Why say sour?

Yup, I'm supposed to be back collecting bit by bit

Nice...

Criminal breach of public trust to disregard general order

A bankrupt individual is much more susceptible to corruption due to financial pressures. Entrusting them with significant responsibilities and access to public funds increases the risk of corrupt practices, further jeopardizing the integrity of government operations.

Start collecting....hehe

A bankrupt individual is much more susceptible to corruption due to financial pressures. Entrusting them with significant responsibilities and access to public funds increases the risk of corrupt practices, further jeopardizing the integrity of government operations.

Fasten safety belt ya, guys

Huat ar

TP 4.00 Inari menari

Using public funds to hire a bankrupt individual for a key government position is not only legally and ethically indefensible but also undermines public trust, increases the risk of corruption, and represents a gross misuse of resources.

Prolonged bull market, where excessive optimism and speculative behavior lead to a sharp and often unexpected downturn.

When the bull market "dies," it often does so dramatically. The sudden realization that prices are overvalued leads to a swift and severe market correction or crash. This phase is characterized by:
- **Panic Selling**: Investors rush to sell off their holdings to cut losses, exacerbating the downward spiral.
- **Volatility**: Market volatility spikes as prices swing wildly, reflecting uncertainty and fear.
- **Liquidity Issues**: During a crash, liquidity can dry up, making it harder to sell assets without significantly impacting prices.

The transition from euphoria to panic can be emotionally devastating. Investors who were caught up in the bull market’s rise may face significant financial losses, leading to a loss of confidence and increased market skepticism.

The phrase "bull dies in euphoria" underscores the importance of:
- **Risk Management**: Investors need to be mindful of market cycles and avoid excessive risk-taking during periods of euphoria.
- **Valuation Awareness**: Paying attention to asset valuations and economic fundamentals can help avoid investing at the peak of a bubble.
- **Emotional Discipline**: Maintaining emotional discipline and avoiding herd behavior can mitigate the impact of market downturns.

No, 3.30

Irreparable damage

Allowing a bankrupt individual to hold a key government position sets a dangerous precedent. It lowers the standards for public office eligibility, potentially opening the door for other unsuitable candidates. This can lead to a deterioration of governance quality and public sector performance over time.

Got turbulence kah? Anyone got heart attack?

Posted by Junx Leow

Landing again

Delayed take off....by almost a week

Posted by EngineeringProfit > 6 days ago | Report Abuse

Boarding time, guys! CHeck in.................................

Need more power. Guys, throw in your bungalows, mansions and castles

Lai.....lai.....lai........

Overbought

Richer in cash. Decent dividend coming. TP 3.30.

The group is implementing an effective recovery strategy to enhance its production, which includes cost control measures and a replanting program. However, the industry will still face challenges due to global economic conditions and the declining prices of commodities.

Sabar

Huat ar

Irreparable damage

Allowing a bankrupt individual to hold a key government position sets a dangerous precedent. It lowers the standards for public office eligibility, potentially opening the door for other unsuitable candidates. This can lead to a deterioration of governance quality and public sector performance over time.

Uitm's reputation

Hiring a bankrupt to hold a key position in government service is wrong for obvious reasons:

1. **Legal and Ethical Violations**: Public service positions, especially key ones, often require the utmost integrity and adherence to legal standards. A bankrupt individual is legally restricted in many jurisdictions from holding certain public offices. Hiring such a person disregards these legal stipulations and undermines ethical governance principles.

2. **Trust and Credibility**: Public trust in government institutions is paramount. Employing a bankrupt individual in a key position severely undermines public confidence. It signals a tolerance for financial irresponsibility and potential mismanagement, eroding the credibility of the institution and its ability to manage public resources effectively.

3. **Risk of Corruption**: A bankrupt individual may be more susceptible to corruption due to financial pressures. Entrusting them with significant responsibilities and access to public funds increases the risk of corrupt practices, further jeopardizing the integrity of government operations.

4. **Misuse of Public Funds**: Public funds are meant for the public good and must be used responsibly. Hiring a bankrupt individual represents a gross misuse of these funds, as it prioritizes individual interests over the collective welfare. This decision could lead to inefficient or corrupt management of resources, ultimately harming the public.

5. **Precedent Setting**: Allowing a bankrupt individual to hold a key government position sets a dangerous precedent. It lowers the standards for public office eligibility, potentially opening the door for other unsuitable candidates. This can lead to a deterioration of governance quality and public sector performance over time.

6. **Accountability and Responsibility**: Government officials are expected to be accountable and responsible stewards of public resources. A bankrupt individual has already demonstrated a significant lapse in financial management, raising serious concerns about their ability to fulfill these responsibilities effectively.

In conclusion, using public funds to hire a bankrupt individual for a key government position is not only legally and ethically indefensible but also undermines public trust, increases the risk of corruption, and represents a gross misuse of resources. Such actions compromise the integrity and efficiency of public service, making it an inexcusable and criminally wrong decision.

Hiring a bankrupt to hold a key position in government service is inexcusably wrong for obvious reasons:

1. **Legal and Ethical Violations**: Public service positions, especially key ones, often require the utmost integrity and adherence to legal standards. A bankrupt individual is legally restricted in many jurisdictions from holding certain public offices. Hiring such a person disregards these legal stipulations and undermines ethical governance principles.

2. **Trust and Credibility**: Public trust in government institutions is paramount. Employing a bankrupt individual in a key position severely undermines public confidence. It signals a tolerance for financial irresponsibility and potential mismanagement, eroding the credibility of the institution and its ability to manage public resources effectively.

3. **Risk of Corruption**: A bankrupt individual may be more susceptible to corruption due to financial pressures. Entrusting them with significant responsibilities and access to public funds increases the risk of corrupt practices, further jeopardizing the integrity of government operations.

4. **Misuse of Public Funds**: Public funds are meant for the public good and must be used responsibly. Hiring a bankrupt individual represents a gross misuse of these funds, as it prioritizes individual interests over the collective welfare. This decision could lead to inefficient or corrupt management of resources, ultimately harming the public.

5. **Precedent Setting**: Allowing a bankrupt individual to hold a key government position sets a dangerous precedent. It lowers the standards for public office eligibility, potentially opening the door for other unsuitable candidates. This can lead to a deterioration of governance quality and public sector performance over time.

6. **Accountability and Responsibility**: Government officials are expected to be accountable and responsible stewards of public resources. A bankrupt individual has already demonstrated a significant lapse in financial management, raising serious concerns about their ability to fulfill these responsibilities effectively.

In conclusion, using public funds to hire a bankrupt individual for a key government position is not only legally and ethically indefensible but also undermines public trust, increases the risk of corruption, and represents a gross misuse of resources. Such actions compromise the integrity and efficiency of public service, making it an inexcusable and criminally wrong decision.

I'll be back soon....

A "tenbagger" is a stock that increases in value tenfold. Lynch encourages investors to look for small, fast-growing companies with the potential to become much larger over time. These stocks can provide significant returns if identified early.

**Ignore the Market Noise**: Avoid being swayed by market trends, economic forecasts, and daily stock price movements. Focus on the fundamentals of the companies you invest in, rather than trying to predict market directions in fortnight.

Posted by GoHaiDuongGo > 9 hours ago | Report Abuse

EngPro- Let’s see what happen next, say a fortnight from today 😀

Inflation kah?

Posted by hsong > 1 hour ago | Report Abuse

Insas is like i capital years back under valued. Now price has gone up so much. In a bull market Insas should be worth much more than now with its listed shares skyrocketing

Sad as I always believe every child deserves quality education of the 21st Century

Complaints about Tby Schools in Malaysia, specifically regarding incompetent teachers, educators, and administration staff, have surfaced from various reviews and discussions among parents and students.

1. **Unqualified Teachers**: At Tby International School, Setia Eco Park in Shah Alam, a significant number of teaching staff were reported to be unqualified, which has led to inadequate teaching and poor academic outcomes. This lack of qualification among teachers is a major concern for parents, who feel that the quality of education is compromised.

2. **Poor Administration and Management**: The administration at Tby Schools has been criticized for its handling of extra-curricular activities and parent relations. Activities are often poorly run unless they have external coaches, and there is a noticeable lack of engagement and responsiveness from the administration regarding parental concerns. Parents have also noted that the school forces them to buy unnecessary books and spend heavily on private tuition due to insufficient classroom teaching.

3. **Lack of Discipline and System**: At Tby Schools Setia Eco Gardens in Johor Bahru, parents have expressed disappointment with the lack of discipline and a proper system within the school. Despite attempts to provide feedback, their concerns were often ignored by the school administration.

4. **Fee Structure Issues**: Another issue raised is the inconsistency in the fee structure, with annual increases that are not communicated transparently. This has added to the frustration of parents who already feel they are not getting value for their money.

These complaints highlight significant areas of concern regarding the competence and management within Tby Schools, affecting both the academic experience and overall satisfaction of parents and students.

Recent developments indicate strong interest and potential investment, particularly from Chinese backers​ (Just International)​.Once completed, the Kra Canal landbridge could significantly impact Malaysian ports.

Category: Tenbagger

1. Sendai
2. Topglove
3. YTL
4. Ytlp
5. Notion
6. Vstec
7. Dufu
8.

Also read this book: Stock Market- The Main Source of Stress, Cancer & Heart Attack
(By Engfit)

There has been clear-cut criminal document faking in causing the downfall of Serba Dinamik Berhad on Bursa KLSE:

1. **Audit Discrepancies**: The crisis began with KPMG, Serba Dinamik's external auditor, identifying discrepancies in the company's financial statements. KPMG flagged over RM 4.54 billion worth of transactions that were unverified, indicating potential misreporting or fraud.

2. **Regulatory Investigations**: Following KPMG's findings, the Securities Commission Malaysia (SC) launched an investigation into Serba Dinamik. The SC's probe was aimed at determining the accuracy and validity of the company's financial disclosures and documents.

3. **Legal Actions and Charges**: In November 2021, the SC charged Serba Dinamik, its CEO Datuk Dr. Mohd Abdul Karim Abdullah, and several other executives with submitting false information to Bursa Malaysia. These charges imply that documents submitted by Serba Dinamik to the stock exchange were intentionally falsified.

4. **Impact on Shareholders**: The financial irregularities and subsequent investigations led to a severe loss of confidence among investors. This loss of confidence was reflected in the plummeting share prices, eroding substantial shareholder value and leading to the company's downfall.

5. **Court Proceedings and Evidence**: The ongoing court proceedings and evidence presented further substantiate the allegations of document falsification. Testimonies and forensic audits are likely to reveal more details on how financial documents were manipulated.

6. **Corporate Governance Failures**: The case highlights significant failures in corporate governance within Serba Dinamik. The lack of internal controls and oversight allowed for the potential faking of documents to go unchecked for a considerable period.

7. **Repercussions on the Market**: The scandal has had broader implications for the Malaysian stock market, raising concerns about corporate transparency and accountability. It underscores the necessity for stringent regulatory oversight to prevent similar incidents in the future.

These points collectively demonstrate that the downfall of Serba Dinamik Berhad was precipitated by clear instances of criminal-cum-immoral document faking.

Incompetent and opportunistically irresponsible politicians often exploit protopseudoscience to sow the seeds of extremism to gain popularity and garner votes by capitalizing on the fear, ignorance, and biases of the populace. Here’s how they typically operate:

### 1. **Simplistic Solutions to Complex Problems**
- **Protopseudoscience** offers simplistic, often incorrect explanations for complex social, economic, and political issues. Politicians leverage these explanations to present easy-to-digest solutions that appeal to the public's desire for quick fixes.
- Example: Blaming economic hardships on specific ethnic or religious groups rather than addressing systemic issues like corruption or mismanagement.

### 2. **Appealing to Emotions**
- By promoting pseudo-scientific ideas that resonate emotionally rather than rationally, politicians can tap into people's fears, anger, and prejudices.
- Example: Suggesting that a particular minority is responsible for the spread of diseases or crime, despite lack of scientific evidence.

### 3. **Creating Scapegoats**
- Scapegoating is a common tactic where politicians use protopseudoscientific claims to demonize certain groups, blaming them for societal problems.
- Example: Claiming that immigrants are taking jobs away from natives, supported by dubious statistics and misleading studies.

### 4. **Promoting Conspiracy Theories**
- Politicians may endorse or propagate conspiracy theories that frame their political opponents or marginalized groups as part of sinister plots.
- Example: The spread of anti-vaccination propaganda, suggesting that vaccines are harmful and part of a governmental or corporate conspiracy.

### 5. **Erosion of Trust in Established Institutions**
- By undermining trust in scientific and educational institutions, politicians can position themselves as the sole trustworthy source of information.
- Example: Discrediting climate change science as a "hoax" created by elites to control the populace.

### 6. **Leveraging Media and Social Platforms**
- Modern media and social platforms allow rapid dissemination of protopseudoscientific claims, reaching a broad audience quickly.
- Politicians often use these platforms to bypass traditional media gatekeepers and directly spread their message to followers.
- Example: Using social media to spread misinformation about electoral fraud or the effectiveness of certain medical treatments.

### 7. **Exploiting Religious and Cultural Beliefs**
- By aligning their pseudoscientific claims with existing religious or cultural beliefs, politicians can amplify their message and gain the support of religious and cultural leaders.
- Example: Framing certain scientific advancements or policies as contrary to religious teachings, thereby mobilizing religious communities against them.

### 8. **Polarizing Society**
- Extremist rhetoric based on protopseudoscience divides society into “us vs. them,” creating a sense of identity and belonging among supporters while alienating opponents.
- Example: Promoting ideas that certain races or ethnicities are inherently superior or inferior, leading to social division and conflict.

### 9. **Perpetuating Ignorance**
- By continuously propagating pseudoscientific ideas, politicians keep the public uninformed or misinformed, which makes it easier to manipulate them.
- Example: Opposing sex education in schools by spreading misinformation about its supposed negative effects on children’s morality.

### 10. **Garnering Votes through Fearmongering**
- By instilling fear through pseudoscientific claims, politicians can rally support from those who feel threatened, promising protection and solutions that align with their fabricated narratives.
- Example: Fearmongering about the dangers of technological advancements or certain medical practices to gain the votes of the apprehensive public.

In conclusion, these tactics allow politicians to build a loyal base, manipulate public opinion, and maintain power, often at the cost of societal harmony and progress. Recognizing and combating such misuse of protopseudoscience is essential for a healthy, informed democracy.

Solidary with kfc and McD against extremism:

Political leaders play a crucial role in preserving harmony within a society. However, when they act irrationally and fuel tensions, they sow the seeds of extremism. This behavior not only undermines the trust and unity among communities but also encourages individuals to resort to extreme measures in expressing their grievances.

I'm back...after selling at rm24 years ago

The argument for funding science classes with public funds while requiring individuals to pay out-of-pocket for protopseudoscience classes hinges on several key points:

1. **Public Benefit and Common Good**: Science education provides clear and demonstrable benefits to society. A well-educated populace in scientific principles can contribute to technological advancements, medical breakthroughs, and a better understanding of the natural world. This collective benefit justifies the use of public funds.

2. **Evidence-Based Learning**: Science is grounded in empirical evidence and the scientific method. Public funds should support education that is based on verifiable, reproducible research. This ensures that students receive accurate and reliable information, which is essential for informed decision-making in both personal and professional contexts.

3. **Economic Investment**: Investing in science education has long-term economic benefits. Countries with strong scientific education systems tend to have more innovative economies, higher productivity, and better job prospects for their citizens. This return on investment supports the argument for using public funds for science education.

4. **Risk of Misinformation**: Protopseudoscience, which often includes unfounded or disproven theories, can lead to the spread of misinformation. Publicly funding such classes would not only waste resources but also risk legitimizing false information. This could have detrimental effects on public health, safety, and policy.

5. **Personal Choice and Responsibility**: Individuals who choose to explore protopseudoscience should bear the cost themselves. This personal financial commitment discourages the casual dissemination of unverified or false information and places the responsibility on the individual to critically assess the value of the education they are pursuing.

6. **Educational Standards**: Publicly funded education must meet rigorous standards to ensure that students are receiving a quality education. Science classes are subject to such standards, ensuring that the curriculum is up-to-date and based on the latest research. Protopseudoscience classes often do not meet these standards, which justifies why they should not be publicly funded.

In summary, funding science classes with public funds ensures the promotion of reliable, evidence-based knowledge that benefits society as a whole. Conversely, requiring individuals to pay for protopseudoscience classes out of their own pockets prevents the misuse of public funds and helps mitigate the spread of misinformation.

The argument for funding science classes with public funds while requiring individuals to pay out-of-pocket for protopseudoscience classes hinges on several key points:

1. **Public Benefit and Common Good**: Science education provides clear and demonstrable benefits to society. A well-educated populace in scientific principles can contribute to technological advancements, medical breakthroughs, and a better understanding of the natural world. This collective benefit justifies the use of public funds.

2. **Evidence-Based Learning**: Science is grounded in empirical evidence and the scientific method. Public funds should support education that is based on verifiable, reproducible research. This ensures that students receive accurate and reliable information, which is essential for informed decision-making in both personal and professional contexts.

3. **Economic Investment**: Investing in science education has long-term economic benefits. Countries with strong scientific education systems tend to have more innovative economies, higher productivity, and better job prospects for their citizens. This return on investment supports the argument for using public funds for science education.

4. **Risk of Misinformation**: Protopseudoscience, which often includes unfounded or disproven theories, can lead to the spread of misinformation. Publicly funding such classes would not only waste resources but also risk legitimizing false information. This could have detrimental effects on public health, safety, and policy.

5. **Personal Choice and Responsibility**: Individuals who choose to explore protopseudoscience should bear the cost themselves. This personal financial commitment discourages the casual dissemination of unverified or false information and places the responsibility on the individual to critically assess the value of the education they are pursuing.

6. **Educational Standards**: Publicly funded education must meet rigorous standards to ensure that students are receiving a quality education. Science classes are subject to such standards, ensuring that the curriculum is up-to-date and based on the latest research. Protopseudoscience classes often do not meet these standards, which justifies why they should not be publicly funded.

In summary, funding science classes with public funds ensures the promotion of reliable, evidence-based knowledge that benefits society as a whole. Conversely, requiring individuals to pay for protopseudoscience classes out of their own pockets prevents the misuse of public funds and helps mitigate the spread of misinformation.

And disclaimer no.2: They must be made to understand the risk - while science unites, protopseudoscience can permanently divide the people among themselves and the other living things irremediably.

A comparison between the lessons from science and protopseudoscience regarding the sun:

### Science:
1. **Nucleosynthesis**: The sun is a site of nuclear fusion, where hydrogen atoms fuse to form helium, releasing enormous amounts of energy.
2. **Atoms and Reactive Molecules**: The sun generates a variety of elements and reactive molecules through nuclear reactions.
3. **Life**: The sun provides the necessary energy for life on Earth through photosynthesis, driving ecosystems and climate.
4. **Energy**: The sun is the primary source of energy for the Earth, powering weather systems, ocean currents, and the water cycle.

### Protopseudoscience:
1. **Sun Worshipping**: Many ancient cultures viewed the sun as a deity or divine entity, attributing it with god-like qualities and incorporating sun worship into religious practices.
2. **Divinity Theory**: In this view, the sun is not just a physical entity but a divine force, often central to creation myths and rituals.

### Key Differences:
- **Basis**: Science is based on empirical evidence, observation, and experimentation, while protopseudoscience relies on mythological, religious, and anecdotal beliefs.
- **Purpose**: Scientific lessons aim to explain natural phenomena through testable and falsifiable theories. Protopseudoscience often seeks to provide existential or spiritual meaning.
- **Methodology**: Science uses the scientific method, including hypothesis, experimentation, and peer review. Protopseudoscience may use stories, rituals, and unverified claims.

- **Impact**: Scientific understanding of the sun leads to technological advancements and practical applications (e.g., solar energy). Protopseudoscience impacts cultural and religious practices but lacks scientific validation.

Other applications: in health - Outdoor sun exposure is beneficial for young children in helping to prevent the development of myopia (nearsightedness). Here's how it works:

### Biological Mechanism
1. **Dopamine Release**:
- Exposure to natural light stimulates the release of dopamine in the retina. Dopamine is a neurotransmitter that plays a crucial role in inhibiting excessive elongation of the eyeball, which is a primary cause of myopia.

2. **Intensity and Spectrum of Light**:
- Natural sunlight is much brighter and contains a broader spectrum of light than artificial indoor lighting. This helps regulate the growth of the eye more effectively.

3. **Circadian Rhythms**:
- Exposure to natural light helps maintain healthy circadian rhythms, which in turn support overall eye health.

### Empirical Evidence
1. **Epidemiological Studies**:
- Numerous studies have found that children who spend more time outdoors have lower rates of myopia. For instance, a study conducted in Taiwan showed that increasing outdoor time in schools resulted in a significant reduction in the incidence of myopia among children.

2. **Controlled Trials**:
- Interventional studies have shown that adding outdoor activities to children's daily routines can slow the progression of myopia. For example, the Guangzhou Outdoor Activity Longitudinal Study (GOALS) demonstrated that children who spent additional time outdoors had a slower rate of myopia progression compared to those who did not.

### Recommendations for Parents and Educators
1. **Incorporate Outdoor Play**:
- Ensure that children have regular opportunities to play outside. Aim for at least 1-2 hours of outdoor activity each day.

2. **Balanced Activities**:
- Encourage a mix of outdoor activities that involve both close-up work (like reading) and distance viewing to balance the visual demands on the eyes.

3. **Sun Protection**:
- While encouraging outdoor activities, ensure that children are protected from excessive UV exposure with hats, sunglasses, and sunscreen.

### Additional Benefits
- **Overall Physical Health**:
- Outdoor activities promote physical fitness and can help prevent obesity, which is another risk factor for myopia.

- **Mental Health**:
- Time spent outdoors is associated with improved mood and reduced risk of mental health issues such as anxiety and depression.

By incorporating regular outdoor activities into children's routines, parents and educators can help support healthy eye development and reduce the risk of myopia, contributing to better overall health and well-being.

Many things science methodology not able to explain why.


EngineeringProfit

17,919 posts

Posted by EngineeringProfit > 29 seconds ago | Report Abuse

Yes, children got option to get the "why" answers if they attend the protopseudoscience classes. But there must be an honest disclaimer made clear to them that the answers are just empirical- far from absolute or evidence-based. Else how they are going to learn the basics of moral value called honesty.

And disclaimer no.2: They must be made to understand the risk - while science unites, protopseudoscience can permanently divide the people among themselves and the other living things irremediably.

Yes, children got option to get the "why" answers if they attend the protopseudoscience classes. But there must be an honest disclaimer made clear to them that the answers are just empirical- far from absolute or evidence-based. Else how they are going to learn the basics of moral value called honesty

What children fail to learn in pseudo education: The differences between science and protopseudoscience classes; and the expected learning outcomes from each side.

Most importantly, science unites, protopseudoscience permanently divides the people among themselves and the other living things irremediably

What children fail to learn in pseudo education: The differences between science and protopseudoscience classes; and the expected learning outcomes from each side.

Most importantly, science unites, protopseudoscience divides the people among themselves and the other living things irremediably

And that term is obsolete. In the hypermodern context, "Protopseudoscience" is the better term as it highlights the historical and developmental context of religious beliefs, differentiating them from modern pseudoscience, which often knowingly mimics scientific language without adhering to scientific standards.
It acknowledges that while religion once served a similar explanatory function to science, it does not meet the criteria of scientific inquiry.

Renaming provides a nuanced understanding of its historical role in human attempts to explain the natural world before the advent of formal scientific methods. This term captures both the primitive explanatory ambitions of early religious thought and its divergence from the empirical rigor that characterizes modern science.

Yes, after the next GE

What children fail to learn in pseudo education:

Many religious narratives include creation stories that attempt to explain the origins of the universe and life. These stories were formed in an era when scientific understanding was limited, and human knowledge of natural phenomena was in its infancy. They provided early frameworks for people to comprehend the mysteries of existence and the world around them, long before modern scientific concepts such as the last common ancestor and the protocell origin were developed.

Dreamtime stories from Indigenous Australian cultures explain the creation of the world and the origins of their people. These narratives often involve ancestral beings who shaped the landscape, flora, and fauna through their actions and journeys. These stories were vital in conveying cultural knowledge and the origins of life.

### Contrast with Modern Scientific Understanding

These religious creation stories were formed long before humanity developed an understanding of the last common ancestor and the protocell origin, which are key concepts in modern biology and the study of life's origins.

1. **Last Common Ancestor:**
Modern evolutionary biology posits that all life on Earth shares a common ancestor, known as the last universal common ancestor (LUCA), which lived approximately 3.5 to 4 billion years ago. This concept is supported by genetic evidence and the study of evolutionary processes, providing a scientific framework for the diversification of life.

2. **Protocell Origin:**
The origin of life is thought to involve the formation of protocells, simple cell-like structures that preceded true living cells. Research in abiogenesis explores how organic molecules could self-assemble into these protocells under early Earth conditions. This scientific inquiry into the origin of life relies on experimental evidence and hypotheses that can be tested and refined.

### The Role of Creation Stories

Religious creation stories played a crucial role in early human societies by providing explanations for the unknown and offering a sense of order and meaning. They helped ancient peoples make sense of their existence and their environment, filling the gaps in knowledge with narratives that were accessible and culturally significant.

However, these stories were limited by the lack of empirical evidence and scientific methodology. They relied on myth, symbolism, and supernatural elements, which, while meaningful within their cultural contexts, do not align with the empirical and testable nature of scientific explanations.

### Conclusion

Religious creation stories represent humanity's early attempts to explain the origins of the universe and life, formed long before the advent of modern science. They served important cultural and explanatory functions in ancient societies but lack the empirical rigor and evidence-based approach of scientific explanations. By comparing these narratives to modern scientific understanding, we can appreciate the historical context of religious explanations while recognizing the advancements made through scientific inquiry.

Most religions are nothing more than proto- and pseudo-sciences can be approached by examining the similarities in their attempts to explain the world and the methods they use, while highlighting the differences in rigor and empirical validation.

1. **Historical Context and Proto-Science**:
- Historically, religions emerged in times when scientific understanding was limited. They provided explanations for natural phenomena such as weather, disease, and cosmic events. These early attempts to make sense of the world can be seen as proto-scientific because they sought to offer answers and predict outcomes in the natural world.
- Like early science, religions formulated theories about the origins of life, the universe, and the purpose of human existence. However, these theories were based on myth, tradition, and authority rather than empirical evidence and experimentation.

2. **Claims and Explanations**:
- Religions offer explanations for natural and supernatural phenomena, often attributing events to the actions of deities or spiritual forces. This is akin to how pseudosciences propose explanations without sufficient empirical support.
- For example, many religions have creation myths that claim the universe was created by a god or gods, which can be compared to scientific theories of the universe's origin. However, unlike scientific theories, religious explanations do not undergo rigorous testing and are not subject to falsification.

3. **Methods of Validation**:
- Proto-sciences and pseudo-sciences often rely on anecdotal evidence, subjective experiences, and non-reproducible observations. Religions similarly depend on personal faith, revelation, and sacred texts, which are not subject to empirical validation or peer review.
- Unlike the scientific method, which demands repeatable experiments and peer-reviewed results, religious beliefs are often accepted on the basis of faith and doctrinal authority, without the need for empirical evidence.

4. **Resistance to Falsification**:
- One key feature of science is its ability to be falsified; scientific theories must be testable and disprovable. Religions, on the other hand, often construct their beliefs in ways that are immune to falsification. For instance, miracles are claimed to be supernatural events that defy natural laws, making them inherently untestable by scientific methods.
- This characteristic aligns more closely with pseudosciences, which often create unfalsifiable hypotheses, shielding their claims from scientific scrutiny.

5. **Evolution of Understanding**:
- As scientific understanding has progressed, many religious explanations have been replaced by scientific ones. For example, diseases once thought to be caused by demonic possession are now understood to be the result of pathogens. This evolution suggests that religions provided early, less accurate models of understanding that science has since refined and replaced.
- Proto-sciences similarly evolve into more sophisticated sciences as methods improve and knowledge accumulates, but pseudo-sciences often cling to outdated or disproven theories.

In conclusion, while religions historically served a proto-scientific role by attempting to explain the world, they lack the empirical foundation, methodological rigor, and openness to falsification that characterize true sciences. This places them closer to pseudo-sciences, which present claims and explanations without the necessary empirical support and critical scrutiny required in scientific disciplines.

But I regard it and its peers as protosciences—early attempts at providing explanations about the world and a deeper understanding of life, aiming to offer guidance on how to escape sufferings

It is. Buddhism is unequivocally a religion:

1. **Foundational Beliefs and Practices**: Buddhism centers on the teachings of Siddhartha Gautama, the Buddha, whose insights form the basis of a spiritual path. It involves beliefs in the Four Noble Truths and the Eightfold Path, which guide adherents in understanding suffering and achieving enlightenment (Nirvana). These teachings provide a framework for understanding life, much like doctrines in other religions.

2. **Rituals and Worship**: Buddhism encompasses a wide range of rituals and ceremonies. These include meditation practices, chanting of sutras, and various devotional activities such as offerings and prayers at temples. These rituals are akin to religious practices found in other faiths, aimed at fostering spiritual development and reverence.

3. **Community and Monastic Life**: Buddhism has a strong community aspect, with lay followers and monastic communities (Sangha) living according to Buddhist precepts. Monasteries and temples serve as centers for religious life, education, and community activities. The Sangha plays a crucial role in preserving and disseminating the Buddha's teachings, similar to religious clergy in other traditions.

4. **Sacred Texts and Scriptures**: Buddhism has a rich body of sacred texts, including the Tripitaka (Pali Canon), Mahayana Sutras, and various commentaries. These texts are studied, recited, and revered by Buddhists worldwide, fulfilling a role similar to holy books in other religions.

5. **Moral and Ethical Guidelines**: Buddhism provides a comprehensive moral and ethical code, encapsulated in the Five Precepts for laypeople and the Vinaya rules for monastics. These guidelines influence adherents' behavior, emphasizing compassion, non-violence, and mindfulness, akin to the moral teachings of other religions.

6. **Ultimate Concern and Transcendence**: Like other religions, Buddhism addresses ultimate concerns about the nature of existence, suffering, and the possibility of transcendence. It offers a path to enlightenment and liberation from the cycle of birth and rebirth (samsara), providing answers to profound existential questions.

7. **Diverse Traditions and Sects**: Buddhism has evolved into various traditions, including Theravada, Mahayana, and Vajrayana, each with its own interpretations, practices, and rituals. This diversity within Buddhism reflects the complexity and depth typical of major world religions.

While many like to argue that Buddhism can be viewed as a philosophy or way of life, its comprehensive belief system, rituals, community structure, sacred texts, moral guidelines, and focus on transcendence firmly establish it as a religion. And many minds have been brainwashed, and their lives changed fanatically because of it