Algebra/Math/Arithmetic Terms & Definitions (Part 5 of 5)-Phase OneUnity Consciousness #1344

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(Part 9ih of 11)

Usage of these algebra, math, arithmetic terms and definitions included elsewhere in this five-part series along with related concepts throughout this blogic.

1. Adjustment - the amount needed to create equality or inequality. To create equality, the adjustment is one-half the difference.
2. Ancient Method - shows problem-solving is a multi-part process, thus has multiple parts to the solution, qualitative and quantitative. No problem can be solved without analysis. Neither can an existing equality or inequality be maintained without ongoing analysis that changes the form of the equality or inequality as the current set of conditions change.
3. Current Method - shows how to manipulate numbers. Distorts the whole total, thus distorts both sides of an equation. Does not provide a pathway to comprehensive understandings including whether or not equality was actually achieved. All we are taught is to rely on numbers from the one-sided perspective of suboptimal theory. Not much learning takes place except how to manipulate numbers in a complicated way to end up in the same or worsening unequal shape in a different place.
4. Denominator - the basis of what is being expressed. A denominator provides the context for the whole of what is being expressed. A denominator is not limited to the bottom portion of fractions. For instance, an equation is a denominator of the relationship between two sides. In golf, the denominator is par.
5. Difference - the discrepancy between two sides of an equation. In an equality, the difference is two times the adjustment.
6. Dividing Line - a symbol used to separate two sides of an equation. The two sides are the first truth and second truth.
7. Double Check - is duo check. Using different ways of knowing to understand the flowing of cycles. Using different metaphors to understand sameness. Using any degree of duality to understand the same thing from a different angle of light. Checking solutions against solutions and solutions against the problem. Verifying logic to ensure nothing was lost in translation or transformation.
8. Education – instruction in the use of genetic potential (power). Civilizations teach the proper use of power. Societies do not. To the degree education intertwines instruction with optimal knowledge of self is the degree to which civilizations or societies are created.
9. Equation – does not mean an equality exists. Instead it means equating two things, comparing them. An equation can be an equality or inequality. What matters is the preexisting difference, the adjustments being made and the post-adjustment difference.
a) Pre-Initial Equation – expresses the relationship between two sides before any adjustments. Only used in the Ancient Method.
b) Initial Equation – expresses the relationship between two sides with a partial adjustment being made. Used as the only equation in the Current Method.
c) Final Equation – expresses the relationship between two sides after making the adjustment to both sides. Only used in the Ancient Method.
10. Fraction - numerical relationship of something to the whole expressed using a numerator and denominator. A fraction is a whole number and is the reciprocal of a whole number. Although a fraction is a number of any size or form, it is mistakenly limited to numbers less than their denominators. Thus 2 is a whole number when the denominator is 1 or 2; however 2 is a fraction when the denominator is 3. Therefore, there can be two of something that represents the whole or the fraction depending on the basis of denomination.
11. Mathematics/Arithmetic - the process of understanding how to manipulate transform genetic potential conceived in the form of numbers to achieve desired results.
12. Mixed Number - I have not yet found the usefulness for this term because all numbers containing two different numbers are mixed numbers. 10 is a mixed number. Numbers in two forms (whole and fraction) are merely one type of mixed number.
13. Multiple - a whole number or fraction of a number or its reciprocal.
a) For instance, 10 is a multiple of 5 but so also is 3/5. 3/5 is a multiple of 1/5, the reciprocal of 5.
10, as a multiple of 5, is also the fraction 50/5. And 5 is 25/5, So 3/5 fits right in as a multiple.
3/5 means 3 multiples of the whole based on 5 as the denominator of the whole.
It also means 3 wholes of 5 as the greater whole.
14. Number -
a) Information in any form expressed as a quantity for the purpose of perceiving, recognizing, identifying, knowing.
b) A numbers is simply one of many ways of expressing and communicating the whole total. A number is the same thing as a word, symbol, metaphor...
c) A number re-presents Nature and is Nature.
d) Every number expresses the partial and the complete.
e) The size or form of a number does not determine wholeness or fraction. That is determined by essence and understandings.
f) The size or form of a number does not determine equality or inequality. That is determined by the number's relationship to the whole total set of current conditions denominated by the need incentive.
15. Numerator - a quantity expressed in relation to a denominator. A numerator is not limited to the top portion of fractions. Anything expressed as a number is a numerator because the number enumerates, announces the quantity. For instance, 5 coins, 5 people, 5 pounds are all expressions using a numerator. The second word in each phrase is the denominator.
16. One - the second number and second enumerator used to express a quantity. One is also the second form of zero and the first reciprocal of zero. 01 and 10 are reciprocals. 1/1 and 0/0 are reciprocals.
17. Operator - describes what type of action to take (process to perform) to create the desired transformation. An operator is a symbol representing the Khepera metamorphosis principle. The words, operate, operation and operator are based on a form of Khepera as opera. An operator is Khepera spirit-soul energy functioning in time and space.
18. Parenthesis – represents the two halves of the whole circle (the parent thesis). Parenthesis indicate when to keep items together for synthesis before further synthesis takes place. Although parenthesis has other uses in math, it has priority in the order of operations as the assembler, because it also rules as the Denominator of Denominator in the form of the Circle, which is the Assembly. Thus, the parent is the circle as the denominator whose priority is symbolized in the wholeness ratio by parenthesis.
19. Reciprocal - the reverse, other side, flip side, mirror image of something that is a complementary necessary opposite for proper functioning of the whole total universe. An expression of something else in another form, thus another perspective. The universe is based on reciprocals (dualities) which balance each other out and provide full circle perspective and full cycle functioning. Reciprocals are necessary to provide definition and understanding.
20. Solution – a multi-part set of answers, understandings, processes and concepts used to manipulate transform resources to create the desired effect of equality balance or inequality imbalance.
21. Subtraction-Addition – Manipulation Transformation by separating and recombining some or all of a total. What is separated must be recombined somewhere else. Likewise, what is recombined must be separated from somewhere else. This is the same as diffusion and redistribution of abundance.
22. Whole Number – numerical expression of the relationship of something to the whole. A whole number is a fraction and is the reciprocal of a fraction. Although a whole number is a number of any size or form, it is mistakenly limited to those numbers whose numerators are evenly divisible by 1 as the denominator.
23. Whole Total - everything in the circle dimension we are talking about and dealing with. The whole total must be known in order to know how much the difference is between two sides of an equation, thus how much an adjustment must be made to make them equal.
24. Wholeness - process of seeking fullness of self through addition, subtraction, multiplication, division and other operations. This also includes parenthesis behavior of grouping our motions and identities inside two halves of a circle where we feel a sense of belongingness.
a) For example, we seek to add love, subtract sickness, divide time, multiply other resources while using a mixture of optimal and suboptimal identifiers.
b) Wholeness exists in layers. Each layer is a whole circle of logic. As you grew physically, the basis of your wholeness was one cell, then it was two cells, ten cells, 100 cells, 10,000 cells, trillions of cells. Throughout this continuous process, you remained whole even as the basis of your wholeness changed.
25. Wholeness Ratio - a single expression where:
a) All numbers in the universe are displayed as a single numerator, and then on the bottom of this single expression, zero is the denominator.
Thus we have zero as the numerator, but it is displayed in the form of many.
Thus we have many as the denominator, but they are displayed in the form of zero.
What connects the “many” in the numerator are all the “operators” used in mathematics.
What connects the numerator and denominator is the dividing line of dimensions, the equator line that turns with the circle, thus so must our orientation to the position of the cycle so we can discern the signs of the current set of conditions, thus properly separating words of truth.
26. Zero - The Whole Number of Whole Numbers and the Denominator of Denominators. Zero is the basis of all numbers and of everything else in the universe. Preexistence and Existence.
a) Zero is the wholeness ratio expressed as 0/0, which is the percent sign (%) which tells us 0/0 is the whole 100 percent. And this is why all numbers are based on 100% because it represents the wholeness ratio, thus zero. All percentages are percentages of the wholeness ratio.
b) Although 1 is said to be the basis of whole numbers, 0 is the original basis, the origin of denomination.
c) Before 1/1 existed, there was 1/0 and before that, 0/0, and before that 0.
d) 1/1 means 1 multiple of the whole based on 1 as the denominator of the whole.
e) 1/0 means 1 multiple of the whole based on 0 as the denominator of the whole.
f) 0/0 means 0 multiple of the whole based on 0 as the denominator of the whole.
g) 0 means I am everything and nothing.
h) Zero is positive, negative and neutral, like an atom.

Through another way of knowing, we are continuing to understand that throughout the universe, throughout Earth's universe, throughout our body's universe, throughout our societal universe, and in the daily living universe we traverse, that despite our level of awareness, the same logic is simultaneously taking place in all these places in mathematical form and in all other forms, thus, all forms are combined, and only separated by thin dimension lines, and must again become unity in consciousness.

Copyright 1995-2018 Ancestors through Usekhu. All Rights Reserved.

Algebra Review: Ancient Method Simplified & Multiplication(Part 4 of 5 Continued) - Phase OneUnity Consciousness #1343

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(Part 9ig of 11)

In the previous messages of this series, we've taken the needful long route to reestablish a conceptual basis, work things out and show the inner-workings of thought processes to help us refine as necessary as we mature in understandings and encounter different forms of problems that must be solved beyond numbers (qualitatively in addition to quantitatively). Now we simplify.
1. Ancient Method Simplified Using 7 = x + 3:
a) Start with the equation given by the Current Method. Recognize it is an inequality because an adjustment is only being made to one side and even without the adjustment, if it was an equality, there would be nothing to solve.
b) Recognize the size of the adjustment of – 3 must be shown on the other side. Put it there.
c) 7 – 3 = x + 3, we have now reformatted the Current Method's inequality into the Ancient Method's equality. Now we solve.
d) 7 – 3 – 3 = x + 3 – 3
e) 1 = x, this is what x was initially, which matches the more detailed Ancient Method
f) Recognize the pre-initial equation was 7 = 1, an inequality
g) Now substitute:
h) 7 – 3 = x + 3
i) 7 – 3 = 1 + 3
j) 4 = 4, this is the final equality. Compare this to the pre-initial inequality to confirm equality has been achieved. It has. It went from 7=1 to 4=4 while maintaining the whole total of 8.
k) We can also check what the final equality should be by subtracting the adjustment from the larger pre-initial number (7 - 3) or adding the adjustment to the smaller pre-initial number (1 + 3).
l) These things would be less understood and appreciated without working through the incorrect method and then the longer correct method, then reconciling the two methods, then simplifying the method. This, of course, speaks exactly to what is taking place in the universe in all dimensions, especially at this critical time of multiple cycle changeovers of superpowers. By the time this awareness has made it into human thinking, it is already long since begun taking place in superhuman behaviors. This is a simplified way of understanding climate change.
Signs of the storm, then calm, then the storm cuts loose.
Signs of peace, then chaos, then peace cuts loose.
Signs of darkness overtaking lightness, then dusk and it seems lighter, and then darkness engulfs.
m) Be certain to understand we need everything provided by never-ending pre-analysis, current analysis and post-analysis of the Ancient Method to determine if we are making progress and to inform of us of other adjustments as everything else also changes.

2. Multiplicaton Using 7 * 5 = _____ :
a) For this example we will use “w” as the unknown “what” we're trying to find. * is the multiplication symbol.

b) Initial equation: 7 * 5 = _____ . This equation is an inequality provided by the Current Method. The rest of this example is the Ancient Method.
c) Add the letter representing the unknown: 7 * 5 = w
d) Recognize the pre-initial equation must be 7 = w, and must be an inequality.
e) Recognize the adjustment appears to be to multiply by 5.
However we started with one multiple of 7 already (7 * 1) because that is the same thing as 7.
Thus the adjustment is *4 being added to *1 to reach *5.
f) Rewrite the initial equation to better show what happened: 7 * 1 + (7 * 4) = w – (7 * 4). We have now transformed what was presented as an inequality into an equality. In setting up the problem in this fashion we have removed many of the mistakes the Current Method makes.

g) Solve the final equation:
h) 7 * 1 + (7 * 4) = w – (7 * 4)
7 * 5 = w – (7 * 4)
35 = w – 28
35 + 28 = w – 28 + 28
63 =w, this is the pre-initial amount of w
i) Substitute into the pre-initial equation of 7 = w, thus 7 = 63 is a whole total of 70.
j) We are reminded that the adjustment is 28 (7 * 4)
k) Two times the adjustment = 56 which is the total difference between the two sides. (63-7)
l) Now we do one final check by substituting w = 63 into the final equation:
7 * 1 + (7 * 4) = w – (7 * 4)
7 * 1 + (7 * 4) = 63 – (7 * 4)
7 * 5 = 63 – 28
35 = 35, the whole total is still 70, but it has been redistributed and the difference is now 0.
m) We can also check what the final equality should be by subtracting the adjustment from the larger pre-initial number (63 - 28) or adding the adjustment to the smaller pre-initial number (7 + 28).
n) Once again, there is no way to get these understandings using the Current Method which only yields a lop-sided answer of 35, which doesn't tell us much at all. This is why our thought processes are severely impaired beyond the early stages of mental illness. This is also why we barely use our genetic potential. This is why the Ancients were able to bring forth what we now distort.
o) In the midst of great confusions, the Ancient Method, as being used by the Ultimate Authority via its Elemental Nature, is working its magic in nature's logic. It is once again exposing:
That Africans being “free” in America since 1863 has never been true.
That Civil Rights, fairness, affirmative action and all other notions of equality, have never been true in America.
That until the power structure is in our hands, we'd better not believe or trust anything without thorough analysis. Then after that, we'd better keep double-checking with every additional piece of information we encounter.
That unequal pressure tension held inside, will and must erupt all of its intensely heated passions, volcano-like, earthquake-like, flood-like, tempest-like.
Anyone who continues to ignore emergences and say, they didn't expect something or think it couldn't happen in their country, province, colony, prefect, state, county, town, street or house, is mentally ill to the gills. All things are possible and on the table to be used as any means necessary to bring about the needed climate changes in all dimensions. There is no limit to where, when, how upheaval and fulfillment take shape and take place. The whole total is on the table moving from subtraction-addition, increasing in momentum, accumulating and becoming multiplication-division.

Copyright 1995-2018 Ancestors through Usekhu. All Rights Reserved.

Algebra Review Double-Checking Equality Inequality(Part 4 of 5 Continued) - Phase OneUnity Consciousness #1342

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(Part 9if of 11)

This message is best understood by first reading “Algebra, Subtraction-Addition, Equality-Inequality: 4 of 5”

1. In the previous message, 7 + 5 does equal 12. We simply expanded the understandings to show what took place before, during and after so we can gain fuller understandings of the purpose of mathematics-arithmetic. Here are all the numbers and operators involved:
a) 7 + 5 = _____, the initial equation, which we determined to be an inequality.
b) 7 = 1, the pre-initial inequality that is not given using the Current Method of teaching math. The previous message provides the underlying context to recognize this inequality exists.
c) 7, the initial amount on the left side because it comes before the operator plus sign.
d) 5, the amount being added to the left side. 5 is the adjustment.
e) = shows we are trying to create equality or maintain equality.
f) -5, the amount being subtracted from the right side. Since +5 took place on the left side, that means 5 of something was being added to the left side, thus 5 must be also be adjusted from the right side because we started with an inequality. -5 is the adjustment. This amount was inferred because it is not given to us using the Current Method of teaching.
g) “x” is the unknown on the right side.
h) 12, the initial answer to “x”
i) 17, the initial amount on the right side. Determined by the Ancient Method of teaching math.
j) 24, the total amount of the whole, 7 = 17 initially as an inequality, then 12 = 12 after creating an equality.
k) 10, the difference between 7 on the left and 17 on the right. This difference was split into 5 and 5 by subtracting 5 from the right and adding 5 to the left. (This is why + 5 is shown. Unfortunately -5 is omitted in the Current Method).
l) RULE: The total difference in two sides of an inequality is two times the amount being added to or subtracted from one side. We add this total difference to the side the adjustment is being made to in order to the determine the pre-initial amount on the other side. OR We subtract the difference on the side being subtracted from. [which one is used depends on which one is known in the initial equation]
Applying The Rule:
7 + 5 = _____, means 5 is being added, thus the difference is 2 x 5=10.
We add 7 and 10 to get 17 on the right side
The pre-initial inequality is 7 = 17
We must know these things in order to solve the equation properly. In other words, we must know these things in order to manipulate resources to create the desired effect - to create equality or inequality.

2. Double-Checking Using 7 = x + 3: Current New School Method:
a) 7 = x + 3
b) 7 - 3 = x + 3 – 3
c) 4 = x (final answer)
d) Now we substitute to double-check:
e) 7 = x + 3
f) 7 = 4 + 3
g) 7 = 7 (not considered part of the answer)
h) This method does not provide any understandings, just how to manipulate numbers.

3. Double-Checking Using 7 = x + 3: Ancient Old School Method:
a) Continuous training in knowledge of self in relation to all else.
Includes but not limited to contextual knowledge of the whole, equations, equality, inequality, balance, imbalance, purpose of maintaining, cause and effect)
Presupposition: We live in a universe that is the whole. Everything taking place within this whole must balance itself out. Every action must and does have a corresponding opposite reaction. This is called a reciprocal relationship. Therefore, when you see a change in anything, try to understand what the corresponding change(s) are taking place. This will bring fullness of understanding due to understanding the whole nature of change. In terms of math equations, each equation must be formatted to reflect changes being made are taken into account on both sides.
Incorrect format: 7=x+3. Correct format: 7-3=x+3.
Incorrect answer: 4. Correct answer: 1. This is still not the complete answer solution.
b) Pre-analysis must be performed and continuing re-analysis:
We can see 3 is the adjustment on the right, therefore 2 x 3 = 6 is the difference between the two sides.
Since 3 is on the side being added to, and we don't know “x,” we subtract the difference from the left side.
7 – 6 = 1. This is the initial amount on the right side. (we already know the amount on the left side is 7)
The pre-initial inequality is 7 = 1. This is what exists before making the adjustment of +3
The whole total is 8 ( 7 + 1), which again shows us the difference of 6.

c) Determine type and amount of adjustment.
Since this is an inequality, the opposite adjustment must be made to both sides.
We already know the adjustment is shown as + 3 on the right side, thus must be -3 on the left side, if we want to create equality.
d) We can now see the steps that lead to the final equation:
7 = x + 3, initial equation (inequality) transforms into
7 = 1, pre-initial equation (inequality) transforms into
7 - x = 1 + x , final equation (equality) (notice how different this is from 7 = x + 3)
Intuitively we already know the answer must be 4 = 4, because that's the only way to divide 8 equally when there are only two sides. Therefore, once we determine the whole total during pre-analysis, all we have to do is divide it by two.
e) Solve the final equation:
7 - x = 1 + x
7 – x + x = 1 + x + x
7 = 1 + 2x
7 - 1 = 1 + 2x -1
6= 2x
3 = x (this is how you calculate the adjustment using the long way or for more complex problems)
f) Now make substitutions to verify the adjustment creates equality:
7 – x = 1 + x
7 – 3 = 1 + 3
4 = 4 (this is still an intermediate answer)
g) The lesson is not done until more answers come from additional understandings:
The whole total went from 7 = 1 to 4 = 4, both still 8
Notice how in the Current Method, the final equality is 7 = 7 for a total of 14, but in the Ancient Method, the final equality is 4 = 4 for a total of 8. This is explained in the next section.
Use the initial equation provided by the Current Method, to determine the pre-initial equation of the Ancient Method.
Then use the pre-initial equation, along with other information from pre-analysis, to form the final equation. Thus we have transformed the Current Method into the Ancient Method, mainly through analysis informed by the optimal theory of the African Utamawazo.
Using the Ancient Method we went from inequality as the solution, to inequality as the pre-existing condition to equality as the solution.
Using the Current Method we went from inequality as the solution to inequality in a different form as the solution.
As the Current Method shows, it is possible to equate something, and do so unequally, and conclude you did so equally and have the numbers to prove it.
The main point of math problems is not to just simply add, subtract, multiply and divide numbers. More importantly the point is to recognize the difference between what an equality is and what an inequality is and then understand how to manipulate transform them or maintain them. Doing all of this in relation to self in relation to all else. Additional understandings are listed throughout Parts 1-5 of this series.

4. Slickery Trickery Method:
a) Another name for the Current Method.
b) Current Method overstates totals. In the example above, the total is overstated by 6
Using Current Method: final equality is 7 = 7, thus whole total is 14
No way of double-checking, what we end up with because what we start with is not considered.
We are told you start out with an equality where things are balanced on both sides, then you add 3 to one side and end up with an equality.
Using Ancient Method: final equality is 4 = 4 , thus whole total is 8 after equality created.
This is proven by double-checking against the pre-initial inequality of 7 = 1, thus the total is also 8 before equality created.

c) A series of mistakes when using the Current Method:
The context is suboptimal.
The upfront assumption that the equation presented is an equality is faulty – even though it returns an answer that makes the equation appear equal.
This is only possible by ignoring or hiding the whole total we started with. Then using the difference to falsely inflate both sides, thus also falsely inflate the whole total.
We are not alerted to the fact that the equation, as stated, is an inequality, therefore x + 3 does not equal 7. It can't. It can only equal 7 by virtue of the adjustment of +3. When and where did the adjustment of -3 take place? Furthermore, x cannot equal 7, because if it did, the equation would start out as 7=7 and end up as 4=10, none of which makes sense, especially when only a +3 is introduced.
You cannot put half of an adjustment in an equation to achieve equality.
No, and neither can you fix it by making the other half of the adjustment during solving the problem in order to maintain balance throughout the process and reach true equality. This is why analysis, as a daily part of life and existence, must be ongoing. And it is, we just make poor use of it.
Both parts of the adjustment must be reflected in the initial equation as shown by the Ancient Method.
In the Current Method, we are not taught that +3 means an adjustment is being made
We are not taught +3 is only half of the adjustment.
We think 4 is the answer that represents what x was initially
Instead, 4 represents what x is AFTER adding 3 to it. (therefore x is 1 initially as shown by the Ancient Method)
d) Reconciling the two methods:
The difference between the totals using two methods represents “the difference” of 6 we calculated in the Ancient Method.
In the Current Method, due to a series of logic error mistakes, we ended up falsely inflating the total from 8 to 14 by adding the difference of 6 to the total rather than splitting the difference and redistributing it.
Also, even more sinister, this error also transforms both sides as follows:
Left side: 7 plus the 3 that wasn't finally subtracted = 10 on the left side.
Right side: 7 minus the 3 that wasn't an initial part of “x”. This is not the same as the separate +3 shown as the adjustment. This gives us 4 on the right side.
Thus the final equation using the Current Method of logic is to create an inequality of 10 = 4 which is the same as the initial inequality of 7 = 1. Both show a difference of 6 between the two sides.
Using the Current Method, we are led to think the two sides are 7 = 7, but they are actually 10 = 4. The Ancient Method reveals the shenanigans. Ashe! Asante Sana.
The Current Method is the kind of math arithmetic that quantifies the national debt/deficit that keeps rising giving us a false impression of prosperity and why we think our quality of life has improved, because our income rises based on the numbers. All false. We can't know how quality has changed without qualitative understanding achieved via sufficient analysis of the before, during and after effects of change.
e) Adding to the whole total can only take place out of Preexistence Waters of Nun due to expansion. All other additions to other dimensions must be subtracted from somewhere else in this universe, usually from the closest dimensions to us.
f) To briefly summarize a few points I find interesting:
The Current Method of teaching us how to manipulate numbers inflates the whole total, inflates both sides, does not help you understand whether or not equality was actually achieved, instead numbers are used to tell you equality has been achieved or decreased.
Using the Current Method, understanding is lost and glossed – over.
When you don't do opposite things to both sides of an inequality and you misstate and inflate the total, the net effect is more inequality, of course.
The equation for equality (the process to achieve it) must be setup in the proper format in order to achieve equality. This must be checked and rechecked continuously, before, during and after the fact.
Current thinking and behavior among the masses has been calibrated to equate things unequally, and conclude it was done equally based on numbers and other information improperly arrived at and used.
The Current Method admits you must do the same thing to both sides of an equality. It fails to do so in the setup of the problem, thus false equality is achieved.
The Current Method also admits you must perform the opposite operation to remove a number or variable from one side of an equation. Then carry that same adjustment to the other side. Yet when the initial problem is not setup properly, the discrepancy between the two sides that existed, gets hidden.
The Current Method teaches that an “equation” means you're always dealing with an equality. Instead “equation” means you are equating two things, comparing them. An equation can also be an inequality. What determines whether or not it is an equality is the preexisting difference, the adjustments being made and the difference after the adjustments.
The Ancient Method shows us the solution to a problem is always a multi-part solution. No problem can be solved without analysis. And no existing state of equality or inequality can be maintained without ongoing analysis that changes the form of the equality or inequality according to the current set of conditions.

Copyright 1995-2018 Ancestors through Usekhu. All Rights Reserved.

Algebra, Subtraction-Addition, Equality-Inequality: 4 of 5Phase OneUnity Consciousness #1341

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(Part 9ie of 11)

In this mathematical universe, we are numbers attempting to function in relationships with all other numbers (creations), no matter how estranged our awareness.
Whatever is to be learned is best understood when we consciously relate the information to self and all else in a whole universe context
The ability to memorize information to pass a test as a high water mark for success is ridiculous. This is why learning that does not relate information to self and all else must lead to chaos – because the rhyme and reason for each subject learned exists in its own bubble-wrapped matrix. Shrink-wrapped inside that is a slew of fragmented terminology – counting numbers, natural numbers, integers, minuends, subtrahends, incomprehends, addends... good grief. I've been counting, adding and subtracting all my life and have never willingly used those terms and neither did I encounter them at any collegiate level or workplace training and neither have I ever heard anyone talk about them when performing math calculations for any reason. Let's see, I need one cup of milk so that's the addend and another half cup but that's not a whole number but at least it's a positive integer so I guess I can keep counting natural numbers....I have a school recipe for math but I don't know what I'm making sense of.
Furthermore, do we really need a bunch of cold dry-fit terms such as sum, difference, product and quotient when we already have answer, solution, total, result? There are incompletely explained terms like these in all subjects. I'm convinced they are simply meant to do-your-thinking-to-an-end so you can't comprehend, thus mo' monay you spend. Gotcha again while you and them both grinning thinking it's win-win. The point is, what else in life and existence do those subject-bound terminologies relate to? To plants, fish, our bodies, outer space, religion, music, history, anything?

1. Subtraction-Addition -
a) Manipulation transformation by separating and recombining some or all of a total.
What is separated must be recombined somewhere else. Likewise, what is recombined must be separated from somewhere else.
There is no subtraction or addition without the other. This is why we now write them together to reveal them both.
Subtraction-addition is a form of the underlying processes of diffusion. Diffusion subtracts something from one space and adds it to another.
When we breathe we are subtracting-adding and diffusing.
b) Addition is usually written initially in the form of 7 + 5 = _____. (When written vertically, the underline does double duty as the equal sign and the total, sum).
What does 7 + 5 = 12 mean if all we end up with is a number and that's that?
In the initial equation there is an unknown, so the equation is better expressed as 7 + 5 = x . As you can already see, the moment we begin to add, we are doing algebra. Thus all math is algebra, unless there are no unknowns. If there are no unknowns there is no problem.
Now, since we are using a whole universe approach, we know if we add something to one side of an equation, then we must subtract it from the other side of the equation (this will become clearer in a few minutes). For instance, we can't just add a child to the world. We must also subtract sperm, egg and nutrients from somewhere else in the world.

Initial equation: 7 + 5 = _____, this is an inequality.
Intermediate equation: 7 + 5 = x, this is an inequality.
Final equation: 7 + 5 = x – 5, this is an equality.

Solution:
7 + 5 = x – 5
12 = x – 5
12 + 5 = x – 5 + 5
17 = x (This is the intermediate answer)
We now substitute the intermediate solution into the final equation:
7 + 5 = x – 5
7 + 5 = 17 - 5
12 = 12 (another intermediate answer)

2. Understandings:
a) 17 is x, the unknown on the other side.
b) 17 is not the whole. We started out with 7 on one side and 17 on the other side, thus the whole was 24 when the equation was unbalanced, unequal. Now the whole is still 24 but the inequality* has become an equality.
c) The injustice changed when we decided to add 5 to 7 and also to do the opposite (subtract 5) to the other side.
d) We notice the “addition sum” of 12 (7+5) is equal to the “subtraction difference” of 12 (17-5). Coincidence? Yes. Addition and subtraction are co-incidents. They take place simultaneously or concurrently. Addition and subtraction are taking place together always and both must equal in order to maintain equilibrium in the universe.
e) Addition and Subtraction are reciprocals, like darkness-lightness, inhale-exhale, systole-diastole, spirit-soul, dynamic-duo.
f) When we add or subtract, we are always moving something from one space and time into another space and time. When we do so without recognition or consideration of what is being affected, the result is harm.
g) Solving equations is supposed to teach us the value system concept of equating two sides and finding the solution that makes it true that they are equal. This has core implications to explain why, for instance, the male collective and the racist collective don't understand “what's the problem?” We are taught to think in one-slice answers that lack the substance sustenance of understanding the whole or the whole point of education, i.e., knowledge of self.
h) When we start with an inequality we must perform the OPPOSITE operation on each side, unless we want to maintain inequality.
i) When we start with an equality we perform the SAME operation on each side, unless we want to create inequality.
j) To create societies based on inequality, what had happened was textbook Subtraction-Addition Transformation for the purpose of creating inequality. First what was done was opposite on each side of the divide to create the inequality, then to maintain the inequality the same thing was done to each side. This gives false impressions to people who think they are operating on an equal basis when the foundation, infrastructure and superstructure are as unequal as can be. Even so, what is happening now is the opposite process. You have to create a mess to straighten out a mes.
k) What if all our subjects were explained to us early on in this fashion, in relation to self, all else, life and existence? If we at least learned math this way, we'd already be prepared for higher forms of algebra and more responsible use of our genetic potential. Without algebra forming our early context for math arithmetic, we are forced to memorize rules and other stuff without comprehensive understanding. This leads to a society full of stagnant sthinkers and misbehaviors.
l) It's all good when properly understood. A wholeness process of learning math keeps us constantly aware both processes: subtraction and addition, can:
Increase difference and reduce sameness.
Increase sameness and reduce difference.

m) As we are maturing in learning, more consciously aware of self and all else, we will become programmed to always asks lots of questions such as: What are we adding? To what? Where did we get it from? What is being subtracted? What is the effect on both sides of the equation? What is the necessity? Is there another, more optimal way? Does the sum equal the difference? And so on.
n) This process will spill over into all areas of life such that all the sayings we use will make more sense such as: You have to give to get, for every action there's an equal and opposite reaction, cause and effect, ain't nothing free, especially freedom....for the simple reason there's something called responsibility and reciprocity and continuously....

3. Partial Review & Lengthy Conclusion
a) We must recognize whether or not something is an equality or inequality so we can know the process we must take in order to:
maintain equality
maintain inequality
transform equality into inequality
transform inequality into equality
b) This will affect:
the number of steps in the process
whether we need to do the same thing to both sides or the opposite to both sides
the size and nature of the adjustments
the timeframe
c) Furthermore, inequality and equality are both tied to the power structure of society, thus in order for transformation of inequality or equality into the other, the power structure must be transformed also. This of course includes all levels and forms of government, thus laws must also be transformed.
d) Also there must be subtraction-addition of land, tools other resources, knowledge, freedom from interference in use of resources, far less taxation and other money-raping schemes, etc.

e) Since we live in societies filled with inequalities:
the worst thing is to do nothing
the second worst thing is to do something to alleviate inequalities without addressing or defining the entirety of the problem. Highly inefficient because thorough conscious analysis is absent.
the second best approach is to do the opposite thing to both sides of the inequality.
the best way is to understand the nature, size of the inequality and all that supports it and change the power structure while simultaneously giving what is needed to the less equal and taking it from the more equal. Thus, for example, this also means, if rights, money or whatever are given to the less equal then rights, money or whatever must be taken away from the more equal. This is the quickest path to rectifying the inequality. This is how the universe operates as darkness or lightness are about to break in opposite directions.
f) In terms of restoring gender equality, it will take a very long time unless the above approach is taken. A few of the major things that must change are things that support genderism such as education, media, religion, the power structure, the thinking and behavior of women, and a whole bunch of other stuff. Women didn't get into this position of inequality by males just increasing and waxing wonderful. No, males increased by decreasing women using many methods, crimes were and still are being committed. This is why, to achieve the quickest route to lessen gender inequality, one must increase (add), one must decrease (subtract), simultaneously, like the pedals on a bicycle, like darkness expansion-contraction. This is what the universe is doing when Moonstar and Sunstar trade places.
g) The ever-coming one has been rumbling for years, slowly erupting and then all at once.
h) Of course the power structure is changing, star powers are climate rearranging everything.

*Important Note: We know the initial equation of 7 + 5 = _____ is an inequality. If it was an equality, then before we added 5 to 7, the equation would have been 7 = 7. Then when we add 5, as in 7+5 = _____, we would automatically know the answer is 7 + 5, because there was already 7 on both sides. Since we don't know the answer, that means we started out with an inequality. Part of the solution to solving the inequality is to determine the size of the inequality and the size of the whole. I repeat, the pre-initial inequality was 7 = 17, which is a difference of 10. By adding 5 to one side and subtracting 5 from the other side, we ended up splitting the difference to reach 12 = 12, a difference of 0.
If we had added 5 to both sides we would end up as follows:
7 + 5 = x + 5
12 = x + 5
12 – 5 = x + 5 – 5
7 = x
Thus, as said earlier, if x was equal to 7 on the side of the unknown, then no problem would exist because we would intuitively know that 7 was there, IF and only IF, it was an equality to start with. Thus, then by extension we know, all problems are inequalities that are being solved to turn them into equalities. To say this an additional way: all problems in life are caused by inequalities.

Copyright 1995-2018 Ancestors through Usekhu. All Rights Reserved.

Wholeness Ratio & Number Definitions: 3 of 5 PartsPhase OneUnity Consciousness #1340

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(Part 9id of 11)

Conceptual Intro

We continue to move away from the numbed-down view of mathematics and re-expand it to a fuller range of vibrations and applications of the whole universe (science, nature, the total self...).
Each of us are whole parts (fractions...) seeking wholeness, seeking to unite, combine, connect and identify with greater and greater wholes.
Since we, as one of many, are in a reciprocal relationship, this means the whole is also seeking its parts, to unify consciousness and reconcile all conundrums, contradictions, confusions, incongruencies and prodigal notions.

call IT what you want

Whoever or Whatever the Ultimate Authority is, spirIT is seeking wholeness even as we are seeking wholeness. This is why it is said if we take x number of steps, the One will take x number of steps towards us. We are seeking wholeness in many ways and the Ultimate Authority is also seeking wholeness in many ways.
The Ultimate Authority is seeking all of its parts in all forms so we all may be reconciled within the whole.

Definitions

“Whole number” means much more than “a number without a fraction or decimal, blah, blah, blah.” We've already remembered a whole number is a fraction. We also know whole numbers contain a decimal. 1 is 1.0, but the 0 is not written, thus neither is the decimal.

A whole number is any number in any form,

If this is not true, then none of us are whole or can be whole because we are all, each and every one of us, parts of the whole. Don't we already know this? If this is not true, then subtotals cannot be whole numbers, because they are not the whole total.
Are you telling me identical twins are wholes, yet each is 1 /2 of a set, thus neither is the total, thus neither is the whole? Huh? This is what happens when we double-check our math against biology, zoology, anthropology, religion, archaeology, culture, music, legal laws and any other topic that exists. We find inconsistencies. And this is what we must do with all of our logic – compare it to more of all else that exists. If it doesn't quite fit, then neither will our behavior fit in this whole relationship we are in, thus wholeness will remain elusive because our behavior/thinking is not conducive to wholeness. It is illusive.

Back To The Legal Scene Of Many Legal Crimes

In schools worldwide, due to the currently taught definition of whole numbers, the only thing that can be a whole number is the whole.
Based on the currently taught daffynition, the number 1 cannot be a whole number because it is not the starting point, thus it cannot be the whole. Therefore, the only whole number is Zero.
Now we've come to the convergence/divergence point of the suboptimal context and optimal context. Zero is the beginning, thus is the Whole Number of Whole Numbers.

Many messages relating to zero explain why zero is the whole, the circle, the universe, the basis, the denominator and the enumerator of anything and everything that exists, the totality.

Wholeness Ratio

The wholeness ratio is a single expression where:
All numbers in the universe are displayed as a single numerator, and then on the bottom of this single expression, zero is the denominator.
Thus we have zero as the numerator, but it is displayed in the form of many.
Thus we have many as the denominator, but they are displayed in the form of zero.

What connects the “many” in the numerator are all the “operators” used in mathematics.
What connects the numerator and denominator is the dividing line of dimensions.

The more the combination of all our understandings approach the wholeness of the wholeness ratio, the more we become optimally whole.

---

Before we walk away and go on with the busyness of the day, hopefully we will takeaway the renewed understanding that whole numbers and wholeness are based on zero, beginning, origin, circle, universal. This must be so:
1. if math is to not be as disconnectedly confusing as currently taught.
2. if life and existence is to not be as disproportionately confusing as currently taught at home.

Copyright 1995-2018 Ancestors through Usekhu. All Rights Reserved.

Reciprocals Reciprocating Reciprocity: 2 of 5 Parts DefinitionPhase OneUnity Consciousness #1339

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(Part 9ic of 11)

Whole numbers and fractions are expressions of reciprocal relationships.
The reciprocal is the reverse, the other side, the flip side. Something turned over or upside down.
The reciprocal of 1 is 1 because 1/1 is the same as the reverse, 1/1.
2 is 2/1, thus the reciprocal is 1 /2 .

Why reciprocate?
A reciprocal balances the wholeness of itself by comparing itself to its mirror image, the other part of its duality.
Without reciprocals, reciprocity and reciprocating, this universe and our bodies could not function continuously, thus could not exist.

A reciprocal is for the purpose of strengthening understandings.

If we only understood ourselves in relation to our parents, but did not understand our parents in relation to ourselves, we would miss the point of the continuous circular relationship that exists between our former and current self in different forms. Thus our thinking and behavior would only move partways around the circle and then stop. We come to a dead end stagnant standstill in our thinking. We wouldn't even back up because we would have no concept there is more and another way. We would think stagnation is the destination. “This is where I've arrived in my understandings and this is where I'm going to stay!” we curse as we say.

It is just as important we breathe in air and extract oxygen, as it is important we reciprocate by exhaling air and releasing carbon dioxide. It is important for plants to also reciprocate. Life is stuffed full of reciprocals reciprocating reciprocity.
The relationship of plants/whole, must equal, whole/plants. We are part of the whole and must be mindful of our relationship to plants. Thus we can easily substitute anything else into the numerator so we can begin to reawaken to the natural fact that we are in a reciprocal relationship with whatever that other thing is. Yes, we are in a reciprocal relationship with hate. And this is why, if we do not bring forth a sufficient amount of offsetting love, hate, along with that which we love that fosters hate, overtakes and upsets relationship balances.

Give & Receive

Using fractions, we can further explain reciprocals through the often used “gift and receive.”
Me/give should equal give/me.
In other words, me in relation to what is given should equal what is given in relation to me.
In other words, whether or not the denominator basis is “what is given” or “me,” it should be balanced by the opposite direction and perspective that forms the rest of the whole. In this case that would be “what is received” and “others.”
So finally one form of reciprocal relationship is” what is gifted to me by all else” should equal “ the receipts I have showing what I give to all else.”
This must be properly understood. What we give and receive in this life has an impact on the extended self, the all else, the continuous. It does not just have an impact on the immediate creation we are interacting with and not just during this lifetime. Therefore the reciprocities we are giving and receiving must not just be based on this lifetime, or in any other way, narrowly defined. Ancestors and descendants are involved.

A reciprocal is not just some one dimensional math rule. Reciprocals and reciprocity is a much broader ongoing series of actions and reactions, causes and effects in dynamic balance. All of this due to reciprocals reciprocating reciprocity.

Reciprocals By Day

There are 24 hours in a day, thus:
the whole day is 24/1
the partial day is 1/ 24
Thus the whole day equals the partial day because the whole day is 24 fractions in one whole, while the partial day is one whole in 24 fractions. Yes, one hour is fundamentally the same as one day. One day simply contains 24 cycle repetitions of one hour.

Would we say life cycles are different just because some creatures live longer than others?
We must continue to strengthen thought processes so the logic we consider travels full circle to encompass all reciprocals.
One day can be compared to one half day or one third day or one fourth day or one 12th day and so on. All of these are reciprocals. When we are thinking and behaving in regards to anything, we humans must return to understanding what the whole is and how many fractions are involved. As we do, we understand more about the reciprocal relationships we are in.

Broad Understandings Of Reciprocals Leads To Oneness Behavior

A whole number or fraction multiplied by its reciprocal always equals one.
A reciprocal of something is its complementary necessary opposite.
Thus wholes and fractions are reciprocals.
A reciprocal is duality in any form: oneness: twoness, threeness, etc.
Thus justice and injustice are reciprocals. There must be injustice if there is to be justice.
We know the reciprocal of addition is subtraction. Plus we know division and multiplication go together. We also know all four of these terms can be combined such that addition can be used as a reciprocal to division. In order to further inform our logic as we seek understandings, we can use different forms of the topic we are trying to understand because all of the different forms are reciprocal expressions, thus they lead us to the whole and to other fractions.

When we say one/many, we are saying one divided by many and one multiple* of many and one equals many and one became many.
The reciprocal of many/one means many divided by one. or many multiples of one and many equals one and many became one.
We prove this sleepily by using cross multiplication to show the nature of the equality between fractions. If we really understood cross multiplication, through the more optimal definitions of numbers, whole numbers, fractions and reciprocals, we would not get as many answers wrong on life's daily maat test.

Life and existence is about a deeply layered and woven reciprocal relationship among self, all else and the total of the two. As we again begin to understand reciprocals in terms of Nature, we are less prone to viewing reciprocal relationships in terms of the version of the Supreme Authority we're a cheerleading fan of. Then we'll understand many more forms of the reciprocal such as quid pro quo, equilateral, skeptical, elemental...and then eventually, natural.

*Note regarding multiples: 1/24 is a multiple of 24. It's just expressed as a fraction. How can we say 1/24 is not a multiple of 24 when 1/24 is based on 24 and denominated in terms of 24. Thus a multiple can be a whole number, fraction or both. Or if it pleases the crowd, we can call 1/24, a divisible.
For another example, 8 is a multiple of 5 even though it is 1 3/5. Seriously, if 10 is a multiple of 5, then so is 3/5. Why? Because 10, as a multiple of 5, is also the fraction 50/5. And 5 is 25/5. So why isn't 3/5 in this same family? It is. It's just been excommunicated in favor of the current term and definition of multiple.

Side notes: An improper fraction is said to exist when a numerator is greater than the denominator. Based on that logic, all whole numbers starting with number 2 are improper fractions because they are all in the form of 2/1, 3/1, 4/1 but the one, being understood, is not written.

Reciprocal is Karma

The reciprocal relationship is the same idea as karma, what goes around comes around, for every action, eventually there is an equal and opposite reaction. Humans are experiencing reciprocal effects that have been in motion for Ages. One example is what darker-skinned African humans have been experiencing in the past 2,000 years - the effects of automatic reciprocity that catches up with itself because it needs to balance itself. These reciprocals are taking place in many forms. Some of them are racism, economic rape and merciless restitution in blood.

Copyright 1995-2018 Ancestors through Usekhu. All Rights Reserved.

Whole Numbers & Fractions: 1 of 5 PartsPhase OneUnity Consciousness #1338

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(Part 9ib of 11)

In this five-part message we deep breathe fresh air and simultaneously remember basics of how to add, subtract, divide, multiply, cross multiply and reciprocate in a more optimal context.

Intro

Whole numbers are fractions are whole numbers.
A fraction shows the relationship of something in relation to the whole.
Therefore, a fraction shows the relationship of self in relation to all else. Thus we have one/many.
A fraction shows the relationship of that One Something that is Everything in relation to all Else which is Everything. Thus we have everything/everything.

Deep breathing initiates are carefully seeking and will notice that everything/everything is the same as everything is everything which is the same as everything equals everything.
Then we can also keep moving backwards to catch up to ourselves and see that one/many is the same as one is many which is the same as one equals many.

We already know this simply because we are nothing but a bunch of cells that started out as one cell.
Furthermore we also know each of us represent one person, yet are made of many parts. Thus we are both:
a “whole in person” and
a “person in fractions.”

For example let's say we are made of 10 parts. We are 10/10=1, plus we are also 1/10 ten times. This will become even clearer by the end of the fifth part.

It is well known within us that one is many is one.
We say the same thing in our spiritual-religious ideologies: one became many.
Despite how it's explained, the biological-physical and the spiritual-religious are fundamentally the same. Creation of the Universe and creation of us begin as: Oneness is twoness is oneness. (as shown by union of egg and sperm) and (as shown by the universe's differentiation into double 0, then into 0 and 1).
This means binary code is not just for computers, it is also biological-physical-spiritual-religious and much much more, way long before recent human-made versions of computers.
I'll say it another way: the backbone of your computerized device uses the same basis that formed you and formed the universe and forms all spiritual-religious ideologies. Fractions and wholes are a dynamic duo who are different, yet the same.

Note regarding: “A fraction shows the relationship of something in relation to the whole.”
1. “Something” is the numerator. “The whole” is the denominator.
2. This is why many/one means many denominated as one.
3. This is why one/many means one denominated as many.
4. And this is why the two are reciprocals and balance each other out and provide full circle perspective.
5. In the first instance, the whole is the one and in the second instance, the whole is the many.
6. This is also to say, that both many and one are the whole and the part, both the whole number and the fraction.

Copyright 1995-2018 Ancestors through Usekhu. All Rights Reserved.

Seeing Seven ElevenPhase OneUnity Consciousness #1324

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(Part 9hn of 11)

This message continues to re-lay a more expansive foundation so we can understand more fundamentally what is taking place today is by virtue of the fundamental workings of the universe, thus of self, thus of all else. The more we understand the foundational, fundamental, elemental, the easier it will be to understand the sameness of cycles taking place, even as it changes forms.

Messages are in all things. Everything that exist is a message that speaks of what is taking place.

Seven-eleven rose-like heaven's-leaven.

In recent times:
Soft drink 7up came up in 1929 based on lemon-lime duality, Name changed 1936.
Store 7-Eleven, came up in 1927, originally named Tote'm (Totem), thus duality. Name changed in 1946.
7 shipwrecked castaways was the focus of Gilligan's Island in 1964, This brief 3 year series could represent the low point Winter Solstice when the sun stands still for three days before rising again. Egyptian mythology is filled with references to the elementals being portrayed as crossing the water in a boat.
More recently the phrase “24/7” rose to common usage. All of this is a reflection of fundamental cycle changes.
Now we move back to earlier times. Africa, as the birthplace, is a mirror of the heavenly birthplace. Heaven was divided and so was Africa. The divisions existing today around the Great Lakes Region are reflective of the Seven Elementals That Have Gone Through Further Divisions: Kongo, Kenya, Uganda, Ethiopia, Tanzania, Rwanda, Somalia, Zambia, Burundi, Mozambique, Malawi, Eritrea, Djibouti, DR of Congo.
Heaven is changing and so is Africa.

In 1927 we entered the last degree of the Age of the Jackal, the last part of the transformation into Kepheus.

More News On Eleven

From 2018 to 2029 is 11 years.
From 2029 to 2040 is 11 years. (Aquaria)
From 2040 to 2051 is 11 years. (Kepheus)
This adds up to 33 years until the Age of Kepheus is fully in position. Kepheus is 33 years away and, as the child, is the third cycle of the ever-coming one. Aquaria is 22 years away and, as the parent, is the second cycle of the ever-coming one.
What is 11 years away as the first cycle of the ever-coming one?
This is just April 2018, and as said elsewhere, this year has the feel and facts of producing easily noticeable upheaval and fulfillment. Sooner than later these small events are going to add up to bigger events that will show us just how weak our societies are when the basics we slave for are not available for purchase. Disruptions in electricity, water and gasoline have not been enough to shake us awake, not even for the sake of our children and grandchildren who will most certainly be in the thickest part of the changeover.

In keeping with the 7 and 11 game of craps, we gain the following understanding.
Two dice are rolling across the heavens. Two circles are turning, two numbered squares. Elementals are moving around in different combinations. Sometimes they are in favor of the duality we are manifesting, sometimes not. Depending on where we have placed our bets during this round, we will win or lose. The dice are being passed to the next ones who are already here and coming out more.

From 2007 to 2018 this weblog has existed.
In 1992, Prince released “7”which again foretold of the fall of the status quo of the so-called seven continents.
All seven and we'll watch them fall / They stand in the way of love / And we will smoke them all
Prince is the ever-coming one as the elder, equal to the Age of The Jackal.
The New Power Generation is the seven elementals who come to assist the Prince and rearrange via climate change to bring an end to reigns. Historically, via rhythms and vibrations of karma and har-ma, the same chorus repeats with a verse change.

Copyright 1995-2018 Ancestors through Usekhu. All Rights Reserved.