|
Ǽrdology
Document Matrix
Every Document has
layers and layers of information which directly relate to the Mathematics of the
Elder Futhark, the Younger Futhark, and the Futhark in general
So each document has a
sequence/series of attributes.
1 – 24
|
|
Pyramids Causeway Hebrew Scaffolding
|
Tarot Major Arcana Causeways
|
Hebrew and Cuneiform Characters in the Causeways
.
around the planet .
|
Causeways and the Book of Genesis
|
F
|
F
Hebrew
|
Causeway
|
|
|
The priorities of each document
|
U
|
U
Hebrew
|
Causeway
|
|
|
The strengths; the electricity
|
TH
|
TH
Hebrew
|
|
|
|
The boundaries/location aspects
|
A
|
A
Hebrew
|
Causeway
|
|
|
The language; which includes the
letters used, the letter sequences, the words used, the word sequences,
etc. the letters converts to their calendar settings.
|
R
|
R
Hebrew
|
Causeway
|
|
|
How does this document interact
with other documents/subjects
|
K
|
K
Hebrew
|
Causeway
|
|
|
Language or languages used in this
document to describe the priorities of this document
|
G
|
G
Hebrew
|
Causeway
|
|
|
The partnerships of this
document/event with other documents/events. Example Hastings, the Pictish revolt, and the Vikings are partners in a
larger partnership connections
|
W
|
W
Hebrew
|
|
|
|
What are the emotions/intimacies of
this document
|
|
|
|
|
|
|
H
|
H
Hebrew
|
earth’s orbit past
|
|
|
What is the past of this document. what are this
documents previous versions
|
N
|
N
Hebrew
|
Causeway
|
|
|
The present
|
I
|
I
Hebrew
|
Earths
Orbit future
|
|
|
What can be added to improve this
document
|
J
|
J
Hebrew
|
Causeway
|
|
|
What are the timeframes of this
document
|
AE
|
AE
|
|
|
|
What ideas did this document
create, what cascade effects did this event cause. example hastings cascade effect King William I, Oxford
University, Shakespeare, etc.
|
P
|
P
Hebrew
|
Causeway
|
|
|
What are the mechanics of
this document. how do those mechanics
machine work with other documents.
|
Al
|
Al
|
|
|
|
How does this document communicate
its ideas best. what other forms can
this document be converted into to allow for
better communication
|
S
|
S
Hebrew
|
The Sun
|
|
|
What aspects of education and the
Electro-Magnetic wave spectrum does this document work with
|
|
|
|
|
|
|
T
|
T
Hebrew
|
Causeway
|
|
|
What government structure does this
document operate within
|
B
|
B
Hebrew
|
Causeway
|
|
|
Environment
|
E
|
E
Hebrew
|
Causeway
|
|
|
Celestial motion. what are the
celestial motions associated with this document/subject
|
M
|
M
|
Causeway
|
|
|
What are the numbers of self identification with this document/event
|
L
|
L
Hebrew
|
Causeway
|
|
|
What theology does this
document/event fall within
|
Ing
|
Ing
Hebrew
|
|
|
|
Organizational structure
|
O
|
O
Hebrew
|
Causeway
|
|
|
Where is this document/events home
|
D
|
D
Hebrew
|
Causeway
|
|
|
What are the Hebrew letters and words
of this document
|
Personal Path Hebrew
Story
24 * 24
Futhark Hebrew Circle
Cuneiform
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
TH
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the words
used, the word sequences, etc. the letters converts to their calendar
settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event cause.
example hastings cascade effect King
William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how do
those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
24* 576 13,824
F
|
The
priorities of each document
F
|
The priorities of each document
|
U
|
The strengths; the electricity
|
I
|
The boundaries/location aspects
|
A
|
The language; which includes the
letters used, the letter sequences, the words used, the word sequences,
etc. the letters converts to their calendar settings.
|
R
|
How does this document interact
with other documents/subjects
|
K
|
Language or languages used in
this document to describe the priorities of this document
|
G
|
The partnerships of this
document/event with other documents/events. Example Hastings, the Pictish revolt, and the Vikings are partners in
a larger partnership connections
|
W
|
What are the emotions/intimacies
of this document
|
|
|
H
|
What is the past of this document. what are this documents previous versions
|
N
|
The present
|
I
|
What can be added to improve
this document
|
J
|
What are the timeframes of
this document
|
AE
|
What ideas did this document
create, what cascade effects did this event cause. example hastings cascade effect King William I, Oxford
University, Shakespeare, etc.
|
P
|
What are the mechanics of
this document. how do those mechanics
machine work with other documents.
|
Al
|
How does this document
communicate its ideas best. what other
forms can this document be converted into to allow for
better communication
|
S
|
What aspects of education and the
Electro-Magnetic wave spectrum does this document work with
|
|
|
T
|
What government structure does
this document operate within
|
B
|
Environment
|
E
|
Celestial motion. what are the
celestial motions associated with this document/subject
|
M
|
What are the numbers of self identification with this document/event
|
L
|
What theology does this
document/event fall within
|
Ing
|
Organizational structure
|
O
|
Where is this
document/events home
|
D
|
What are the Hebrew letters and
words of this document
|
|
U
|
The
strengths; the electricity
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
I
|
The
boundaries/location aspects
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
A
|
The
language; which includes the letters used, the letter sequences, the words
used, the word sequences, etc. the letters converts to their calendar
settings.
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this document
work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
R
|
How
does this document interact with other documents/subjects
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
K
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
G
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
W
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
|
|
H
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
N
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
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Language
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|
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|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
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|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
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|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
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What
theology does this document/event fall within
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|
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structure
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|
|
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|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
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|
The
partnerships of this document/event with other documents/events. Example
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Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
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|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
J
|
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|
U
|
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|
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|
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|
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|
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language; which includes the letters used, the letter sequences, the
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|
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|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
AE
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
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|
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|
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|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
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|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
P
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
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|
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boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
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|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
Al
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
S
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
|
|
T
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
B
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
E
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
M
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
L
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
Ing
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
O
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
D
|
F
|
The
priorities of each document
|
U
|
The
strengths; the electricity
|
I
|
The
boundaries/location aspects
|
A
|
The
language; which includes the letters used, the letter sequences, the
words used, the word sequences, etc. the letters converts to their
calendar settings.
|
R
|
How
does this document interact with other documents/subjects
|
K
|
Language
or languages used in this document to describe the priorities of this
document
|
G
|
The
partnerships of this document/event with other documents/events. Example
Hastings, the Pictish revolt, and the
Vikings are partners in a larger partnership connections
|
W
|
What
are the emotions/intimacies of this document
|
|
|
H
|
What
is the past of this document. what are
this documents previous versions
|
N
|
The
present
|
I
|
What
can be added to improve this document
|
J
|
What
are the timeframes of this document
|
AE
|
What
ideas did this document create, what cascade effects did this event
cause. example hastings cascade
effect King William I, Oxford University, Shakespeare, etc.
|
P
|
What
are the mechanics of this document. how
do those mechanics machine work with other documents.
|
Al
|
How
does this document communicate its ideas best. what
other forms can this document be converted into to allow for
better communication
|
S
|
What
aspects of education and the Electro-Magnetic wave spectrum does this
document work with
|
|
|
T
|
What
government structure does this document operate within
|
B
|
Environment
|
E
|
Celestial
motion. what are the celestial motions associated with this document/subject
|
M
|
What
are the numbers of self identification with
this document/event
|
L
|
What
theology does this document/event fall within
|
Ing
|
Organizational
structure
|
O
|
Where
is this document/events home
|
D
|
What
are the Hebrew letters and words of this document
|
|
|
|
13,824* 24 = 331776
|
|