Month: November 2022


 Attention Deficit Hyperactivity Disorder, according to neuroSCIET

Attention Deficit Disorder, like all types of mental processing, can be understood using neuroSCIET analysis. In this context, Attention Deficit Hyperactivity Disorder can be understood to be a natural selection enhancement of the visual thinking abilities of humans.

Understanding that it is a hereditary quality, we must ask ourselves why nature would re-enforce a “disorder.” The answer is that it does not. ADHD is not a disorder but an enhancement of the visual thinking capabilities that have served people extremely well throughout history. Human society has roles for all types of people, and the qualities of being energetic and quick to respond to visual stimuli have aided the survival of hunter-gatherers from the beginning. History had no criticism of this quality until the advent of mandated public education, which forced active visual learners into an institutionalized teaching program in classrooms where learning was restricted to sedentary linear processes.

It has been known since the beginning of classroom instruction that many very bright people were not good students but found great success in professional fields where they could learn while being active.

That people who have the symptoms of ADD are today termed “diseased” is an artifice of our approach to medicine and its commercialization. Legal restrictions on the use of the drugs used to enhance concentration make it mandatory that those who use them have a “disease.” It is not a disease, and this approach is socially damaging to the students and undermines our society. Restriction on the availability of concentration-enhancing drugs makes sense but treating ADHD symptomology as a disease does not.

The ADHDers are different from most students, yes, but that difference is not a problem except for the expectations of those who would have them sit still and do as they are “told.” They do not remember sounds very well, and verbal instructions are often forgotten within seconds. Individuals with this condition have always been part of society and have prospered in apprenticeship and learn-by-doing environments. Thousands of years of human society without written language made them honored leaders in the crafts needed to survive and prosper in hunter-gatherer and agricultural communities. They do not need medicine; they need a different set of expectations and methods of learning suited to their abilities. Drugs to enhance concentration can be beneficial, but without an understanding of the student’s real capabilities and needs, they are like damming a river with no outlet.


SCIET Theory provides a basis to study field effects that compound into ever more complex systems. It has its type of descriptive math that illustrates the relationship of the brain to the mind, which is termed neuroSCIET.  NeuroSCIET can provide an enhanced awareness of mental functioning that can be used to create effective educational models for ADD students.

The most important insight is regarding the nature of visual versus auditory functions. Research has established that the cells use a type of photonic pulse to communicate. We can generalize that using light to process information is the default method for biological organisms and that the ability to process sounds was added at a much later time in evolution.

Human Beings have a brain structure that is remarkably similar to that of other primates, with all the same areas and functions present but differing in relative size and ability. Brain scans on monkeys during vocalizations show that they use similar areas to process and originate sound communications. The extent of their ability to use them seems to be emotional responses to stimulation from internal and external sources. The relationship of vocalization to visual stimulation and emotion are critical concepts to understanding the physiological basis of the evolution of language and human social interaction.

In the neuroSCIET model, the nervous system has evolved in response to environmental stimuli related to the subtle energy fields (layers) of its environment. The complex organism moves through a sea of complex stationary fields and has evolved systems to process the stimulation or incoming information. These systems are of two primary stimulation types, photonic or light and kinetic or physical vibration. Study of the human brain can generalize these into two dominant forms of light and sound processing, sight and hearing, the primary senses that have enabled survival.

The basic abilities of all primates include a limited ability to utilize sound for communication. In primates other than humans, sound is almost always limited to emotion-based communication, such as fear, love, anger, and pain. In most animals studied, it has been found that they also have distinctive sounds for traditional sources of danger or food. Based on this insight, NeuroSCIET has postulated that light, sound, and gravity are the natural sources of addressing information used by the brain and body to link together information held in the SCIETorbital layers.

NeuroSCIET suggests that the hormones affecting mood play on the nervous system’s perception of gravity to identify important ideas in contrast to unimportant ones. Humans have evolved this ability to become the basis for thinking and reason using sound-based processes for voluntary control.

Dramatic changes in the physiology of the brain accompanied the evolution of speech. Still, it may be that the most important evolutionary advance was in neurochemistry, particularly in the availability of the neurotransmitter dopamine.

Dopamine as Therapy

Drug intervention to treat ADHD is focused on increasing the availability of dopamine. It is shown that when individuals with ADHD supplement their dopamine to the proper level, they have normal function in the performance areas noted to be deficient by tests for ADHD.

These test results have inspired many teachers, parents, and doctors to advocate drug treatment in all cases. Still, neuroSCIET suggests that the first approach should be to change teaching methods and expectations and offer dopamine enhancement therapy as an option for those who understand and appreciate its implications for their future.

A neuroSCIET-based Treatment for ADHD

There are two features of ADHD that drive its learning style. The first is that the ADHD person is primarily a visual thinker, relying on mental images for thought processes. The second is that activity, or movement, is used to drive thinking.

It has long been noted that individuals with ADHD need to be moving, and neuroSCIET analysis provides an understanding of why. The body’s motion in space drives the input of sensorimotor energy, the flow of electrical discharge to the brain, which is needed to process thoughts.

Malfunctions of the system lead to ADHD, and treatments based on sensorimotor activity will correct the problem.

DMA June 2000

Posted by spaceimet in NeuroSCIET, SCIET Theory, 0 comments
The Falling Body Experiment

The Falling Body Experiment

The Role of the SCIET in Movement

Compounding Quantum Layers

The “falling body” thought experiment enables anyone to understand how these iterations work together to create the holographic effect, gravity and other effects due to movement in the space of one body relative to another.

The thought experiment is to imagine a body (planetary, not human) as a point surrounded by innumerable layers the thickness of a Planck length, like skins on an onion, and that these layers are able to merge into unity when they are precisely aligned.

Since quantum layers are only a Planck length thick, the Unity Function can only take place on a line between their void point centers, a line that exists close to the void. The   The layers that exist in the space between cosmic bodies are the called the Quantum Lattice.

fallingball.gifEach layer exists independently as a relationship with the body’s center and the rest of the universe. Each point has layers that extend away from its center to the edges of the universe, or as far as the rate of change allows.

Since matter is made of many points nearby, rules exist to merge their effects to operate as one. Basically, a shared value, a kind of common denominator, is determined based because each point is a prime number and their midpoint value is assimible by both primes through a natural harmonic or created by multiplying the interacting layers until they reach a rate able to return to each center. The resulting midpoint value is a new SCIET with its baseline aligned to the dominant or larger body. In a sense, the new SCIET exists in a higher dimension since it must integrate both systems; that is to say, it must transfer its new value back to each of the bodies simultaneously and throughout the entireties of the bodies.

The solution to the falling body problem is the above “Rule of the Third SCIET,” and it is a simple and effective way to solve the merging of many.


Image is of an iron molecule using a radiation microscope.

Molecules are surrounded by quantum layers that combine to become objects and act in concert as a single body because they are overlaid with a series of derived SCIETs compounding to effect a single unified body. They are fully relativistic since they exist due to and for one body alone. In SCIET Theory, the relationship is treated as a separate body that adds values through a common denominator function to each of the bodies.

This effect is cumulative and results in “shell” formation, which is to say that these values return toward the center of the body, (think of RADAR), but the energy they contain goes into orbit around it. These are “Quantum Shells” since they exist as spherical quantum layers, again, like “the skin of an onion.”

Posted by spaceimet in AstroSCIET, CosmoSCIET, CrystalineSCIET, SCIET Theory, SCIETatomic, SCIETmolecular, 0 comments
ADHD: “You understand this…”

ADHD: “You understand this…”

“You understand this…you should write an article.”

My wife told me again. She says this every time a program on TV talks about ADHD.

But I only know about myself. The people on the tube seem to exhibit more severe symptoms than I remember having, but then, I don’t remember it from an observer’s point of view.

It is a problem, but is it a disease or a disorder? 

Conventional thinking is that it is a disease because you must have a disease to get the drugs to treat it.  The market for these drugs is in the billions of dollars and growing. Over-diagnosis and over-prescribing have spawned a cottage industry in high-profile dissenters who exclaim loudly that it is all a drug industry scam.

Typically, controversy swirls around those who claim its not a disease, but is instead a behavior problem or an allergic response or some nutritional deficiency.  A program on television last week featured a doctor who claims that it is all diet and behavior. She believes using drugs is the wrong way to go, an excuse for lazy parents and teachers. 

I’m afraid I have to disagree with either side, but I see very little discussion related to my own experience. 

I grew up in the fifties and sixties. I was simply lazy and unmotivated, and I did not have an excuse.  It did not occur to me that I needed one. I was smart enough to get by with a mix of grades depending on the teacher.

If the teacher spoke passionately in class about the subject and described it with scenarios to illustrate how it happened or worked, I was fine. Still, if I was expected to remember only words or names with some abstract relationship, I was screwed. 

I do not remember the sound. I can listen to a song on the radio ten thousand times without being able to recall more than the first three seconds, maybe six words. Growing up, I converted what I heard into visual associations or scenarios and could get by in most situations. It was how my mind worked, and I had no idea there was another way. My mother would say that words went in one ear and out the other. She was right. I used the incoming sound stream to create an image, which was lost. I could not recall it a minute later. 

I have come to understand the difference between linear and spatial thinking. I am a spatial thinker. I did poorly with linear thinking in school. Subjects that were rule-based were not the problem so much as the fact that many teachers would teach those subjects by asking you to remember the rules and apply them appropriately.  The same subjects taught by a teacher using situational examples were understandable, and I got good grades. Because I am a spatial thinker, I convert sound into spatial imagery and remember the images. I don’t remember sounds, but I recognize them. I know them, but I can’t recall them.

A good way to understand the difference between linear and spatial is to imagine hiking overland, getting from point A to point B. The linear thinker follows the trail, remembering each part of it and the sequence in which the part occurs. The spatial thinker wants to know the context of the entire hike, the large landmarks, and how to get from the beginning to the end. The actual trail is secondary. The spatial thinker expects to make his way through the terrain by deciding the easiest way as he comes to it, not by remembering a line on the ground.

In the April 2002 Popular Science magazine, an article titled “Your Caveman Gramps had Ants in his Pants”, suggests that a genetic mutation that causes hyperactivity was spread through natural selection over the past 50,000 years. It speculates that the variation of gene DRD4, which causes hyperactivity benefited people migrating from Africa. They do this by analyzing the distribution of the gene and calculating its spread from generation to generation. They concluded that it must have given those who possessed it an advantage, making them more likely to procreate. 

It would also make them more likely to migrate, giving rise to problems with fitting in with established societies with strong oral traditions and expectations to conform with the words of the leadership. America probably has the largest percentage of ADHD genetics for this reason.

In hunter-gatherer societies, there would be an obvious advantage to those with enhanced spatial thinking abilities. It is unlikely that the successful procreators were dysfunctional misfits. It is much more likely that those who rose to leadership, had children, and protected them until they could survive on their own, were gifted with enhanced abilities to hunt, forage and travel through new territory.

We can assume that most ADHD people today would have been very successful in hunter-gatherer societies, but we do not need to go that far into the past to discover a time when ADHD was not a problem. Before the wide availability of books in the late nineteenth century, most people learned a trade through apprenticeship; they learned by doing. ADHD is not a disadvantage when learning on the job because it works well with their visual/spatial abilities. 

The trait of spatial thinkers to look for landmarks and find their own shortest route between two points makes them more creative than the general population. America is the land of the invention for many reasons, but the high percentage of ADHD people must be contributors.

Unfortunately for ADHD people, we now require a substantial amount of linear thinking to succeed. The ability to sit in a chair and attend to what is being said is now the foundation of education. The “hyperactive” are branded as troublemakers. Their difficulty with learning in this fashion is generalized as an overall stupidity or that they are lazy and unwilling to try. They are thought of as behavior problems.

ADHD is not a behavior problem, but it can lead to one. Continually tell someone that they are not trying when they are and see if they do not become angry and confused and act out. If they are behavior problems, it is because of the unrealistic expectations that are put on them. Simply having ADHD is not a cause for willful disruptive behavior. Outbursts of anger and scolding from parents and teachers lead to imitative behavior by the ADHDer toward peers and those younger.

ADHD people need to move to think. Movement through space drives the exchange between the brain halves that we now know to be the requirement for “thought.” ADHDers lack an adequate supply of the neurotransmitter dopamine, which is used for processing language. 

Talking to yourself 

It may seem strange to those without ADHD, but the ability to dialog quietly in your head is associated with adequate supplies of the neurotransmitter dopamine. Without it the dialog is exhausted after a few sentences or less. So when an ADHDer sits in class and listens to a lecturer go on about something they can not visualize, the surrounding visual and auditory stimulation begins to drive visual/spatial associations unrelated to what he or she started to do only moments before.

And they cannot help it. It is not a behavior problem; it is a natural behavior.

Teaching those with ADHD must begin by recognizing what they can and can not do. It is not about intelligence. It is about ability. The ability to think is driven by the movement and visual/spatial cues. Classes that enable the ADHDer to learn while moving will allow him or her to build the internal associations required to store information for later recall. All subjects can be taught to the ADHD student when visual/spatial associations are combined with contextual meaning. Topics normally considered “linear,” such as language or math, can be taught through scenarios or situational examples using the ADHDer’s path-finding and problem-solving skills by emphasizing the journey’s goals in the context of its environment.

Classes should begin by making a presentation that explains with real-life scenarios why the subject and class are important and present to the students a puzzle of getting from where they are at that moment and how they will get where they need to be at the end of the class. It must be a puzzle to be solved through daily accomplishments, understandable in context, and visualizable from the beginning.

This is what I believe would have enabled me to learn easily in school and reflects all the insight I have accumulated as an individual with ADHD. It is not a prescription for a new kind of educational institution. It is intended to provide some insight to those currently dealing with an ADHD child and has only been exposed to the behaviorist approach to ADHD.  

Could you do your research and think about it? Not all of those diagnosed with ADHD have it as an inherited condition.  However, many parents grew up with it and seek treatment with an acute understanding of its difficulties and want a better life for their child than they experienced. I would like them to realize that this is only a problem because of the expectations of the institutional school system and not a disease or disorder.  

An informed and aware choice of drug therapy can be a real benefit to a child, but the opportunity for harm is too great to treat it casually. Fitting in and progressing with peers is critical, so when the situation insists that your ADHD child attend an institutionally run school, it can be a wise and beneficial choice. It should be regarded as an opportunity to experience life in an average way but in the context of the child’s other unique abilities.

About drug therapy

Drug therapy is not needed for an ADHD student to succeed at learning or in life, but it may enable him or her to express what they have learned in writing.

Writing requires the ability to hold a thought as language and edit it for content in the context of what has already been saying and what will be said in the entire piece. This is very hard to do when you have ADHD. 

I have ADHD and learned to write after using appropriate medication to supplement my naturally low dopamine levels. I started taking meds after I was forty-three years old, and it took me years to express a complex thought in writing. It was very different than speaking because the sound of my voice would supply the auditory stimulation to drive my thought processes. In school, I could explain the answer to a question in class but could not write the same information as the answer to an essay question. As soon as I began to write, my mind would go blank. It was as if the pen in hand was a switch that turned my mind to mush.

I never felt it would be impossible to get my ideas into print, though, because I loved to share them in conversation, and there were always others who could be recruited to do the writing. I later discovered that complex ideas are too difficult to convey secondhand and that I had to do it myself or it would not happen. I’m still working on them, but this small commentary is a good exercise.

Dane M. Arr

Tempe AZ


Posted by spaceimet in Explaining Consciousness, NeuroSCIET, SCIET Theory, 0 comments
Time and Consicousness

Time and Consicousness

Is Memory Wound?

SCIET Theory offers a useful concept of time. Time is a byproduct of consciousness. I will not try to explain consciousness since that would go beyond the intent of this post.

Astrological resonance between a person and the positions of the planets, moons, and stars is repeated by the rotation of the Earth each day. These patterns furnish us with a useful way to record memories.

Think of each day as a thread of time being wound onto a spool that requires a day to make one revolution. Imagine that each turn is laid one on top of the other. Each turn is like a level or a floor in a spherical building. Since the floors are wound around a center, it can be experienced as a single floor from its beginning to its end, or you can use the elevator to move from one floor to the next. The elevator is a line between any external point and the center of the spherical “building of mind.” Each level or stop on the “elevator” represents a different but harmonious, stepped-down or up value. Each holographic memory level of this building of mind can be accessed horizontally or vertically.

The ability of space to automatically reduce incoming values toward a point is responsible for our perception of time. This ability of space is not unique to conscious beings but is responsible for them. The by-product of this process is time. The universal experience of consciousness exists at the moment of shared creation, a moment built on the sequence of events begun 13.6 billion years ago. This moment is the unfolding of our universe, but all that has continued to exist in space/time can be accessed through the elevator of memory and mind. The values of each moment of creation exist in permanent relationships throughout the universe.

All memory is related to the values explained by the “building of mind” analogy. Time is the product of the creative process in which new parts are added to an existing structure. You cannot separate time from the structure any more than you can separate a building from the space in which it exists. The processes of space inextricably entwine time and memory. Time can be understood as the shifting of values or stepping-down of values in space on a universal scale. The mind utilizes this process to maintain a continuous linkage between what has happened and what is happening. The values used by the consciousness exist universally and can be used to access any moment in time, anywhere in the universe.

Dane Michael Arr
August 3rd, 2002
Tempe AZ

Posted by spaceimet in Astrology, AstroSCIET, CrystalineSCIET, Explaining Consciousness, NeuroSCIET, SoulSCIET, 0 comments
The Universe has a Preferred Orientation?

The Universe has a Preferred Orientation?

I regularly scan scientific publications for information that appears to confirm the tenants of SCIET Theory and recently was rewarded by an article in Scientific American.

The article, entitled Twist and Shout, was published in the May 19, 1997 issue. It is a presentation explaining the analysis of electromagnetic waves from 160 distant radio galaxies. This analysis, by Borge Nodlund of the University of Rochester and John Ralston of the University of Kansas, suggests that our universe has a shape. They have detected a phenomenon called electromagnetic anisotropy, which means that in addition to the expected effects on the EMF from distant galaxies, they observed rotation that depends on its direction as it approaches earth from its point of origination.

Scientists Find Universe Has Prefered Orientation 

The article, entitled Twist and Shout was published in the May 19, 1997 issue. In it is a presentation explaining the analysis of electromagnetic waves from  160 distant radio galaxies. This analysis, by Borge Nodlund of the University of Rochester and John Ralston of the University of Kansas, suggest that our universe has a shape. They have detected a phenomenon called electromagnetic anisotropy, which means that in addition to the expected effects on the EMF from distant galaxies, they observed rotation that depends on its direction as it approaches earth from its point of origination.

Their research considers factors attributable to matter or localized field effects to show that this phenomenon must be a product of space itself.

The significance of this discovery may be lost on most of the world. Still, astrophysicists are rushing to corroborate the results because, if it is true, it changes one of the major assumptions about space long held by theorists like Einstein and Newton. They believed that space obeys the principle of rotational symmetry, that it is the same in all directions.

This Discovery Confirms SCIET Theory

The presentation of experimental evidence supports the most basic assertion of SCIET Theory: Space has an underlying pattern that guides distribution of energy.  The discovery that the universe has orientation is a  breakthrough for SCIET theory, because for SCIET assertions about mind to be true, they would have to be true for the entire universe.

While preliminary, this discovery fits SCIET expectations. A key assumption of SD is that the universe originated as a single quantum event. The Single Cycle Integrative Effect Topology (SCIET) is how the reactive charge is distributed throughout space. SCIET treats the universe as a geometrical vortex (SCIET) and everything in it as fractals of that original.

The Nodlund-Ralston Anisotropy is significant because it indicates that the universe, or at least the fabric of space, has defined a preferred path for light. Much research must be done before other SCIET predictions can be confirmed. Among the other predictions are;

• The universe has a center.

• Most of the matter is focused in a relatively small area at the center.

• The center of space is not the center of matter.

• Vast emptiness surrounds the matter at the middle.

• A pattern exists which passes light through the center in a figure-eight pattern.

A physicist might find it interesting, but SCIET Theory predicts it as the MIND OF GOD. The theory predicts a resonant pattern within the quantum field or Bose-Einstein Condensate that is the fabric of space.  The pattern is the SCIET.

SCIET Theory explains consciousness as a quality of space itself. It includes a cosmology that begins with the void and consciousness within it. The SCIET diagrams how that Consciousness distributes itself.

SCIET Theory uses a concept of dual infinities and asserts that matter is produced at the intersection of these two qualities of space. This means that matter is a boundary between equally ancient and distant infinities. A quality of space that allows it to absorb energy from all directions infinitely can be no more amazing than one that allows it to radiate in all directions infinitely.

It is the ability to absorb energy/information infinitely that is the source of consciousness in life forms. I believe that the shape and orientation in the universe confirm that the universe is conscious with an evolutionary process in operation.  In this way, it is confirmation that we are manifestations of a universal consciousness.

The universe began as a SCIET, and its evolution has resulted in a donut-like shape or,  in cross-section, a figure eight. Matter exists in a relatively small area at the center surrounded by vast reaches of relatively empty space.  This vast expanse is necessary to balance the time and energy distribution required for the SCIET Loop.

The Nodlund-Ralston Anisotropy is a paradigm-shifting discovery and may someday be compared to the Michaelson-Morley test results of the previous century, which led directly to Einstein’s Theory of Special Relativity.


Dane Arr

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An Ear Full: A Moment of Awareness

An Ear Full: A Moment of Awareness

This phrase captures the best description of the information in a SCIET cycle

Your ear size divided by the speed of sound equals a “moment of awareness”: Think about it. Your outer ear captures a group of frequencies simultaneously and passes them to the inner ear.  This defines a sampling rate for sound-based information coming into the spacial modeling process of the brain,

This would be a one-and-a-half-inch radius wavefront or a three-inch diameter. So that means that the time it takes sound to travel three inches may define the sampling rate of the brain. Based on the speed of sound, that would be about one ten-thousandth-of-a-second in time.

The resonance of sound in the head is the basis of the skull’s design. When comparing the center of resonance points in the skull, it was found that the centers for hearing are positioned to be at the focal point of sound reflected by the skull’s interior. This tells us the primary evolutionary force in the skull is sound and not the resonant frequencies of consciousness.

(more soon)



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Are We Living in a Hologram?

Are We Living in a Hologram?

Paul Sutter is an astrophysicist at The Ohio State University and the chief scientist at COSI science center. Sutter is also host of Ask a Spaceman and Space Radio, and leads AstroTours around the world. Sutter contributed this article to’s Expert Voices: Op-Ed & Insights.

In the late 1990s, theoretical physicists uncovered a remarkable connection between two seemingly unrelated concepts in theoretical physics. That connection is almost inscrutably technical, but it might have far-reaching consequences for our understanding of gravity and even the universe.

A correspondence between concepts in theoretical physics could open the way to interpreting our universe in fewer dimensions.(Image: © Kevin Gill/Flickr – CC BY-SA 2.0)

To illustrate this connection, we’re going to start at — of all places — a black hole. Researchers have found that when a single bit of information enters a black hole, its surface area increases by a very precise amount: the square of the Planck length (equal to an incredibly small 1.6 x 10^-35 meters on a side). [Are We Living in a 2D Hologram? Photos of Laser ‘Holometer’ Experiment (Gallery)]

At first blush, it may not seem all that interesting that a black hole gets larger when matter or energy falls into it, but the surprise here is that it’s the surface area, not the volume, that grows in direct proportion to the infalling information, which is totally unlike most other known object in the universe. For most objects that we’re familiar with, if it “consumes” one bit of information, its volume will grow by one unit, and its surface area by a only a fraction. But with black holes, the situation is reversed. It’s like that information isn’t inside the black hole, but instead stuck to its surface.

Thus, a black hole, a fully three-dimensional object in our three-dimensional universe, can be completely represented by just its two-dimensional surface. And that’s how holograms work.

A black hol-ogram 

A hologram is a representation of a system using fewer dimensions that can still pack in all the information from the original system. For example, we live in three (spatial) dimensions. When you’re posing for a selfie, the camera records a two-dimensional representation of your face, but it doesn’t capture all the information; when you later examine your handiwork and choose your filter, you can’t, for example, see the back of your head, no matter how you rotate the picture. 

Recording a hologram would preserve all that information. Even though it’s a two-dimensional representation, you would still be able to examine it from all three dimensional angles.

Describing a black hole as a hologram might provide a solution to the so-called black-hole information paradox, the puzzle of where the information goes when matter is consumed by a black hole. But that’s the subject of another article. The black-hole-as-hologram concept is also a good example to keep in your head as we make the big jump — to consider the entire universe. [The Strangest Black Holes in the Universe


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Souls and Protons

Souls and Protons

SCIET Theory originated as a means to answer the long-standing questions about the existence of the soul and provide a logical explanation for it.

A scientific explanation is also a goal, but the first goal is to provide a logical means to account for its existence and behavior in the context of human experience. Four decades of consideration have produced these ideas, giving ample time to try as many approaches as possible before deciding that this Theory is the best.

Notice that the orbs seen near spiritual researchers are similar in size to the brain cavity of a living human.

The Theory did not begin as an explanation for the Creation of matter, but since the Soul could not be defined as emerging from matter, it was necessary to explore what came before matter, and thus we have an explanation for how the matter was formed.

None of these ideas came from experience or experiments but were given as whole thoughts during a twenty-minute period in 1974. From that point on, I knew this information, but it has taken almost fifty years to find the words and concepts to communicate it to others.

Always the simplest answer emerged as the best. In this vein, the proton is remarkably similar to the Soul. Each has a Point of Awareness at the center surrounded by memories of its past. The environment of the proton has few variables and its memories are only of other protons. The incredible age of the proton accounts for the strength and power of its structure, and the calculations regarding its energy are consistent with the forces that have molded it.

SCIET Theory offers a method to understand the formation of atomic structures through the function of a single mathematical structure that occurs pulse-like and records its existence in space as a spherical layer around a point of AwarenessIn

Actual photograph of nuclei of pure iron taken with a radiation microscope. Note that it is made of spherical shells connected by lines from the center to center,

In SCIET Theory protons are the final stage of the creation of the Universe from Crystalline Space, which begins with the First Action and continues through eighty-one magnitudes of subdivision to stimulate resonance return at the boundary layer.

SCIET Resonance Return: A SCIET is an information-filled assembly of twelve leg-like regions equidistant from one another, and angled toward the center, forming a star-like structure of twelve angles. All points are SCIETS, and when two of them resonate, the resulting midpoint structure is also a SCIET, although its information is a harmonic of both. When it is disturbed or forced to adjust and recalculate its information value, the original mid-point information value pulses toward, or resonance returns to each of the original SCIETs, The twelve legs approach the center but cannot reduce into it, and so span it and each leg surrounds the center as a level, forming a twelve level layer, or quanta.

SCIET Boundary Layer: The SCIET First Action leads to successive subdivisions of the first measure and does not end until it reaches a Boundary Layer, a predefined value that represents the limit of the First Actions area of effect. This is common n the Nervous system

Photons are the same but exist independently of another structure.

This process continually adds SCIETorbital components around the center of each interference point.
 This initial cumulative effect resulted in the formation of protons, electrons, and neutrons.

Thus protons emerged from or appeared in, the crystalline space at the beginning of the universe simultaneous to the creation of radiation and gravity.

 The proton shells continued to grow due to resonance with each other and this effect began the effects of gravity, the attraction of matter together based on sharing orbital layers. these protons formed clouds and moved toward others of the same nature, as the clouds grew close, the layers that surrounded them adjusted and stabilized at a standard distance, with the midpoint resonance between them becoming an Electron, and its apparent movement due to its shifting from the midpoint of one proton to another that is also in resonance. Other protons at different distances would have electrons specific to them

  • The very high resonance rates or densities of the interiors of stars enabled protons to assemble in close proximity and become molecules.
  • Neutrons are those so compacted that the midpoints would standardize very close to the shell.

The Proton and Causal Levels

The role of molecularSCIET is to explain the nature and behavior of the molecular structures.

By focusing on the atoms separately from the events that lead to their formation or the mechanisms of their combination into molecules, we can get the most distinct view of the SCIETorbital concept and the important idea of Causal Levels.

  • The term level is used to denote the next or previous of the same interval, such as a value that steps twelve levels to create a layer.
  • A ny increment that can exist is described as a level when considering it in relation to the formation of the shells, layers or lattice.
  • Causal Levels begin inside the proton shell where incoming Resonance Return Values Symmetrically React to the SCIET angle at the center and establish a pulsed polarity of those values into the surrounding space where they become parallel in twelve levels and orbit in perpetuity to form SCIETspheres 

SCIET Theory attributes the formation of protons to the sufficient subdivision of space to stimulate resonance return as a common event.

Protons and electrons formed out of the original creation during the plasma and from them, neutrons and all the molecules emerged from the furnace of stellar gravity.

Protons and electrons remain the fundamental source of materiality and understanding them will reveal the patterns that underlie all of nature.

The proton is derived from the internalization of the void created by the first SCIET which defined itself, not as a relationship between two points in space, but as a point on the surface of a sphere between an internal and an external void.

SCIET Theory offers a method to understand the formation of atomic structures through the function of a single mathematical structure that occurs pulse-like and records its existence in space as a portion of a closed-loop layer surrounding both origin and destination.

The concept of the SCIETorbital and its closed-loop nature underlies much that is mysterious in nature, but it is to be expected that a simple rule is universal and responsible for many effects.

The most obvious area to seek confirmation of these ideas is in the realm of atomic structures and quantum mechanics.

A SCIET interacts with other SCIETs that have matching values. This means that every value defined around the center is treated as a SCIET.

At the smallest levels of creation, this has important implications.

The minimum unit of change is at the center of the proton and reaches out from that deep place to define the infinitesimal substrate that exists throughout the Universe.

When each of the twelve steps away from the center are considered in the context of being originating values, it is obvious that each value becomes the basis of a whole system of derived values.

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Comments on the Merkaba

Comments on the Merkaba

The Craft of Souls

A tetrahedron is one-half of a Merkaba. The second tetrahedron is formed separately after the first one; both connect to consciousness at the center. Pointed toward the ground is feminine, and the masculine points up. The polarity of the opposite-pointed tetrahedrons naturally aligns each of them with one of the polarities within us. In silhouette, the Merkaba is a six-pointed star.

In spiritual teaching, the Merkaba composed as such is the most protective form you can use to move about in the spiritual realms.

The reason for this is simple, just as you have two eyes, ears, arms, and legs, the body is composed of phase-conjugated frequency systems rotating on each side of the body; this means that they connect in a coordinated way at a point between them. This connection is true of the body, and it is true of the spiritual body as well. The two tetrahedrons support this.

The two tetrahedrons used as energetic forms to protect the spirit body do so because they eliminate external “noise” from disrupting the spirit body’s concentration. You can visualize that the eight points, the vertices of the tetrahedrons, are balanced energy concentrators focusing on the center where your spirit is protected. 

There are two tetrahedrons, one for each side, and polarity enables your spirit to navigate in multiple densities by aligning your Soul’s internal dynamics to focus externally in a coherent way.

Compare this to becoming suddenly discarnate; your Soul leaves the body with its chakras forming layers around your higher levels of consciousness at the center. Here, the Soul is an inner tube floating on a river, but the Merkaba provides a boat with which to navigate. The newly released Soul can cast a line to those it loves and cares about but cannot steer and simulate the ability to operate with focused intention. External information has a duality similar to how the mind works in a body.

The Merkaba aligns the spirit with the material realm, creating a sort of x-y- z axis for us to navigate in space. Two horizontal planes of three points and two in verticle alignments of positive and negative polarity give the mind/spirit mobility within the planes of the planet.


Meditate with this image.

Dane Arr


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