history of mankind. The moment of the “phase transition” of quantitative changes in qualitative, time of great discoveries that occurred one after another, radically changed the face of civilization. It was a true revolution in science and technology, when the human mind finally got enough tools to comprehend the greatest mystery-the riddle of the structure of matter.
April 30, 1897, there was a momentous event. On that day, the head of the Cavendish Laboratory, the English physicist JJ Thomson, spoke at a meeting of the Royal Society of London about his experiments with an improved cathode-ray tube, which led to the discovery of the first elementary electron particle. This day is considered the “birthday” of the electron, although Thomson’s discovery was only the final point in the many years of work of a number of scientists. The discovery of the electron had a tremendous impact on the development of science and technology. In fact, it has become a cornerstone for the whole building of modern civilization.
From this moment on, physicists began to advance different models of the structure of the atom, striving to bring it as close as possible to the experimental data obtained. It was quite a normal scientific process, where as the new data was received, the model also changed.
Thomson himself proposed his model in 1904, assuming that the atom is a positively charged sphere with electrons embedded in it, a kind of “plum pudding”. The Thomson model was experimentally disproved by Geiger and Mardsen in 1909, by experimenting with the scattering of alpha particles on a gold foil.
The next model of the atom was proposed by the discoverer of the proton, Ernest Rutherford. It was the so-called Planetary model, according to which negatively charged electrons move around a positively charged nucleus along circular orbits like planets in the solar system. It was a long-known and accepted in science model. So why not apply it to the atom? This is exactly what Rutherford did. However, this model had a cardinal drawback-the impossibility of explaining it to the stability of atoms. From classical electrodynamics it follows that if electrons move around the nucleus, experiencing centripetal acceleration as planets around the Sun, then they would, according to the laws of classical electrodynamics, emit electromagnetic waves, lose orbital energy of motion and, as a result, fall on the nucleus.
This problem had to be solved somehow, as a result of which, in 1913, an “improved model” of the atom-quantum model of Niels Bohr appeared. In contrast to the Rutherford model, in the quantum model, electrons move around the nucleus not in arbitrary orbits, but only in orbits with a strictly defined energy and are kept at a certain distance from the nucleus, because the centrifugal force leading an electron from the orbit coincides in magnitude with force of attraction between the electron and the nucleus. In turn, radiation or absorption occurs only at the moment of transition from one orbit to another, and only those orbits are stationary, in which motion the momentum of an electron is equal to an integer number of Planck’s constant. This model proved to be quite applicable to the simplest atom-hydrogen atom, but it did not work well in describing more complex atoms.
Nevertheless, it was taken as the basis that lies at the basis of the modern quantum-mechanical model of the atom. In the modern quantum-mechanical representation, the electron appears in the form of an “electron cloud” whose density of sections is proportional to the probability of finding an electron there. It is noteworthy that in the modern quantum-mechanical representation, an electron has no structure, being an unstructured particle.
This was a momentous moment in the history of science, a kind of “frontier strip” that separated the era of classical physics from quantum mechanical. For a long time, bitter arguments were being waged around quantum mechanics, and many outstanding minds, such as Albert Einstein, never accepted it. But over time quantum mechanics, and its generated ideas about the structure and properties of matter, have become dominant. Rather, the “Copenhagen school” of quantum mechanics, founded by Niels Bohr, dominated in science.
However, to what extent is the currently accepted model of electron in quantum mechanics close to reality? The very formulation of this question looks in the eyes of the orthodox physicists seditious. And meanwhile, the question of this by the present moment is more acute than ever. Why?
As you know, the main criterion for the truth of any theory is practice. So once, at one time, classical mechanics led to the implementation of a number of engineering innovations in real life, and in many ways was the reason for the beginning of the industrial revolution. The physical picture of the world that was true for its time served as the basis for a whole series of technological breakthroughs that laid the foundation of modern civilization.
According to this logic, quantum mechanics, which became the “Holy Grail” of modern physics, should lead to a huge number of them. However, in due measure this did not happen. Moreover, according to some physicists, stagnation has begun in physical science, which can be characterized as a period of “60 years without victories”.
What was the reason for this? Perhaps, not quite true physical picture of the world, a little connected with a reality? And how can it be that entire generations of scientists still do not notice this? And if they noticed, then why did not they take the courage to openly state this?
Probably, the answer to this question lies primarily in the social plane, in the very structure of science as a social phenomenon. The community of scientists is a community of people, and nothing human is alien to them. It has the same “social mechanisms” as in human society as a whole. For example, the oldest and most effective of them is authority. And as you know, an authoritative idea or teaching, gaining a lot of supporters (mastering the masses), becomes a “material force”. But at the same time, often, it becomes a doctrine (an important management tool), the encroachment on which is a fierce rebuff from its supporters. There is a remarkable irony in the fact that K. Marx himself, who first deduced this formula, became its victim.
Is it possible to encroach on the authority of the famous scientist, without corresponding consequences? Is it possible to try to refute the generally accepted system of views without “insulting the feelings” of its followers? The history of mankind gives a very unequivocal answer to this question. At best, the brave soul awaits the fate of Galileo, at worst the fate of Bruno. Although there were exceptions. But they only confirm the rule: the struggle of ideas is sometimes as brutal as the struggle of their bearers-people. However, time after time, sooner or later, Galileo still appears, and this is just as natural as the “fall” of an apple on Newton’s head. Human thought can not be stopped. So it happened this time.
Science continued to accumulate experimental data, and over time a large number of puzzles, requiring explanation, accumulated. And it is quite natural that scientists who tried to solve them tried to look differently at the model of the electron. However, for a long time these attempts were unsuccessful. Probably, this was a consequence of the fact that theoretical physicists continued to think in the former, quantum-mechanical paradigm, which was a strong binding factor for scientific thought. Having done a “turn wrong”, science was in a long dead end. The way out of it was impossible without a radical change in the paradigm of thinking, the development of a fundamentally new understanding of the mechanism of the behavior of an electron.
Finally, a way out of the current impasse was found by the famous American scientist, Dr. Randall Mills. It was for him, for the first time, that he was able to offer a much more successful, alternative model of the electron, which explains the mechanism of its behavior in a fundamentally different way, rather than the quantum-mechanical model.
A new concept of the electron was expounded by Dr. Mills in his fundamental theoretical work The Grand Unified Theory of Classical Physics.
What is an electron in the model of Dr. Mills?
Here is a visual picture of this model.

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Fig. from the site http://millsian.com/

In the understanding of Dr. Mills, an electron outside the atom, a free electron, is a two-dimensional, indivisible membrane (a flat thin film) consisting of negatively charged current loops that, when captured by a charge of the nucleus, can completely change its shape (spherical).
Thus, an electron in an atom is an “orbit-sphere” -spherical shell (like a soap bubble) surrounding the nucleus. However, this sphere is not monolithic, but consists of a continuous distribution of current loops that create two angular momentum vectors that generate the electron spin phenomenon. In general, the orbit is a very thin superconducting surface with a homogeneous mass and charge density.
In the atom, the orbitsphere functions as a “dynamically resonating cavity,” expanding and contracting as it absorbs and emits discrete frequencies of light (photons), which is the physical basis of quantization. After capture, the electric fields of the photons change the balance of forces that exists between the proton and the electron. The combination of the properties of the electron orbit and captured photon determines the radius of the electron shell. When the absorbed photons increase the radius of an electron before it is ionized, it becomes a free electron, which again returns to the shape of the disk in the absence of external fields that affect its curvature.
Here is a graphic picture of what electrons represent in an atom, using the example of the first 20 elements of the periodic table.

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Fig. from the site http://millsian.com

In molecules, electrons are stretched into two nuclei, forming an elongated spheroidal shell with nuclei in foci, the so-called “molecular orbital”.
So, the simplest molecule, the hydrogen molecule looks like this.

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Fig. from the site http://millsian.com/

And this is what a molecule of water looks like

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Fig. from the site http://millsian.com/

Thus, according to the theory of Dr. Mills, atoms and bonds consist of discrete surfaces of negative charge, rather than clouds of probability density. This approach otherwise solves the problem of the stability of an atom rather than a quantum mechanical model, returning the understanding of an electron to the channel of classical physics (Maxwell’s electrodynamics). This, a completely new understanding of the nature of the electron, served as the basis for a whole series of discoveries.
However, initially, the new understanding of the nature of the electron put forward by Dr. Mills was very skeptical in the scientific community, since it fundamentally contradicted the widespread quantum mechanical concepts about it. He was attacked by a flurry of criticism from “authoritative scientists”.
In this case, the question arises: how true is the model of Dr. Mills?
Rather, it is legitimate to ask another question: how much closer is it to reality than the quantum mechanical model? And what remains “in the dry”, if you delete the “authoritative opinions” of many critics of Mills, whose main accusation is that he encroached on the established, well-known, and so all explaining, old, good quantum mechanics, devaluing the scientific authority of the set Its followers, both in the past and in the present?
Correctly. Already mentioned, the only criterion of the truth of theory-practice.
Everything is relative. So what are the practical results of applying the new model of the electron, and the theory based on it?
And what do we need models for? Naturally, in order to obtain explanations and generate predictions. And, the better the explanations, and the more effective the predictions, the better the model works. It was in this field that the new model of Dr. Mills proved to be the best.
One of the directions, where the new model of the atom showed its amazing effectiveness, was analytical chemistry, namely, computer simulation of molecular structures. The computer simulation program developed on the basis of the Mills theory (at the present moment-Millsian 2.1) proved to be much more efficient in calculations than its competitors based on the quantum-mechanical model.
Here is a comparative graph of the effectiveness of the two models.

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Fig. from the site http://brilliantlightpower.com/ (Dr. Mills presentation)

As can be seen from the graph, the effectiveness of Dr. Mills’s model is many times higher, which allows us to calculate and present accurate profiles for molecules of any size and complexity, and with amazing accuracy to model such complex molecules as insulin and DNA.

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Fig. from the site http://millsian.com/

It is noteworthy that the images of molecules made under an electron microscope and the molecular models obtained by Mills coincide almost completely. Here, for example, a photograph of a molecule of pentacin superimposed on its own computer model.

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Fig. from the site http://brilliantlightpower.com/ (Dr. Mills presentation)

Thus, the new model of the structure of the atom, put forward by Dr. Randall Mills, proved to be very effective in the field of modeling, showing excellent results in predictions.
However, GUT-CP theory of Dr. Mills became breakthrough not only in chemistry, but also in many other areas in science and technology. For example, in cosmology, where she solved many mysteries, such as the mystery of the solar corona, the mystery of dark matter, the mystery of the phenomenon of accelerating the expansion of the universe, and even the riddle of the phenomenon of gravity.
But the most remarkable, fateful for the history of mankind breakthrough Dr. Randall Mills committed in the field of energy, because his theory predicted the existence of a particularly compact state of hydrogen-hydrino (see Fig. Hydrinos in the periodic table above). Turning into hydrino, hydrogen releases a huge amount of energy, hundreds of times more than when burning hydrogen.
The discovery of hydrino served as the basis for the creation of a compact, cheap, incredibly powerful and environmentally friendly energy source that will in future allow humanity to solve such a fundamental problem as dependence on fossil fuels and the associated problem of harmful emissions into the atmosphere. The introduction of a new source of energy, as has already happened more than once in the history of mankind, in the future will lead to a new industrial revolution, radically changing the face of human civilization.
Solving the riddle of the electron, and putting forward a fundamentally new physical picture of the world, Dr. Randall Mills laid the foundation for another revolution in science and technology.
Is this enough to defeat skepticism?

 

GUT-CP, hydrino

‘Too Close To the Sun’ – 1994 BBC Horizon featuring Dr Randell Mills

“Icarus flew too close to the sun, but at least he flew.”

I personally contacted the BBC on two occasions on 2016 and 2017, in regards to making a BBC Horizon documentary (superb documentary television series),  on the work of Dr Randell Mills, Brilliant Light Power and his ‘hydrino’ theory. The response was ‘we have never heard of Dr Randell Mills or his theory’… I had to correct them and kindly inform them that in fact Mills was featured on the show in 1994 in the episode ‘Too Close To the Sun’. An episode investigating the science and theories surrounding the infamous ‘Cold Fusion’ phenomenon (Pons and Fleischman). Although Mills has ALWAYS stated that his hydrino theory is NOT ‘Cold Fusion’, he appeared on the episode to propose his alternative explanation to the excess heat results that where (and still are) recorded in laboratories around the world. I personally believe, like many of Mills’ supporters, that the excess heat results recorded in numerous ‘Cold Fusion’ experiments around the world to this day, are in fact a form of ‘hydrino’ reaction taking place, but because the theories behind Cold Fusion are incorrect, and thus not replicable, it has sadly been ignored and dismissed as ‘fringe science’.
NOTE – Dr Mills has NEVER claimed ‘Cold Fusion’. Although many attempts have been made to link his work to the theory, he has always stated that it is NOT a Cold Fusion reaction, or even any sort of nuclear reaction that is taking place, but in fact a form of chemical catalyst (i.e. hydrino)

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A younger Dr Randell Mills appearing on BBC Horizon in 1994, to give his alternate theory on the Cold Fusion phenomena (i.e. hydrino)

It is worth watching the entire documentary to get a perspective of the Cold Fusion story, but skip to 21.17 for the brief interview of Randell Mills.

“So the BBC are prepared to entertain us with necro, paedo serial sex offender Sir Jimmy Saville for fifty years… but try getting them to do ONE Horizon documentary on the greatest scientific discovery of our age!”
“Let it go Danny Boy… let it go!”

GUT-CP, hydrino

What is ‘hydrino’ energy? What is The Grand Unified Theory Of Classical Physics?

The term ‘hydrino’ energy has been coined by Dr Randell Mills of Brilliant Light Power, to describe the lower than ground state of hydrogen, that he has not only discovered, but has utilised in developing an extraordinary energy source never before witnessed in nature.

Mills’ theory, called The Grand Unified Theory Of Classical Physics (GUT-CP), was developed in 1989. Mills’ first publication was 1990 entitled The Grand Unified Theory, but has been developed, tweaked, and expanded upon into the present GUT-CP. In short, he has gone back to the Bohr model of the atom 1913, and used Classical Laws to solve the structure of atom. In Mills model the electron exists not as a point charge of mass radiating around the nucleus (planetary model), but as a spherical membrane shell of charge surrounding the nucleus of an atom (dubbed ‘the electron orbitsphere’). GUT-CP has been found to be more accurate than Quantum Mechanics in calculating both ground and excited states of hydrogen, helium, & others, and expanded to account for almost all atoms and molecules.
Mills has discovered that the electron in a hydrogen atom CAN fall to lower state of orbit with certain catalysts in a resonant coupling reaction (thus being a chemical reaction), at integer fractions of the ground state radius (1/2, 1/3, 1/4 continuing all the way to 1/137). Each reaction releases energy in the form of light, and each integer releases more energy than the previous in multiples of 27.2 electron volts per atom. Thus 1/3 hydrino releases 54.4, 1/4 hydrino releases 81.6 and so on until at 1/137 hydrino state 3,699.2 eV is released!

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Image taken from Millsian.com, The Grand Unified Theory OF Classical Physics
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Diagram of the Electron Orbitsphere taken from ‘Randell Mills and the Search for Hydrino Energy’ (Brett Holverstott), Illustration Matt Schmidt

Obviously this goes against everything that Quantum Physicists tell us about the atom and the electron, but Niels Bohr NEVER gave a full satisfactory explanation as to why the hydrogen could not fall below it’s ‘ground state’. The problem of radiation had plagued 20th century physics ever since.

To be continued…