So you’re setting up an application to access your gmail, or even worse, as far as google is concerned: You’re trying migrate your email away from gmail because you’re tired of the big brother politically motivated control that they try to exert over your life.
One of the first things you’re going to need to do is to allow access from “unsecure” apps. Which apparenly, in google parlance, is any other server aside from a google server.
If you were lucky enough realize that this “protection” is what’s causing you problems (Because you will most likely just get a “login failure” message with other useful information). AND if you’re lucky enough to find the setting for “Less secure app access”:
You’re still not out of the woods yet. You foolishly thought that since you told google that you were fine with another application soiling their inner sanctum, you were home free now.
Nope, apparently, there’s a memory, or cache, or magic-we-hate-you setting, that is still set to “go away” once you enable “less secure” applications.
And if you follow that link (sometimes more than once), it will reset the we-hate-you flag.
I’d love it if somebody could explain to me with a straight face as to why that flag is not reset when you enable “less secure” application access. Frankly, I think it’s because they hate you for using non-google mail tools.
Regarding race and much else, America’s students are not taught history. In fact, they are not taught; they are indoctrinated. With anti-Americanism.
The purpose of all teaching about race in American schools is to engender contempt for America. They are, therefore, “taught” the lies of The New York Times’ “1619 Project”—that the United States was founded to preserve and protect slavery—and of such works as Robin DiAngelo’s “White Fragility.”
So, then, what should American schools teach about race?
They should, of course, teach students about slavery and racism.
But, if truth and moral clarity are to matter, students must also learn that slavery was universal. They would therefore learn about Muslim-Arab slavery, slavery among Africans, slavery among Native Americans and Native South Americans, and slavery in Asia and India.
They would learn that it was the West, beginning with England and America, that abolished slavery. And they would learn that the abolitionists were overwhelmingly religious Christians, animated by the Bible and Judeo-Christian values.
They would learn that, unlike the slaves under Arab-Muslim rule, most black slaves in America were allowed to have children and form families. They would read Herbert Gutman’s “The Black Family in Slavery and Freedom, 1750–1925,” about which the NY Times wrote when it was published in 1976: “Gutman has performed an immense service in burying the idea that slavery destroyed the black family.” For the record, Gutman was a professor of the left and a member of the American Academy of Arts and Sciences.
They would learn that the tens of millions of African slaves under Islamic-Arab rule were not allowed to form families (most males were castrated). They would learn that while about 340,000 African slaves were transported to America, 12 million were transported to Brazil. They would learn that far more blacks—about 3 million from Africa and the Caribbean—have come to America willingly than came as slaves.
They would read a 2005 article from the NY Times called “More Africans Enter U.S. Than in Days of Slavery,” in which they would also learn how much less racist America is than any other country: “Agba Mangalabou, who arrived from Togo in 2002, recalls his surprise when he moved here from Europe. ‘In Germany, everyone knew I was African,’ he said. ‘Here, nobody knows if I’m African or American.’”
They would learn about white slavery, too, from one of the greatest economists of the past half-century, Thomas Sowell, who wrote: “More whites were brought as slaves to North Africa than blacks brought as slaves to the United States or to the 13 colonies from which it was formed. White slaves were still being bought and sold in the Ottoman Empire, decades after blacks were freed in the United States.”
None of that would be taught to diminish the evil of the transatlantic black slave trade, let alone to justify it. America’s schoolchildren should, of course, be taught about the horrors of the slave auctions, of the separation of many families, of the rapes, the beatings, and the lynchings. But nothing in history is understandable without perspective.
As regards the Arab-Muslim slave trade, students should read Ghanaian professor and minister John Azumah’s book “The Legacy of Arab-Islam in Africa,” in which he said:
“While two out of every three slaves shipped across the Atlantic were men, the proportions were reversed in the Islamic slave trade. Two women for every man were enslaved by the Muslims.
“While the mortality rate of the slaves being transported across the Atlantic was as high as 10 percent, the percentage of the slaves dying in transit in the trans-Saharan and East African slave market was a staggering 80 to 90 percent.
“While almost all the slaves shipped across the Atlantic were for agricultural work, most of the slaves destined for the Muslim Middle East were for sexual exploitation as concubines in harems and for military service.
“While many children were born to the slaves in the Americas, the millions of their descendants are citizens in Brazil and the United States today, very few descendants of the slaves who ended up in the Middle East survived.
“While most slaves who went to the Americas could marry and have families, most of the male slaves destined for the Middle East were castrated, and most of the children born to the women were killed at birth.”
They would read some of the left’s favorite “America-is-racist” books, such as the national bestseller “White Fragility.” But, unlike any school in America that assigns that book, they would also assign a black professor’s review of it. In The Atlantic, John McWhorter, a Columbia University professor of linguistics, wrote that “White Fragility” “is actually a racist tract. … the book diminishes Black people in the name of dignifying us. … White guilt and politesse have apparently distracted many readers from the book’s numerous obvious flaws. For one, DiAngelo’s book is replete with claims that are either plain wrong or bizarrely disconnected from reality.”
They would read and listen to a variety of black thinkers and authors, not just those who detest America. Here is a partial list, in alphabetical order, including one of their books:
Ward Connerly, “Creating Equal” Larry Elder, “What’s Race Got to Do With It?” John McWhorter, “Losing the Race” Deroy Murdock, any of his many columns Candace Owens, “Blackout” Jesse Lee Peterson, “The Antidote” Jason Riley, “Please Stop Helping Us” Thomas Sowell, “Intellectuals and Race” Shelby Steele, “White Guilt” Carol Swain, “Abduction” Clarence Thomas, “My Grandfather’s Son” Walter Williams, “Race and Economics”
That these brilliant thinkers are unfamiliar to most Americans is proof of the bias and superficiality that pervades American academic and intellectual life.
If they read these books and are taught the truths about race outlined in this article, it’s perfectly acceptable for them to read black and white leftists on race. In fact, it would be advisable.
“Those blue masks available at the grocery store, they’re sterilized with ethylene oxide, which is a known carcinogen. And they are made with PFOA in their fibers which is a known lung cancer risk,” Huber said. “I retweeted this on Twitter and I was kicked off for seven days.”
Another issue with mask-wearing is particulates. “If you inhale particulates, then you put yourself at risk for lung diseases,” Huber said. “One of the worst diseases that we mention that is a risk is pulmonary fibrosis. It’s a very threatening disease because there is no cure for it in conventional or natural medicine. Pulmonary fibrosis is slow suffocation of a patient. The survival rate at five years is only 20 percent.”
Before this report went to print, Huber was removed from Twitter permanently.
Mask Mandates Seem to Make CCP Virus Infection Rates Climb, Study Says
In states with a mandate in effect, there were 9,605,256 confirmed COVID-19 cases, which works out to an average of 27 cases per 100,000 people per day. When states didn’t have a statewide order—including states that never had mandates, coupled with the period of time masking states didn’t have the mandate in place—there were 5,781,716 cases, averaging 17 cases per 100,000 people per day.
In other words, protective-mask mandates have a poor track record so far in fighting the coronavirus. States with mandates in place produced an average of 10 more reported infections per 100,000 people per day than states without mandates.
Johns Hopkins University Newspaper Pulls Down Article Questioning COVID-19 Death Tolls
“Surprisingly, the deaths of older people stayed the same before and after COVID-19,” the JHN article read. “Since COVID-19 mainly affects the elderly, experts expected an increase in the percentage of deaths in older age groups. However, this increase is not seen from the CDC data. In fact, the percentages of deaths among all age groups remain relatively the same.”
When it comes to causes of deaths, Briand found that the total decrease in deaths by other causes almost exactly equals the increase in deaths by COVID-19. She said this is likely because that many deaths have been incorrectly labeled as COVID-19 deaths when they would have been attributed to heart diseases, respiratory diseases, influenza, and pneumonia.
The JHN article was pulled down on Thursday without explanation. The student newspaper on Friday wrote on Twitter that the article was “being used to support false and dangerous inaccuracies” about the impact of the pandemic, and that they “regret that this article may have contributed to the spread of misinformation about COVID-19.”
These data analyses suggest that in contrast to most people’s assumptions, the number of deaths by COVID-19 is not alarming. In fact, it has relatively no effect on deaths in the United States.
As Briand compared the number of deaths per cause during that period in 2020 to 2018, she noticed that instead of the expected drastic increase across all causes, there was a significant decrease in deaths due to heart disease. Even more surprising, as seen in the graph below, this sudden decline in deaths is observed for all other causes.
This suggests, according to Briand, that the COVID-19 death toll is misleading. Briand believes that deaths due to heart diseases, respiratory diseases, influenza and pneumonia may instead be recategorized as being due to COVID-19.
It’s not by accident that public figures who know their movements and actions are closely watched by the press and public have been repeatedly caught on camera violating their own regulations. They want to be seen flaunting the random rules they’ve shoved down the throats of their constituency.
They don’t care if you call them hypocrites, because they want you to know that they’re above both the law and, most importantly, you. And you’re powerless to do anything about it. You don’t own your labor; you don’t own your property or your lease when they’re keen to show you they can take it all from you at any time they like.
COVID-19 is the most successful information operation in history. That’s not to say it’s a “hoax”—it’s extremely contagious, targets various systems in the body, makes people very ill, and is especially deadly to the elderly and infirm. And the seriousness of the CCP virus is what makes it all the more monstrous that America’s political, corporate, and cultural elite have used it as a platform to advance their privileges and preferences without any checks or balances to stand in their way.
Investor and political theorist Adam Townsend asked, “Are we watching the fastest roll-up of power in human history?” It’s not a “reset” but a counter-revolution, targeting the moral and religious foundations of the country and the revolution that gave birth to it—all men, created in the image of God, are created equal. It’s not we who have drawn the battle lines.
It’s not by accident that public figures who know their movements and actions are closely watched by the press and public have been repeatedly caught on camera violating their own regulations. They want to be seen flaunting the random rules they’ve shoved down the throats of their constituency.
They don’t care if you call them hypocrites, because they want you to know that they’re above both the law and, most importantly, you. And you’re powerless to do anything about it. You don’t own your labor; you don’t own your property or your lease when they’re keen to show you they can take it all from you at any time they like.
COVID-19 is the most successful information operation in history. That’s not to say it’s a “hoax”—it’s extremely contagious, targets various systems in the body, makes people very ill, and is especially deadly to the elderly and infirm. And the seriousness of the CCP virus is what makes it all the more monstrous that America’s political, corporate, and cultural elite have used it as a platform to advance their privileges and preferences without any checks or balances to stand in their way.
Investor and political theorist Adam Townsend asked, “Are we watching the fastest roll-up of power in human history?” It’s not a “reset” but a counter-revolution, targeting the moral and religious foundations of the country and the revolution that gave birth to it—all men, created in the image of God, are created equal. It’s not we who have drawn the battle lines.
I’m not sure what made me think to look up this fact, but I’ve kept it bookmarked forever. Unfortunately, it looks like the site went down sometime in 2019, so I grabbed an cached copy. This way I have it handy if I ever want to mess with my head. Had I known the site was going down, I would have probably offered to host it.
Speed of Stationary object
If you are standing with both feet on the ground in front of your house, how far did you and your house move in the past 24 hours? Are you going:
A – 0 Miles Per Hour B – up to 1,000 Miles Per Hour C – both A and B D – 67,000 plus or minus 1,000 Miles Per Hour F – all of the above.
The correct answer is F.
Logically, you must think that is absurd. There isn’t any way for a person to be standing still with both feet firmly on the ground, in front of their house and still be moving. Would it help you deal with the question if I said that you and your house are standing on the equator or on the north pole? We all know that the earth is spinning around its axis. At the equator, the rate of rotation is about 1,000 MPH. At the poles, the rotation is zero. At about 40 degree north or south, the speed is about 750 MPH.
Now think about the question with that additional information. If you are standing on the equator, with both feet on the ground, in front of your house, at sea level, holding some test equipment, how fast are you going?
It should be easy to understand that C is obviously a correct answer if you include the words describing the relative point of reference. For answer A, relative to the ground, you are moving 0 mph. For answer B, relative to the center of the earth, you are moving about 1,000 mph. That is because the surface of the earth, at sea level, at the equator is moving about 1,000 mph relative to the center of the earth. Note that I said “at sea level”. If you were on the top floor of 10 story building, the distance from the center of the earth to the 10 floor of the building is greater than the distance at sea level. Since the distance is greater, the circumference of the circle is greater which results in a greater distance to go in the same amount of time which results in a greater speed for the person standing on the 10th floor of the building with some test equipment.
A person standing at 40 degree north or south is moving at about 750 mph relative to the center of the earth while a person standing at the north or south pole is moving 0 mph relative to the center of the earth as well as 0 mph relative to the surface of the earth. Suppose we have 4 people, with the same type of test equipment, who are standing at the 4 main points I described; one at sea level at the equator, one on the 10 floor of a building at sea level on the equator, one at 40 degree north and one at the north pole. Now suppose the 4 people can see each other and they can see each other’s test equipment. All 4 will say that they are all moving 0 mph relative to each other and to the surface of the earth and to the test equipment. However; we also know that three of the people and their test equipment are moving at three different speeds relative to the center of the earth. In one hour, the person on the north pole will simply rotate. The person at 40 degree north will move about 750 miles while the person at the equator will move about 1,000 miles and the person with test equipment on the 10th floor will move a little more than the person on the ground.
Relative to the center of the earth and the surface of the earth, the following table summarizes the relative MPH and distance moved in a day and a year at different points on the earth.
Point of reference
Location of person
MPH
Miles moved in a day
Miles moved in a year
Earth surface
north pole
0
0
0
Earth surface
41 degree north
0
0
0
Earth surface
equator
0
0
0
Center of the earth
north pole
0
0
0
Center of the earth
41 degree north
783
18,792
6,863,778
Center of the earth
equator
1,038
24,912
9,099,108
Now we should return to the original question. We still have answer D to address. It says: 67,000 plus or minus 1,000 Miles Per Hour. Most people know that it takes just over 365 days for the earth to go around the sun. Some people know the earth is moving at a speed of about 67,000 mph as it goes around the sun.
With that additional information, it should be easy for most people to understand that they are riding on the earth that is moving at a speed of about 67,000 mph relative to the sun while they are moving 0 mph relative to the surface of the earth. It should also be easy for people to understand that they are also moving up to 1,000 mph relative to the center of the earth. It takes a little more explanation to address the difference between the night time speed vs the day time speed. Since the earth is spinning while it goes around the sun, the speed of a point on the earth surface is going with the direction of the earth’s movement half of the time and it is going against the direction of the earth’s movement the other half of the time. Hence, the speed of a person relative to the sun being 67,000 mph plus or minus up to 1,000 mph. It is important to note that the speed of the point on earth relative to the sun is either accelerating or decelerating as it proceeds from dusk to dawn. The maximum addition or subtraction is at the middle of the day and night. The minimum addition or subtraction is near dusk and dawn. This is basic information that should be easily understood by everybody. In the past it was hard to convenience anyone that the earth is moving. Today the earth’s movement is readily accepted.
Now it should be easy for anyone to understand that a person, standing next to some test equipment, someplace on earth, is moving 0 mph relative to the point on the surface of the earth where they are standing, as well as up to about 1,000 mph relative to the center of the earth, and about 67,000 mph plus or minus about 1,000 mph relative to the sun. That means, anyone who is reading this while they are standing or sitting on earth is moving a distance of about 67,000 miles per hour plus about 1,000 miles per hour. In a day, they move a distance of about 1,608,000 miles plus about 24,000 miles for a total of about 1,632,000 miles. If you eat at the same place on Monday and then went back on Tuesday, you will have traveled over one and a half a million miles between lunch on the two days. If the person was standing next to some test equipment, the equipment is also moving the same speed and has covered the same distance in one day.
Relative to the sun, the center of the earth and the surface of the earth, the following table summarizes the relative MPH and distance moved in a day and a year at different points on the earth.
Point of reference
Location of person
MPH
Miles moved in a day
Miles moved in a year
Earth surface
north pole
0
0
0
Earth surface
41 degree north
0
0
0
Earth surface
equator
0
0
0
Center of the earth
north pole
0
0
0
Center of the earth
41 degree north
783
18,792
6,863,778
Center of the earth
equator
1,038
24,912
9,099,108
Center of the sun
north pole
67,000
1,608,000
587,322,000
Center of the sun
41 degree north
67,000
1,626,792
594,185,778
Center of the sun
equator
67,000
1,632,912
596,421,108
Now lets consider sound. Suppose some people are in a box on the equator at sea level and the temperature is 59 degrees Fahrenheit and one person talks to another person. Since the box is at the equator it is going about 239 mph faster than the speed of sound, will the second person be able to hear the first person talking? How can the people in the box hear each other since they are going faster than the speed of sound? The speed of the sound in the box is relative to the box. Hence; relative to the surface of the earth, they are not moving while they are talking. However; relative to the center of the sun, they are moving 67,000 MPH which is about 88 times the speed of sound. From this we see that the speed of sound is relative. So, relative to the surface of the earth, the speed the sound, in the box with people and test equipment inside, is about 761 mph. However; relative to the center of the earth, the speed of sound in the box is between, 1,761 mph and a minus -239 mph. Relative to the sun, the sound is moving at about 67,761, plus or minus up to about 1,000 mph. That shows that the variation in the speed of the test equipment and the speed of sound relative to the sun is greater that the speed of sound relative to the surface of the earth.
Now let’s suppose a person, with some test equipment, is riding on a train that is going 100 mph. How fast is that person moving relative to the sun? The answer to that question depends upon the direction of the train and the time of night or day.
That person will be going some variable speed between 67,000 mph plus or minus 1,000 mph plus or minus 100 mph. That gives a variable speed of the person riding a train moving 100 mph some where between 65,900 mph and 68,100 mph. That is because the speeds are additive relative to the sun. The 67,000 mph speed of the earth moving around the sun plus or minus the accelerating or decelerating speed of the surface of the earth as it goes between dusk and dawn plus or minus the speed of the train gives us up to 2,200 mph difference in the variable speed.
Now let’s suppose there is a bowling alley on the train and the person is about to roll the bowling ball. Suppose the person walks at 5 mph and rolls the ball at 45 mph. How fast is the ball going relative to the sun? The ball is accelerating or decelerating somewhere between 65,850 and 68,150 mph relative to the sun. That is because all the speeds are additive and the speed of a point on the earth’s surface is changing speed as it moves between dusk and dawn. Although the point in space where the person rolled the ball remains constant, the bowling pin are moving with the train and the surface of the earth relative to it’s movement around the sun. The time it takes for the ball to arrive at the pins remains constant although the distance the ball moves is considerable greater than the length of the bowling alley on the train. The distance from the person who rolls the ball to the pins relative to the train remains fixed while that distance relative to the sun is very great and is variable depending upon the time of day and direction of the train.
Remember the test equipment I keep mentioning. Now suppose a person is conducting an experiment to determine the speed of light while riding on a train going 1,000 mph. on the surface of the earth that is moving at some accelerating or decelerating speed up to 1,000 mph somewhere between dusk and dawn and the earth is moving 67,000 mph around the sun and those speeds are additive. We have also already determined that the speeds of moving objects on the train are additive to the speed of the train relative to the sun. We know the distance between points A and B on the train are constantly moving at a greater speed or a lesser speed relative to the sun while they remain constant relative to the train. Suppose two virtually identical tables are setup similar to the tables used in the Michelson-Morley experiment. It is an example of measuring the speed of light at 186,300 miles per second using a table that could turn to check the speed going different direction and always gives the same result. In their experiments the table was riding on the surface of the earth that is moving. We simply add the condition of the experiment being on the train that is moving at 1,000 mph on earth that is rotating at while it is going around the sun. We use two tables that are geared to test the speed of light in opposite directions at the same time.
How fast is the speed of light on each table on the moving train on the spinning earth that is going around the sun? We have already established that the answer is relative to a point of reference. Relative to the train, both tables are going 0 mph and the light on both tables is going 186,300 mps. Relative to the surface of the earth, the tables are on the train that is moving 1,000 mph so the lights on the tables is going 186,300 mps plus and minus 1,000 mph for the speed of the train. That is because one table will test the speed of light going with the train while the other table will test the speed of light going against the speed of the train. Relative to the center of the earth, the tables are on the train that is moving on the surface of the earth. So, we have 186,300 mps for the speed of light on the tables plus and minus 1,000 mph for the speed of the train plus and minus 1,000 mph for the speed of the earth’s rotation. That gives us a speed of light that is accelerating or decelerating between 186,300 mps plus and minus 2,000 mph. Also, relative to the sun, the tables are moving with the train that is moving with the earth as it spins and goes around the sun. That makes the speed of light on each table 186,300 mps plus and minus 67,000 mph for the speed of the earth going around the sun and plus and minus 1,000 mph for the speed of the earth at the equator and plus and minus 1,000 mph for the speed of the train.
In the theory of relativity, it says w=c-v which means the speed of light in the frame is additive to the frame to get the speed of light relative to the frame of reference. That formula comes from the train thought experiment using man walking on a moving train. In that example, the speed of the walking man on the train is additive to the speed of the train resulting in a relative ground speed. Then the speed of walking man is replaced with the speed of light to get the speed of light on the train relative to the ground. My example simply takes a known actual experiment and puts it on a train. The outcome is the same for the experiment regardless of the use of addition of the train.
Every experiment to measure the speed of light under identical conditions has consistently given the same constant speed of light on earth. The location or orientation or speed of the moving test equipment has not changed the outcome. The speed of light relative to the earth or any moving frame of reference is a constant c.
At about 40 degree north, the speed of earth’s rotation is about 750 MPH. At the equator, the speed of rotation is about 1,000 MPH.
Relative to the center of the earth, the speed of light at 40 degree north going EAST is 250 MPH slower than the speed of light at the equator.
Relative to the center of the earth, WEST bound light at the equator is going 2,000 slower than EAST bound light. That is: WEST light speed = c-1000 MPH, while EAST light speed = c+1000 MPH.
Relative to the sun, the relative speed of light on earth is 67,000 MPH faster than the relative speed of light on the sun. That is because the earth is going around the sun at a speed of about 67,000 MPH. That gives us: the relative speed of light on earth of c + 67,000 MPH + or – 0 to 1,000 MPH depending on the location and orientation of the test equipment relative to the earth’s rotation.
We see from these examples that the speed of light is relative to the frame of reference. We also see that the speed of light is additive to the frame of reference as shown in the theory of relativity with the formula w=c-v.
We also see that the speed of the frame of reference does not change the relative speed of light in the frame. As a result, the speed of light will remain constant within the frame of reference even when the frame of reference is moving at any speed including virtually unlimited speeds.
If a box is moving at 186,300 mps, the speed of light inside the box will be 186,300 mps regardless of the orientation of the test device. If a box is accelerated to a speed of 500,000 mps, the speed of light inside the box will be 186,000 mps regardless of the orientation of the measurement device. The relative speed of light in a frame moving 500,000 mps is 686,300 mps.
As we all know, the relative speed of light in a vacuum in a moving frame of reference is a constant 186,300 MPS regardless of the motion of the frame of reference. We also all know that the speed of light is relatively additive to the frame of reference.
– The fact that the earth spins while it moves around the sun does not alter the requirement for the laws of physics to apply to an internal frame and all it’s contents whether moving or stationary.
– In addition to the changing relationship of a point on earth relative to the sun, our solar systems frame is moving in space at a speed of about 450 thousand miles per hour in some direction. That means that you and your test equipment are moving over 517,000 miles per hour.
– None of the above mentioned movement of any of the above mentioned objects changes the fact that the laws of physics are the same in any inertial frame, and, in particular, any measurement of the speed of light in any inertial frame will always give 186,300 miles per second.
That is just the way it is for the relatively additive speed of light and the requirement for the laws of physics to apply to any and all objects within or external to any frame of reference.
We all know speed of light is constant in every inertial frame. The issue is across frames. Even Albert specified in his theory of relativity that the speed of light is additive across frames. He has a formula that specifies the cross frames difference. Since it is additive, and he knew it, he had to eliminate the meaning of time. He gave his train thought experiment as proof.
A person on a moving train doesn’t know they are on a moving train. The person on the train moves past a person on the ground just as lightning strikes two places an equal distance away. The person on the ground observes the lightning strikes as simultaneous. That is because he or she is at the mid point between the light flashes so they arrive at him at the same time. The person on the train moves away from the mid point. Hence the person on the train is moving toward one lightning strike and away from the other. He is racing ahead of one lightning strike so that lightning strikes arrives at him later than the lightning strike he is racing toward. Therefore, the train observer doesn’t observe the lightning strikes as simultaneous.
Now we all know that the person on the train has moved away from the mid point so they can’t observe the lightning strikes as simultaneous. Even Albert stated that he knew that fact. It doesn’t matter if the train is moving or stopped on the track. If the person on the train isn’t an equal distance between the lightning strikes when the light arrives, one light will have a shorter distance to travel then the other so the observer who isn’t at the mid point can’t observe them as simultaneous. Again, even Albert acknowledged that fact.
However; Albert says the illusion represents fact. Albert specifically states the obvious, that the lightning strikes don’t seem to be simultaneous in the train frame. He then concludes that simultaneous in one moving frame aren’t simultaneous in another moving frame because the person on the train doesn’t observe them as simultaneous and doesn’t know he is on a moving train and doesn’t know he has moved from the mid point.
We all know the person in the train is moving. Albert knew he is moving. If the train observer knew he is moving, he could use Albert’s cross frame speed of light formula in his theory. He could use his speed and distance traveled to identify exactly how much of a difference will be observed between the different arrival time of the lightning strikes. Then the simultaneous events across frames would remain constant and Albert wouldn’t have resolved the problem he knew of and specifically spelled out in detail. The fact is, Albert didn’t eliminate the meaning of time because simultaneous events across moving frames of reference remain simultaneous.
Everybody knows that the speed of light is constant in an inertial frame.
Everybody knows that light traveling two different distances will arrive at different times.
Therefore; everybody should agree with Albert when he wrote his formula that specifies the additive cross moving frame speed of light. I agree with Albert on the cross moving frames additive speed of light. I disagree with Albert’s conclusion that a false perception eliminates the meaning of time.
I read the theory of relativity. It is all we need to prove it is based on illusion. In the early part of it, Albert states that the truth isn’t the truth. It is very clear about the use of false perception to represent fact.
Nothing quite as exciting as food safe adhesives? Huh? Well, wait until you break your favorite bowl, dish, or ramekin. (bonus vocabulary lesson.) You’ll be thankful you read this.
I was intrigued by the DAP 00688 Household Waterproof Adhesive Sealant that Olivia found. It’s a 100% silicone glue that is food grade and costs less than $5. I think of silicone as being flexible and having give. Great for sealing cracks around windows, but it doesn’t seem I’d want flexibility when repairing a dish.
Elmer’s China + Glass Cement, 1 oz. also caught my eye. Frankly if it was a break where the enamel or glaze was still intact, I would have probably gone with this. In fact, I’ll probably buy a tube of this just to have on hand. My current project involves missing glaze so I believe the Devcon will give me ability to fill and seal the gap that I don’t think the China cement will work.
