Re: NC Governor Should Resign Over Science
- From: NoEinstein <noeinstein@xxxxxxxxxxxxx>
- Date: Fri, 1 Feb 2008 07:53:02 -0800 (PST)
On Jan 9, 5:24 pm, NoEinstein <noeinst...@xxxxxxxxxxxxx> wrote:
While waiting for replies from one or more "increasingly suspect"
North Carolina Universities, I searched Michelson-Morley Experiment
and located a... conventional-stupidity mathematical analysis of such by
Professor Michael Fowler of U. Va. He, also, has made a moving,
graphical representation of M-M, as is shown at this link:
http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/mmexpt6.htm
His graphics, there, are a good representation of the layout of M-
M, but fail to take into account the LATERAL MOVEMENT of the light
that causes the two rays to hit OFF CENTER of the 45 degree beam
splitter. And it is the effective lateral movement of the light that
is the primary factor in any correct algebraic analysis, NOT "ether
drag" on the velocity of light! My description of how to proceed with
making such a correct algebraic analysis may be found on my post:
"Replicating NoEinstein's Invalidation of M-M"
http://groups.google.com/group/sci.physics/t/ac6fcd9b4e8112ed?hl=en
Fowler's most involved calculations tested James Clerk Maxwell's
erroneous assumption that the more or less stationary ether could act
as a drag on light. But such was a laughable assumption from the get-
go, because: "IF THE ALL PERVASIVE ETHER IS CAPABLE OF REDUCING THE
VELOCITY OF LIGHT--WHEN LIGHT PASSES THROUGH SUCH--THEN, NO LIGHT,
WHATSOEVER, FROM THE SUN OR FROM THE STARS WOULD REACH EARTH, AND
THERE WOULD BE NO LIFE ANYWHERE IN THE UNIVERSE!" (NoEinstein)
Fowler's exhaustive, but failed, M-M analysis may be found at: 'The
Michelson-Morley Experiment' http://galileoandeinstein.physics.virginia.edu/lectures/michelson.html
__________
8/06/07
Dear Professor Fowler (Michael):
I happened to read a detailed article of yours entitled: The
Michelson-Morley Experiment. My seeing that you teach at U. Va. is
part of the reason I looked at your work. Ironically, I had contacted
Gene D. Block, U. Va. provost, several months ago about my having
invalidated the M-M experiment's design. Simply stated, such
experiment didn't have an unchanging light course to act as a
CONTROL. Rather, it had TWO 'test' courses of light that changed
identically with respect to the TIME of travel from the light source
to the target.
Don't take this personally, but the discipline known as Physics,
that you teach, is royally screwed up! The reasons: First, Few in
physics--including you--have ever understood the majority of "the
derivations of equations" that were thrown at you from day one in
P-101 and up. That supposed professor, standing with his back to you
at the chalkboard, didn't understand what his professor had 'taught',
either. And the latter's professor was similarly lacking in
understanding. So, how does such a person 'teach', anything? Like
this: "What I (the professor) say is the truth. 'That' is what the
exams will be about--so learn it!" As a group, physicist's are the
most trusting, going-on-faith-alone group. Their status is rooted in
the great difficulty of the equations that they enjoy swimming in.
The more difficult looking the equations, and/or their derivations,
the more they seem to be in an intellectually elite group.
Second, Physics is based on the LANGUAGE of equations. Such is a
supposed stand-alone language. Only most reluctantly do physicists
like to verbalize what the equations are saying. Often, either the
verbalization is correct, or the equations are correct, but seldom do
both of those agree in real time. Why did equations become the
language of physics? Because doing accurate math was difficult before
the present age of electronic calculators and computers. By using
symbols instead of numbers, physicists were able to find "short-cuts"
to getting answers. So, physicists were being both practical and...
lazy to allow equations to dominate them.
Third, Those majoring in physics have a high tolerance for
ungrounded complexity, over a grounded simplicity. Complexity is what
they 'swim in' best. But such tolerances won't pay them a living wage
in the real world. So, they exist in the cloistered worlds of the
colleges and universities. They do niche research that sometimes has
beneficial results, while they pride themselves in being all-knowing
in what they claim to be teaching, but about which they know so
little.
Forth, Physicists have lower than average verbal ability compared
to others in college. They can't explain anything without "resorting"
to ducking behind questionable equations every couple of sentences.
And it is the very vagueness of those equations that allows even other
physicists with different ideas about things, to embrace the same
equations in substantiation of their different points of view.
Fifth, Physicists have poor space-visualization skills. Such is
why they favored their major over becoming a designer, engineer or
architect. Most would be lost untangling even the simplest wire
puzzles, because their native ability is lacking.
Professor Fowler, another failing of physicists, that I hope
doesn't apply to you, is their inability to reason from the point of
view of anyone else but themselves. They are defensive by the simple
expedient of just burying-their-heads-in-the-sand. Don't confuse them
with the facts--their minds are already made up! For physicists,
everything ever written in a textbook is their Bible, that they just
accept on faith. And all physicists know better than to question
another person's religious beliefs. Such is what physics is--an errant
religion with a sprinkling of truths thrown in to disguise the rampant
stupidity in the rationale.
The attached articles, should--if you are open-minded to even the
'chance' that you have ever been wrong about anything--allow you to
begin to correct not only yours, but five or six generations of
misunderstanding about the true nature of the Universe. I, hereby,
invite you to disprove any portion of my conclusive findings. The
integrity of the entire education process hinges on how you, and other
physicists like you, resolve the huge dilemma(s) that you now find
yourselves facing.
Very truly yours,
-- NoEinstein -- (actual name was used)
.
The *heads-in-the-sand bad attitudes of NC universities toward seeking
TRUTHS in education, is just the tip of the iceberg, nationally.
[*Also see my similarly titled, earlier post:http://groups.google.com/group/sci.physics/browse_thread/thread/ca773...
]
In my nearly seven year odyssey to get my disproofs of Einstein
recognized, the following universities, and one college, have come up
lacking:
1. MIT -- Places more emphasis on 'the form', and the *precedence,
then it does on the simplicity and the elegance of the arguments.
[*i.e.: It requires one to show that what is presented is an evolution
from the status quo, and thus supports the status quo as "the
foundation" of what is allowed to follow.]
2. University of Colorado -- Ditto the above response.
3. Furman University (SC) -- Ditto the above response.
4. University of Chicago -- Beginning in 2007, no response of any kind
to exhaustive appeals to the science head, Robert Fefferman (a
mathematician) and to top administration.
5. Davidson College (NC): No response to several appeals to the
college president, including my offer to demonstrate my X-Y-Z
interferometer.
6. University of NC -- No response of any kind to exhaustive appeals
to the physics department at the main Chapel Hill campus; and to a
computer simulation specialist in modeling scientific events. Later,
there was a token reply from UNC President Erskin Boles, an
acquaintance, who promised to give my materials to an appropriate
person(s). But Boles didn't reply to my follow-ups, nor accept my
offers to demonstrate my X-Y-Z interferometer.
7. Georgia Tech -- No response of any kind to my exhaustive appeals to
the head of the science department (a mathematician), and my
especially strong offers to present my X-Y-Z interferometer at their
convenience.
8. University of Georgia -- No response of any kind to my exhaustive
appeals to the head of the physics department, an Englishman, and my
especially strong offers to present my X-Y-Z interferometer at their
convenience.
9. NC State University -- No response of any kind to my exhaustive
appeals to the head of the physics department, and to a computer
simulation professor; and my especially strong offers to present my X-
Y-Z interferometer at their convenience.
10. University of Virginia -- No response of any kind to my exhaustive
appeals to the head of the physics department, an astronomer; to the
provost, a physicist; and to the university president. And no reply
to my offers to present my X-Y-Z interferometer, at their university,
at their convenience.
11. University of Florida -- No response of any kind to my exhaustive
appeals to the university president, a dentist, and my offers to
present my X-Y-Z interferometer at their convenience.
12. University of Maryland -- A blatant turn down by the university
president of my all or nothing appeal, including my offer to present
my X-Y-Z interferometer at their convenience.
13. Virginia Tech -- No response of any kind to my exhaustive appeals
to the university president. And no reply to my offers to present my
X-Y-Z interferometer, at their university, at their convenience.
14. Cornell University -- No response of any kind to my exhaustive
appeals to a German professor who specializes in audio and other non
destructive testing of materials.
15. Penn State University -- A teacher in the "Gravity Department",
Martin Bojowald, wrote a research paper on: "The Big Bounce". Such
paper relies on Einstein's... "Space doesn't exist near super massive
objects." idea. I informed Bojowald of my Einstein disproofs, and
sent him all of my materials. I requested that he put a caveat
paragraph at the beginning of his, then, not yet published paper
stating that Einstein has been disproved, thereby invalidating the
purpose of his paper... which was financed, in part, by the NSF...
Getting no reply from Bojowald, I wrote to the Dean of the
Graduate School, Eva J. Pell, informing her that obtaining funding for
research projects that are based on false premises is a felony.
Additionally, I informed the university president the same thing. I
then got a reply from the PSU counsel, a Mr. Courtney, Esquire,
informing me that my "rights' had not been violated by anything that
Penn State had done.
Realizing that I had discovered a willingness of PSU to obtain
research funding money, and state money, to knowing teach things that
are untrue, I informed Penn. Governor Edward G. Rendell. I told him
that he is legally obligated to protect the best interests of the
Penn. taxpayers. And I told him that if he did not do so, then he
would be guilty of aiding and abetting felonies. I never heard from
him...
The above scenario with Penn State, and the State of Penn. not
caring that the taxpayers are being cheated, is the same bury-its-head-
in-the-sand negative response that I have gotten from NC Governor Mike
Easley. Easley is apparently willing to CHEAT the NC taxpayers,
because the non-existent news media in NC won't hold him accountable.
They're more interested in the advertising money in their pockets from
new industries being lured to NC--because of the (non existent)
'quality' education, available, there--than they are in the money being
WASTED by the naive citizens of NC on... supposed 'quality' education...
16. Case Western Reserve University (Cleveland, OH) -- I informed
physicist Lawrence Krauss that the M-M experiment, that is in one of
their basements, lacks a CONTROL, and is thus invalid. This
university, periodically, gives a "Michelson-Morley Prize" for
'outstanding' work in science. Stephen Hawking received such award in
2003. I informed Krauss that CWRU would benefit by announcing to the
world my discoveries. I also informed their new lady president, an
attorney, that CWRU would be committing felonies to let students pay
tuitions to "learn" things that are knowing false. And I told the
lady, she would be similarly guilty for not correcting this bad
situation. She did nothing...
17. Wake Forest University (NC) -- After checking that such university
doesn't seem to be "corrupted" by science research grant money from
the NSF, I urged the physics department to confirm my findings. They
did nothing.
18. Appalachian State University (NC) -- Realizing that universities
are willing to be criminal and "teach" falsehoods, I wrote a pointed
letter to the ASU president, and the head of the sciences school. I
informed those men that they had a fiduciary responsibility to teach
only truths, and if they did not, it would be criminal. I sent a copy
of this long, emailed letter to NC Governor Mike Easley, and attached
pivotal articles and files to the governor. Neither ASU nor Gov.
Easley has responded appropriately. Nor have any of the 90% of NC
newspapers that I have twice apprised of those crimes. Like I have
said, Governor Mike Easley should resign, and the heads of all of the
Universities I have mentioned should be fired.
-- NoEinstein --
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