This section contains short notes that are designed to be understandable at high school level. They address the main points of ECE theory, and give easy to follow proofs of some basic concepts such as the B Cyclic Theorem. The notes illustrate the way in which basic concepts should be correctly applied, and pinpoint some misconceptions and major errors in the standard model.
This note illustrates the antisymmetry law of ECE theory by application to electrodynamics and gravitation. It is shown irrefutably and in a simple and clear way that the spacetime connection in Riemann geometry is always antisymmetric. Careful but simple application of commutator logic introduces basic new laws into electrodynamics and refutes the U(1) sector symmetry of the standard model.
This is the proof of the Lorentz and general covariance of the B Cyclic Theorem. The latter reduces to cyclical relation between basis vectors of the fundamental complex circular basis, and basis vectors are Lorentz and generally covariant as described in this note. Basis vectors transform under the inverse Lorentz transformation, components transform under the Lorentz transformation. The complete vector field is invariant under any coordinate transformation.
This is lesson three, showing from the simple eq. (3) that the connection is antisymmetric. This should be tried out on O level pupils by progressive teachers. The standard model of gravitation omits consideration of eq. (3), leading to the sequential errors discussed in this lesson and in paper 139. This lesson will be typeset eventually and the typeset version posted. ECE is preferred experimentally in its ability to describe the dynamics of whirlpool galaxies. The pupils should be made aware that the Einstein equation fails completely when it comes to whirlpool galaxies.
This is a series of slides which refute Einsteinain general relativity in various easily understandable ways. This is the clearest and simplest presentation. I invite university lecturers, school teachers and all interested to typeset these slides and graph equations to produce more slides that show that the Einstein theory is incorrect. In the first slide equation (1) is the equation of the precessing ellipse, equation (2) is the Einstein theory that claims falsely to produce a precessing ellipse. The symbol =? in equation (2) indicates that the theory is obviously incorrect. It could not have been "verified" experimentally. So the students and pupils must be told candidly and honestly of this fraud, otherwise they will turn against physics itself, and turn against their teachers. That would be a great pity: physics, or nature, is not at fault, human nature is at fault.
All arguments for the black hole are based upon the same fundamental idea in that they conceive of a region that in actual fact does not exist. This fictitious region the relativists call the 'interior', i.e. the region they think is contained by their a spherically symmetric surface they call the 'event horizon'. But there is no such region. The notion comes from a failure to recognise that the centre of spherical symmetry of the problem at hand is not located where they think it is, at their r = 0. I shall discuss this now in more detail.
Every advances in our understanding of existence has often resulted in that question, “Why should we be interested?”. We now stand at a new juncture where we see around us a need for more energy. Our species development is poised on another century’s step for another technological leap. Having taken an interest for a number of years in the progress of the most elite thinking into how our world actually works, we have noticed that “all is not quite as we thought” in our understanding.
Dr. Taishi Kurata, who died only a few years ago, was interested in following some of the ideas that Prof Myron Evans came up with on the interaction of circularly polarised radio and lightwaves on chemical reactions. His ECE "B(3)" theories seem to show a completely overlooked area of physics.