Chapter 4. MATHEMATICIA.DEDICATED TO SPACE SHUTTLE COLUMBIA.
What am I going to teach about mathematics.
Only what I know that is grade ten mathematics.
And I have forgotten most of that.
So we will make it second grade mathematics.
That is the simplist mathematics that I can come up with.
But what can I prove with simple mathematics.
I think I will sent out to prove Einsteins Unified Field theory.
That is everything can be put into one equation.
And that is a task.I have twenty pages to explain what simple mathematics is all about.
Then in the remaining ten pages I will explain Einsteins unified field theory.
Since it doesn’t exist how can I explain it.
The truth is it does exist but it is not believed.
And if I understood it I wouldn’t be able to explain it.
But since I know nothing about it.Except that it unifies the four forces.
I will write Stephen Jeffreys unified field theory explained in terms of simple math.
Why so simple.? One of the rules of science is KISS.
Keep it simple Stupid.
And it means simplify the problem and that is what I will be doing.
I will be simplifying.It is up to university to coimplicate the problem.
Because before Iam finished I will have an experiment.
Because a theory is of no value without an experiment.
Everything I do is done to show the right way to do science.
Iam not unscientific in my method.
Because to start off with you have to make an educated guess.
And thats what I will do.
What is 3+3=?
My educated guess is 3
3+3=3
Because my educated guess can be proven right.
And if it could be then it would be an experiment.
And the experiment is add three threes. 3+3+3=?
And the answer is nine.
And that prove me right.
That three threes are nine.
Because that is why I said that 3+3=3
Because two is not three.
And it really isn’t.
Unless you use six.And that is exactly it.If you use six.Then it is 2+3.
And that is what is really is not.It is 2*3.
And that means 2+3= 2*3 Because that would mean addition and multipication were
the same.
And that is a rule.2+2=4.
And it means addition and multiplication are always the same.
And if it does then perhaps 2+3=5=2*3
And that is the alternative.
But we will choose to make multiplication the correct answer.
That means 2+3=2*3=6
Now we can see how 3+3=1/3
That means a third of nine.
Which is totally right.Three twos are equal to one two.
And that isn’t what we have said.
We have said two twos are equal to three.
And five isn’t three twos.
3+2=5 But if you add two fives togther.You get 5+5=10
Then you take 1/3.
And it is equal to 3.333’
That means 1/3= 3/3
And it means 2/3=1/3
And that is confusing.because 3 is really 1/3.because the answer isn’t nine.
It is ten.
So 3.333’+3.333=6.666’
And that isn’t what we have said we have said it’s 3.333’
And that isn’t proof.
And it really isn’t.
I have set out to prove 10 is the answer.
And I have failed.
Because you cannot say 3+3=3
Not unless 2+3=6.
Because the two are not the same. 3*3=9
So 3+3=9 And that is right.
Because that is what I set out to prove.That 1/3=3/3
And I have succeeded.
Becasue that is not what I believe.
Unless I can understand why it is so.
But I will explain what I mean.
There is a reason why nine isn’t right.
It isn’t the right value for 9.
Because the right value for nine is 9.999.
And that is ten.
So if we make 3.333’into ten.
How do we round it off.Since .333 is infinity.And 1/3=3/3 is our rule.
Then it is four.
But four goes into ten 2.5.
And that is infinity.
2.5.
Because it is rounding off 3.333
Of course we could round it off to three.
And that wouldn’t be infinity.
And there is no other way to round it off.
Except to make it 6.
And that is an answer we could say .333=.666
Then 3.666+3.666+3.666=10.
And it actually equals 11.That is 10.999999
But that isn’t really 11.
It could be called 10.
But it isn’t.It is 11.
So if we round off three lots of 3.333+3.333+3.33
We are adding something and that is a ?
Because 1/3 of ?= what we add to .333333.To make it .4
Because 3.4+3.4+3.4= 10.2
And that is what ten really is.
And it may be right.That ten can’t be two things.
Because ten is the basic number.
If there is more than one ten.Then there are three ways of doing things.
And there really are .
Three tens.
That is 9.999,10.999’,10.2,10
That is four but really ten does exist.because it is rounding off 3/3?.
If we add an infinite one to an infinite nine.We get 10.11111
We don’t get ten.
That means we can’t add infinity.
Otherwise we would be able to add 1 to 9 and get 10.
This is really interesting.
Because people wouldn’t know what the third ten is.
They wouldn’t know that it’s 10.
Because you can round it off to ten.
And that may not be possible.
There may be nothing you can add to 9.999 to get 10.
Say you take it to three decimal places 9.999+.111= 10.11
And that is really two decimal places.
And if you take it to only one place.You get 10.
9.9+.1=10
Anything else is another figure.
That means to get a right answer for ten you need to take it to only one place.
That is 3.3+3.3+3.3=10 And it doesn’t.It equals 9.9.But you can add 1.1 and get 10.
And there is a right number of ones to add to ten.
So you get ten and for 3.33.That is infinity.Because you can add .1 to infinity and get 10.
And you get 1. 1.0999999
So really that 2.
And that is totally what I want to prove.
I want to prove 10=2
And there is a reason and it is that infinity and finity are two seperate things.
You can’t just add infinity to infinity and get 10.
That is you can’t add 9.99999’+.1111111=10 And get ten.
But you do there is a figure that is right.And that is 10.11111
And you can round that off to ten.
Because it is only .1
Just like you can round .99 off to ten.
It is 10.109999
Nearly 10.2.
Thats what you get when you make 3.333=3.4
Because that is the right figure.
And it isn’t.Because it is infinity.If we want it rounded off then 10.2
Is the right figure
And we have really proved something about 2+3=2*3
Therefore 3+3=3*3
And both can’t be right.But the rule is consistant.
If we let 2+3=2*3
Then 3+3=3*3
That means 5=6
And 6=9
That means 5=9
And it really does.
That is why Iam writing mathematica.Because it could be Maths.
And thats all it is.
It is a book of mathematics.
To explain everything.
That is simple.Like unified field theory.Because that is really simple.
And I believe so.
That if you know the answers.
It is easy to ask the questions.
If 5=9 Then two fives=9.999
And that isn’t what the equation sais two fives must equal 18.
That is two fives must equal three sixs.
And that is good mathematics.
Because ten is not infinity.
It is 2.5 lots of 3.4.
Or three lots of 3.333’
Or two lots of five.
And that is the way to look at it.That is 5=6.That is 2+3=2*3
Then 10 is two lots of six.
That means addition is right.And multiplcation is wrong.
2+3=5=2*3
That means addition and multiplication are the same for five.
And that is a rule we could use.
Because there is no law against making up rules.
As all of the rules of maths are made up.
But they have to be consistant.
That means two fives are ten.
4+6=10 4*6 also has to equal 10.
And it does according to our rule since twice five is ten.
24 doesn’t enter into it.
Because it is not twenty four.
What we have to understand is how 4*6=10
Because the rule is 2+2=4.
That all multiplication and addition for two is the same.
But the way we are using it.
All multiplication and addition are the same.
And there is nothing to stop us using the rule for two for one.
Because if we use it for two 20=2*10 10+10
And that isn’t right.because twenty is four fives.
It is 5+5+5+5=20
So there are same number added as there are mulitpled.
2+3=(2*3)*5= 20
And that proves the rule.The rule is right for two.
And it is right for one.
As long as the rule.
Is 2=1
And that is as close as I will go to proving Einsteins unified field theory.
Because it really is all about two=1
Because more than one thing can be one.
And that just isn’t true of four.
Four things can’t be one.
And that is what Iam asked to prove that 4=1
And so I will set out to prove just the opposite.
That four does not equal one.
And 2+2=4 Proves you can have one equation.
That is two things.And it is two lots of two.
So it is really four things.
But you can’t start with E=MCsquared and prove 2+2=4.
And that is what Iam all about.
Proving E=MCSquared is not two but three.
And the four forces are not 2*4=8
But 3.333+3.333+3.333=9.999
But if 2+2=4 is right.Then the answer is 10.2.
That is rounding off 3.333 to 3.4.
And it makes perfect sense to believe there are really five forces.
5*2
Giving a total of 10.2 forces.
Now how can you have .2 of a force.
You just can.Because that is the prediction.
If 2+2=4 is right then there is such a thing as .2 of a force.
So you can add E=MCsquared in twos.
You can add five lots of two.
Thats five equations for everything.
And that you expess Einsteins unified field theory.
As finite equations.
Not as infinite equations.
Because to do that you need three.
Because you have to make ten.
And you just do not have to.You can leave the figure as infinity.
That is 3 1/3+ 3 1/3 + 3 1/3= 9 3/3
Because everybody except s that 3/3=1
But it really is equivalent to 9.999
And it that difference that make Einstein right.
Because you don’t have exactly ten forces.
Then are nine and infinity.
That makes ten forces.
So the ten force is infinity
What the hell is negative two.?
That exactly it.
There is such a thing as negative two.And it is negative infinity.
Because it really is not.
It is just plain old negative two
But when it is infinity it can negative or positive
And that the hard part to understand.
That there can be an infinity that isn‘t rational.
That is one that is two.
because to make infinity out of a half really is impossible.
Since you would go on making one less.
And that isn‘t sensible.
Infinity is one more.
And thats what a 1/3 is it is one more.
But 2/3 is the opposite it is a fraction that appears to be infinity.
And it isn‘t like a half.
There is always six more.
And that is just it.There is always another two.
And that isn‘t right there are always three more twos.
And if there were two more twos.
It would be infinity.
And it would not.
There has to be one more.
That is three for it to be infinity.
Otherwise it is a rational number.
We will go on to prove that.
Ten is made up up 2/3+2/3+2/3+2/3+2/3= 3.333‘
Now this is the most unexpected thing of all.
Because five twos are ten.
But ten divided by three.And it is 3.333’
And that makes five twos something that would appear to be right.
Because 15 twos make up ten.
2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3
Now is that right.
Since it it is two it is right.Because it is also three.And it does appear that way.
That five 2/3’s is not a rational number it is infinity.
And that is a question about 1/3.
Is 3.333’ infinity.
Or is .333’ infinity.They are really the same.
And they are just the decimal point has been changed.
What does it mean that 15 twos is ten.
It means thirty twos is twenty.
But hold on 2 =2/3+2/3+2/3
So five twos are 2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3
And that is exactly right.It answered a question.
15 is five time three.
That means there are five twos in ten.
And that is what an infinite two is.
The number of 2/3 in ten.
And that is five.
And thats right two is really five.
And that doesn’t make much sense.
But when you add three lots of two.
You are adding 3+2
Because you are adding 3*2
And that is just it 3*2=2 And that is an equation.
And it means of course 3*2/3=2
But what about ten 15*2/3=10
And that is 3*5*2/3=10
That means we have fifteen equations.And we really have five lots of three.
Because we have two equations that are added up to six.
And that is five lots of two.
Which suprisingly doesn’t give you ten but 9.9999’
And that is just perfect.
Five twos are 9.999’
And that is only true if we are adding two thirds.
That makes two infinity.
And it really does.
Because 3 lots of 3.333’ are 9.999.
That means you will get the same answer if you use ten.
As you would with 9.999.
Because you won’t.
Because you could argue that 9.999 is not ten.
And that five twos are ten.
And that is a perfectly sound arguement.
And it really is what it means to not believe.
Because it proves that 666 is really finite.
And it does prove that 666 is not.
That it is infinite.
But what about ten.If 666 is ten then it finite.
Then 2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3+2/3
=10
That means 18 has to rounded off to twenty.And that can be done.
The infinity is finite.
And this was not what the co-author expected.
He expected that .666 was finite and .999 was infinite.
But he didn’t understand that eight is not ten.There are twelve 2/3’s in eight.
And that means twos sixs.
And ten is the opposite to 666.
3+3=6.
That is why two threes are six.
Because when you add 3 to 3 you get six.
That means two infnities is always six.
Becasue infnity is 3.333’ and it if it is 10/3 then it is.
But if it is 1/3 then .333.
But you when you multiply it by two it 6.666
And that is what we are doing when we use 2/3.
We are saying infinity is two.
But is light really two.
That is what building the telescope shall confirm.
If light is really two then the picture you get when two is five.
Will be terrific.
But will it be as good as using mirrors that are 1/3.
Because it may not be.
But I suspect that 5/3 will produce a better picture.
And I mean on your wall screen 3DTV
.Becausue 1/3+1/3+1/3+1/3+1/3=5/3
And that is not two.
So it doesn’t add up to.3.333’
And it is 1.6666665.
And if multiply that by fifteen..4.9999995
And the answer is 9.999999.
And that proves that 3 can be five.
Just the same as two can.
So if you have both you have binocular vision.
You have one lense of five that is five 2/3.
And another lense of five that is is five 1/3.
That means you can show pictures faster than light.And it doesn’t.
Because we can’t accelerate light.
And we can if we slow it down.
But we can’t accelerate it faster than light.
And maybe we could.
Get light to travel at 3C.
Because light were accelerating three times faster.
We would see two pictures.
And we would.
But they would appear to be one.
Because light doesn’t need to travel at 2C.
It can travel at the speed of light.
And it can travel slower,.Because if we reflect the two images between two mirrors.
We can choose the speed we want the image at.
Because each and every image that you divide light into has a different speed.
And that is the theory.
But it is a good way to test it.
Because if light is travelling at 1/3.
Then it’s speed is given by this equation 1/3E=1/3M+1/3C+1/3C
That is a third energy.
And you you tell how much energy each image is.
And when it is 1/3 energy it is 2/3 light.That is the speed of light.
2/3 of 186,000 miles per second.
And if that equation is right.
Light will be right for two images.
Because it will be 2/3+2/3
And that is right it will be 4/3.So it will be 666.
And that is what I want to prove.
That TV should be two dimensional.
That if three and two are put together.
Then you get six.
But if we use addition you get five.
That is why you need two speeds.You need an image that has a speed of 1/3.
And an image that has a speed of 2/3.
Then when you put them togther you have the speed of light.
Now this is an experiment in televsion.I won’t guarantee that by slowing the images down.
And putting them togther.
You will get one speed.
And I will guarantee it.If the hypothesis that a mirror can slow light down is true
Speed of images is what it is all about.
Because you have to see both images at a different speed.
And when the speed is right for the image.
The illusion of 3D is not really an illusion.
It really is 3D.
So we need cameras.
And we have one that is two.It is three cameras in one with five lenses of 2/3.
And we have another camera that is three.It is six cameras of five 1/3’s.
And that is our two images.
You would think that 1/3 is wrong because you need
a lot of lenses.
But you really don’t need that many.
Because you need twice as many as do for two.
And you only need three.
And you really do not.because we have divided distance into two.
That is what ten really is.
When we express two and three as five.
We are adding two pictures togther.
To make ten.
And that is the secret.Because when we have six fives.We have 30.
And that is 9.999’
So it is the same as two you just need six lots of five lenses of 1/3.
And that sounds difficult.
And it isn’t easy.
Because it proves me right.
That two and three and right togther.
Because I must believe that.
And I just do not.
But the eye is a steroscope.And that is the way it produces three D.
By two images.
They are put together to make four.
And they are not.
Because the eye would not be designed that way.
But it it is the eye which saw the tree of knowledge.
And desired the fruit.
It is the eye that leads to temptation.
So it is right that the eye should mean 666.
And the problem of 3D TV will not be solved without comprehending.
How wrong six is.
Because we have choosen infinity.
To be our TV.
It is will be a good one.
We could have choosen 10.
That would mean lenses that are not infinity but are exactly two.And there would be five of them.
And the other camera would not be three because thats infinity.
It could 3.4 because that is infinity rounded off.
And that would work.
But it wouldn’t be infinite.
The same goes for using two cameras with five lenses of exactly two.
They add up to ten.
And if the measurements are the same.
The lenses will be two.And they will add up to ten..That is how we know they are two.
That is a camera that is not exactly infinity.
And it is perfectly sound.
For television.
Because the picture may be even better.
But it will be saying that two is not infinite.
And that is the right thing.
Because two is not.
But distance is infinite.
And the distance of the futherest star can be computed by using the size of the universe.
And letting that equal ten.
Then you can use 10E=10M*10C*10C
And that is our equation for distance.
Figure out how many kilometers the equation says the universe is.
That is a hard problem.
But it will be solved someday.
And the distance of the universe is what we need for TV.
That is we have to reflect light between two mirrors to infinity.
So that energy approaches zero.
And when it does energy is approaching 10.
That is energy has travelled from infinite levels to zero.
Our focus has to be the distance light travels when it travels to infinity.
And that is 1/3.
Because the equation means that 2/3MC+1/3MC=3/3MC
Which means 1/3=MC
That is when you use addition.
And it is no different when you use multiplication.
1/3=2/3MC*1/3MC
1/3=.222221 MC
And it is different.That is because we have changed the rules.
1/3*1/3= 3/3
But when we add we can put 2/3 together and add 1/3.
But if we could do that when we multiply then we would get an infinite two.
And that is what we have got.
Because we just changed the rules.
When you add 2/3 to 1/3 you can also multiply 2/3*1/3.
That means addition and multiplication are same for two and three.
That is when they are added.
And the same goes for 2.When you add 2 you add 2/3.
Then you get 2/3+2/3=4/3
And if you have three thirds.
You have 2/3+1/3=3/3
But when you multiply 2/3 togther you get 4/3.
But when you multiply 1/3*1/3=3/3 you get 3/3
So the rule is quite simple 3/3=1/3.
Becasue 1*1=1
So 1/3*1/3=1/3.
And that is proof of the idea that 1/3=3/3.
And it isn’t clear what happend when you add 2/3+1/3
Because when you multiply you have to get two.
Because 2*1=2.But if addition and multiplication are the same.
Then the answer is 1/3.
Because it is 3/3.
And they are equal.
So that confusing.
Because it isn’t the right way to do it.
But if we could do that.
Then we could have equations that balance.
For two and three.
Because they would have to balance for two or for three.
That is 1/3+2/3=3/3
And if we balance it for two that means 2+2=4
That means 1/3*2/3=3/3
And that is totally right.
Only the real answer is an infinite two.Which is not three.
And that is why we balance two equations.
By putting two together.
We put two equation together in twos.
And that is as simple as it can be.
You don’t want to believe in 2+2=4
But it is made so easy.Even though you can show four is an infinite six.
Still you think there is nothing the matter.
Because three and two and not meant be be one.
When they are multipled and not added they are one.
And the rules do not apply.
Because all of these rules I have been talking about apply to six.
That is 6+6=12
And 6*6= 36
But if we make multiplcation and addition the same.
We have to decide what is right for two.And for two addition is the same a smultiplcation.
So we can adjust multiplication to be the same as addition.
That means 6*6=12
And that is a new rule.
Always make addition right never multiplication.
And the right answer is to make multiplication right.
That means 6+6=36
And that wouldn’t make sense.
But it makes just as much sense to let three be right.
Then 3+3+3=9
Or 3+3=6
That means 6+6=12.
And that is correct so addition is the same as three.
That gives us a clue multiplication may be the same as two.
That means 6*6=12
And that makes perfect sense.3 is for addition and 2 is for multiplication.
But if multiplication is the same as three.
Then 3*3=9
And 6*6=18
And that is more what I believe it to be.Because three sixs are 18.
So we need to make addition the same.
And it is.Because 6+6+6=18.
And that is our new rule 6 is multipled to give 18.And 2 18’s are 36.
That a total of six sixs.
And that is no problem because the rule is for three.
If we have three sixs they add up to 18.
So we can see that the rule is the same as for nine.
Unless we want to use two then the rule is 6*6= 12.
And that explains everything.
Because twelve is two sixs.
And when we add them we get 12.
So which is right.Two is right for addition.
When you use two sixs.Then you should add up six in threes.
And that means you add up 6+6+6
And not 6+6
Because the rule for three is right for six.
You can use the rule for two.
And it produces an entirely different result.
You get equations that balance.
And you might.
Because for two equations don’t balance.
E=MCSquared F=MA
Don’t balance for two.
And if right equations don’t balance for two.
Then two isn’t right.
We need to change it to be like three.
3+3+3=9
2+2+2=6
That means 2*2=6
And that is our change to the rules.
Why are we changing the rules.Because this is a book of mathematics.
And we have the right to change the rules.
Because they were made up.
And everybody knows that the enemy doesn’t like rules.
But he will follow them.
To the very letter.
Because they are answers.
If two is three then what is 2+2=4?
It is clear that 2+4=6
And that is the rule.That must be followed.
But the other rule is 2+2=6
Because it is for three and it 2+2+2=6
And you would almost believe multiplciation and addition were not the same thing.
And they are.
But only for two.
That is why we can use the rules to prove 18 right.
Because that is what people who are atheists will say.
They will say 6*6= 18.
Because the rule isn’t right for six.
But it’s either that or 6*6.Which is of course 36.
But if you add three sixs together.
Then two sixs multiplied should equal 18.
That is only if three is right.
And that is the answer two is right
2*4=8 Because that means infinity.
And it doesn’t.It is only eight and nine is infinity.
And if you want to say 18 is both two and three.
You have to add two togther 2+2=6
That means when you add three sixs.You multiply 2*3
And you get 6+6=12
And that rule is right for two sixs.
But if we have three sixs we have to use a rule for three.
And that is as simple as it can be.
It depends on how many sixs you have.
And we have proven the number to be something that can be calculated.
That means people can add equations 2+2=6
And it is totally right Since 2/3+2/3+2/3= 1.9999998
And infnite two.
And that is 2+2=6 means.
It means two infinite twos are equal to six.
Six lots of..666
We are looking for rules so we have them.
When we have three sixs we use the rule for nine.
When we have two sixs we use the rule for two.
That is when we are adding two sixs.
We make the rule 2+2=6
Then 6*6=18.
And that is confirmation that no matter how we do it.
Three sixs is eighteen.
And that means we add equations in sixs.
We add 2+2=6+
2+2=6+
2+2=6
6+6=18
And we get 6+6=18 And that makes addition the same as multiplication.
But it is reversed.
And that is what the number is all about.
It is about reversing.
You can’t change the rules without changing everything.
And when you change 2+2=4.
You also change 6+6.
The rule is consistant.
But not the same as the rule for three.
If we want to build a quantum computer.We need a different theory.
because this theory is that Einstein is right.
And a unified field theory is possible.
But we build a relativity computer.
One that works on the idea that 2+2=4 will get the right answer.
And not when it is finite but when it is infinite.
And it doesn’t seem right.
But as we have just explained.15*2/3=9.99999’
2/3=.666’
2/3 is not the same as two.It is really an infinite two.And if that is true.
What about 3*2/3.That is really two.
Because it is exact and it is not.It is nearly two.
So there are two twos.
And we can add them together to get four.
.666+ 1.998=2.664
And that is a four that is three.And it doesn’t make sense for four to equal three.
And it makes perfect sense when you are using 15.
One is .666.Two is 1.332. And three is 1.998.And four is 2.664
And that is totally the opposite of right.
Because there ahs tobe two infinite twos.
because it isn’t one.
So when you add them togther you get four.
That means one is.666.
And you can’t treat two as one.
because an equation that is .666 is an infinite two.
And it really is 1.
That is what 2+2=4 sais.
So we will get back to fifteen.
We have fifteen lots of 1.
And that is what ten is.
It is a new system .10 is really 30.
And it isn’t it is fifteen lots of 2/3.
So if we make a computer that is 2/3
Then we have to use .666
That is we have to have three lots of two.Three lots of .222
That is two infinite ones .1111*2
So how do we make off and one infinite.?
That is the question.And the answer is that off is infinity and that one is infinity.
We simply use infinity for off and on.
And that doesn’t really answer the question why is it so.?
And it most certainly does.
Because light and darkness must both be infinite.
And that of course is false.
Light is infinite and darkness is a lack of light.
But off is the opposite of on.
So we can say that there is no current.
And that infnity is not negative.
But positive.
So we will begin with three lot of two.
Because the real infinite two is .2222
And we have fifteen lots of .666.
Which is 9.9999’
That means we have five twos.
And we really do have five lots of .666+.666+.666
Only now we have three infinite twos.And that is right for six.
There .222’ there is .666 and there is 1.9999998
If we add them together we should get infinite six.
We get 2.8888886
That means 3=6.
And that is obviously false.
So there is something very false about using .666 as if it were two.
But when we use fifteen we make two an infinite three.
And that what we have to do to get an infinite 3D TV.
Because we need to use 3D glasses.
And so we have to divide the image into two.
But when we use fifteen images of two.
We get a 3D picture.
But what about a computer.
Is it the same.
There are 45 lots of two.Because there are fifteen lots of .666.
Which divides into three .2222
And we are right to use .2222 as infinity.
Because it is false.
But it adds up.
To produce the infinity that we believe in.
So maybe the picture isn’t true infinity.Because it is made up of infinite twos.
Will make no difference.
And we can expect that there will be a difference.
Because to the eye it will be infinity.
But to the heart it will be both three and two.
That means added togther.
And it really does.because if we multiplied.It would be the same as adding.
Now I must be leading you astray.
And Iam leading myself astray.
Because I really wanted a quantum computer.
But I didn’t want to use three.
That is there is off there is on and there is nothing in between.
And that is the kind of computer that I have built.
One that is true false.
Because it is two ones.
And not one and zero.
And one can either on or off.
And that is completely OK.
It means there are four positions 11 ON OFF 11 OFF ON 11 ON ON 11 OFF OFf
And it means power on and power off.
But since you don’t know which infinity means power on and power off.You have to make one negative.
That means -.11111’
Is power off +.11111 is power on
And there may be no such thing as negative infinity.
And there really may be.
So fifteen twos become one 10.
And that means the computer can use base 10.
It just has toconvert it to infinity base 2.
10=15*.666
And that is the equation that makes this computer work.
But it won’t gie you true false answers about equations.
And it really will not.
Since true is .9999
And false is .66666
Three of them together which is two is false.
That is the value for two that is not infinite.
And we have fifteen two together that is true.
And that would be fifteen 11
And that is right.But because it is zero doesn’t change the fact that it is 1.
And that the difference with this computer.There is a third alternative.
And that is zero.
You can have 01 00 11 10
And that is just like a normal computer.
Except there are fifteen lot of .666
So there are 45 lots of two.
Which is nine lots of five.
Anyhow I don’t think this particular computer is the best we can do.
Because it has the same capacity as any other computer.
And it really doesn’t.
It has an infinite capacity.
Because that is not negative it is postive.
Because it adds up to infinity.
You can use infinity instead of ten.
And it makes a diffference when you use infinity.
And it might make a difference when you want to understand the truth.
Because two can be added up to infinity.
Does mean mean that .666 is right for two.
That means we need a computer that is not .666
One where two is the correct value.
And since we know that .222 is really infinite two.
Why not have five .222.
And that give you 1.11111
And that is as good as 10.
It means a value for infinity that is not the same as .333+.333+.333
And it really is not the same.
Because one is a value for fifteen.
And one is a value for ten.
If we make .222 a value for fifteen.We get 3.3333”
And that is totally right.It proves 15 to be the magic number.
So we build our computer based on 1/3.
And we add three fifteens togther.And we get 45.
Which is nine fives.And since there are five lots of .222.
There are nine lots of 1.1111’
That is the way to build our quantum computer that one that proves
666 wrong.
The Unified Feild theory mathematics project.
What is it it is to add up every equation in the world that could apply to Einsteins Field theory.
Adn how do we do this.The same way as we have said.
By using .2222 as infinity.
Because that is right for 2+2=4
.2222+.2222=.4444’
But what is wrong with it for multiplication.
The answer is infinity 0.0493827
And this really means four and it must.
So if we want an infinite value for four we multiply.
Now to get three we multiply by 15.
So we will multiply .2222*.2222=.0493827*15=.7407405
And unlike pi we know that it works out to three.
It is just an educated guess.
Unless the rules don’t apply to 2+2=4
That is multiplied it is something else.
I will leave you to investigate what that something else might be.
And I will go to to the supercomputer.
Having build the computer that uses 15.
We have a means of changing two to three.
But if we want a superequation that is both two and three.
And it really two.
Then we can have one.
By division.By dividing the superequation by 15.
That will give us two.That is if we add equations in threes.
And get the ulimate superequation.
We change that to infinite two by simply dividing by 15.
So we can compare the superequations.
They will be different.
The one for two will not be the same as the one for three.
And as our computer automatically assumes two is false.
It may have a breakdown.And it might because it will assume division by two when the object is three is false.
And it will assume multiplication by 15 when they object is two is true.
And that is the question is it true that 2+2=4*15= 1/3+1/3+1/3=99.999
No it is not true.Since four is 3.333+3.333=6.666
When we double it we would would expect double .6666
And that is what we get 13.3333’.
We actually have to multiply by fifteen again.
That is we multiply by 15 squared.
2+2=4*15*15=1/3+1/3+1/3=99.999
And that can be expresses as E=MCsquared.
2E=2M+2C*C=1/3E=1/3M*1/3C*1/3C=9.999MC
And that is an important equation.It prove C squared is 15.
And it might prove 2Csquared is multiplied by fifteen
To get 1/3 C squared.
And it isn’t multipled by fifteen.it is multipled by 15 squared.
And that gives us a value of 100.
And that is 6.666 works out.Because it is four *15.
That is infinite 4 .44444* 15=6.666’
And it gives us an idea.
Maybe 15 is right for C squared.
When E=MCsquared is two.
Because we make E=MCSquared .2222
.222E=.222M*.222C*C
.222C*C*15= 3.333C*3.333C=9.999C
And that is exactly right you don’t multiply and then muliptly by 15
So it sin’t 15 squared it just plain old fifteen.
And that asnwer .4444C as the speed of light is really.9999
And as long as we use 15 to translate between infinite 2 and infinite 3.
We get the same answer.
Unless we translate three into two.
And have all our equations as two.
Assuming then that two is right and three is wrong.
So if there are any advantages in adding equations in twos.
We can add every single equation that matters.
And we can do the same in threes.
And put the result together as two or three.
We can thus learn everything there is to know.
And that is what I do believe is the whole problem.
Knowing everything is what God does.
And he has shared the way He sees it.
That for Him it is a simple matter of adding everything up.
They you have the equation for everything.
And when you begin to add up.
Begin with 3.
Because it is just as easy to add equations in threes as it is to add them in twos.
And when you use 15 use it to convert 2 to 3.
Not to convert 3 to 2.
Because true should never be converted to false.
And false should be converted to true.
And that is the question you will find impossible to answer.
Why is it so.?
Why is it so easy to convert 2 to 3.
Why is fifteen the magic number.?
15 is 3*5 So it is three.Because it is 5+2
So it is added.And it is right to add.
Because we have proven that addition works just as well as mulitplication.
But if you multiply a superequation that is three by a superequation that is two.
Then multiply by fifteen.
You will get 666.And you will get an infinite two.
Which is what six is.
To finish I would like to speak a word to the the physists and mathematicans at ORU.
Because they will be making the decisions to prove 666 to be be false.
Thus saith the Lord.
To the team at ORU.
Iam your coach.And Iam.I have coached you to win.
By my Holy Spirit.
I expect 110%.
And I know that you will give it.
Because you have all the answers.
They are in the book.
And that isn’t what science is all about.
You have to prove the answers in the book are right.
And to that you will need the best experiment.
And you have one that is almost the best.
Because everybody has a new experiment in slowing down light.
Yours will have to be a special experiment.
One that is easy to perform.
One that can be performed at any university.
And working with what I have given you.
Is easy.
And it might not be.
You might need a new heart and a new mind
To do what you have to do.
And you have just that.
You have a new heart and you have a new mind.
So can understand the things that only the angels understand.
Because they would like to look in at what you are doing.
Because they wonder how God created the universe.
And what the ultimate answers really are.
And they know that having faith is what it is all about.
That without faith you would not be pleased.
By anything God had to say.
You would say it wasn’t good enough.
That the explaination for the creation of the universe was not worthy of God.
But what is worthy is the explaination I have already given.
The one in the book of Genesis.
Because it is the explaination that you are to believe.
Knowing that I could give you a complete matematical expalination.
And that is not beyond my power.
But because I have explained it as if to a child.
You don’t believe.
And I will say to you behold the nail prints in my hands.
And the slash in my side.
And the nail prints in my feet.
Be not unbelieving but believe.
Because Iam He that liveth and was dead and behold Iam alive forevermore.
And I have the keys of hell and of death.
And I have given those keys to you.
As well as the keys to the kingdom of heaven.
Wednesday, December 26, 2007
Friday, October 19, 2007
SOURCE CODE "DR KARLS MACHINE ROBOT PHYSICS TEACHER
The machine Dr Karl commissioned by saying the fiat words" BUILD THE MACHINE."
Mr. Jeffrey,
As you requested in your last E-Mail,
Dear Gary Rob,
I wnat you to give me the source code for the updated BEYOND 2000 PHYSICS KNOWLEDGE CARDS application.
I want to give the source code to me to give to Dr Karl Kruselnicki for possible supercomputer applications at WASP.
It is a do it yourself kit to program Supercomputers in Western Australia which use my theory...
This is very important Rob I need the source code.
I got burned before with another program for which I didn't get the source code now I can't put it into new languages.
If possible could you also write it in basic when I pay you the rest of the money.
Basic is the all purpose language....... and can be converted into anything else.
That is if you are good with visual basic.
Steve A Jeffrey
Here is the source code for the updates of the Physics Knowledge Cards.

unit uMain;
interface
uses
Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,
StdCtrls, ExtCtrls, Menus;
type
TForm1 = class(TForm)
Panel1: TPanel;
Panel2: TPanel;
Button1: TButton;
Button2: TButton;
Edit1: TEdit;
Edit2: TEdit;
Image1: TImage;
Label1: TLabel;
Label2: TLabel;
Button3: TButton;
Button4: TButton;
Button5: TButton;
MainMenu1: TMainMenu;
Hlep1: TMenuItem;
contents1: TMenuItem;
Index1: TMenuItem;
N1: TMenuItem;
wwwcjwcom1: TMenuItem;
N2: TMenuItem;
About1: TMenuItem;
File1: TMenuItem;
Contents2: TMenuItem;
Index2: TMenuItem;
N3: TMenuItem;
wwwcjwcom2: TMenuItem;
N4: TMenuItem;
About2: TMenuItem;
procedure Button1Click(Sender: TObject);
procedure Edit2KeyPress(Sender: TObject; var Key: Char);
procedure Button2Click(Sender: TObject);
procedure Button5Click(Sender: TObject);
procedure About1Click(Sender: TObject);
procedure Button3Click(Sender: TObject);
procedure Button4Click(Sender: TObject);
private
{ Private declarations }
public
{ Public declarations }
end;
var
Form1: TForm1;
implementation
uses About, Unit3, Unit4;
{$R *.DFM}
procedure TForm1.Button1Click(Sender: TObject);
begin
Edit1.ReadOnly := false;
Edit2.ReadOnly := false;
Button2.Caption := '&Store Equation in File';
end;
procedure TForm1.Edit2KeyPress(Sender: TObject; var Key: Char);
begin
if (Key = #13) then
begin
Label1.Caption := Edit1.Text;
Label2.Caption := Edit2.Text;
end;
end;
procedure TForm1.Button2Click(Sender: TObject);
var
TFile : TextFile;
begin
AssignFile(TFile, 'physics.txt');
Reset(TFile);
Append(TFile);
Writeln(TFile, Edit1.Text);
Writeln(TFile, Edit2.Text);
Writeln(TFile, ' ');
Flush (TFile);
CloseFile(TFile);
Button2.Caption := 'Done';
Edit1.ReadOnly := true;
Edit2.ReadOnly := true;
end;
procedure TForm1.Button5Click(Sender: TObject);
begin
Close;
end;
procedure TForm1.About1Click(Sender: TObject);
begin
Form2.ShowModal;
end;
procedure TForm1.Button3Click(Sender: TObject);
begin
Form3.Show;
end;
procedure TForm1.Button4Click(Sender: TObject);
begin
Form4.Show;
end;
end.

unit Unit3;
interface
uses
Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,
StdCtrls, ExtCtrls;
type
TForm3 = class(TForm)
Panel1: TPanel;
Button1: TButton;
Button2: TButton;
Button3: TButton;
Panel2: TPanel;
Image1: TImage;
Image2: TImage;
Image3: TImage;
Button4: TButton;
Button5: TButton;
Button6: TButton;
Button7: TButton;
Label1: TLabel;
Label2: TLabel;
Label3: TLabel;
Label4: TLabel;
Label5: TLabel;
Label6: TLabel;
Shape1: TShape;
Shape2: TShape;
Shape3: TShape;
procedure Button3Click(Sender: TObject);
procedure Button1Click(Sender: TObject);
procedure Button2Click(Sender: TObject);
procedure Button5Click(Sender: TObject);
procedure Button6Click(Sender: TObject);
procedure Button7Click(Sender: TObject);
private
{ Private declarations }
public
{ Public declarations }
function ActivateCard(pThisCard : integer) : boolean;
end;
type
TPlrCard = class
public
Name : string;
Expression : string;
constructor Create;
end;
type
TDisplay = class
public
Activated : boolean;
constructor Create;
end;
var
Form3: TForm3;
PlrCard : array[1..55] of TPlrCard;
Display : array[1..4] of TDisplay;
implementation
uses uMain, Unit4;
{$R *.DFM}
constructor TPlrCard.Create;
begin
end;
constructor TDisplay.Create;
var
i : integer;
begin
{set Display cards to false}
for i := 1 to 3 do
begin
Display[i].Activated := false;
end;
{read in values for the Plrcards}
{SetUpPlrCards;}
end;
procedure TForm3.Button3Click(Sender: TObject);
begin
Form1.Close;
end;
procedure TForm3.Button1Click(Sender: TObject);
begin
Form1.Show;
end;
procedure TForm3.Button2Click(Sender: TObject);
begin
Form4.Show;
end;
procedure TForm3.Button5Click(Sender: TObject);
begin
Display[1].Activated := ActivateCard(1);
end;
procedure TForm3.Button6Click(Sender: TObject);
begin
Display[2].Activated := ActivateCard(2);
end;
procedure TForm3.Button7Click(Sender: TObject);
begin
Display[3].Activated := ActivateCard(3);
end;
function TForm3.ActivateCard(pThisCard : integer) : boolean;
var
i : integer;
begin
if Display[pThisCard].Activated = true then
begin
if (pThisCard <> 4 ) then
Display[pThisCard].Activated := false;
case pThisCard of
1: Shape1.Brush.Color := clTeal;
2: Shape2.Brush.Color := clTeal;
3: Shape3.Brush.Color := clTeal;
4: begin
for i := 1 to 3 do
begin
Display[i].Activated := false;
end;
Shape1.Brush.Color := clTeal;
Shape2.Brush.Color := clTeal;
Shape3.Brush.Color := clTeal;
end;
end;
end
else
begin
Display[pThisCard].Activated := true;
case pThisCard of
1: Shape1.Brush.Color := clYellow;
2: Shape2.Brush.Color := clYellow;
3: Shape3.Brush.Color := clYellow;
4: begin
for i := 1 to 3 do
begin
Display[i].Activated := true;
end;
Shape1.Brush.Color := clYellow;
Shape2.Brush.Color := clYellow;
Shape3.Brush.Color := clYellow;
end;
end;
end;
Result := Display[pThisCard].Activated;
end;
end.
Lastly, your CD is in the mail. I have mailed it on the 12th of October. However, the mailing fees were pretty hefty this time at $72.00. This has caused me to cease future CD mailing until the project is done (even if you do volunteer to pay for the postage and handling fees yourself) Therefore, all future updates will be E-mailed to your E-Mail address or through Kasamba. The final product will be delivered on CD, when we have agreed that the work is complete. The price will be included in the already agreed upon sum of $350.00
My best wishes for our Mutual Success,
Amanda Dearheart
Mr. Jeffrey,
As you requested in your last E-Mail,
Dear Gary Rob,
I wnat you to give me the source code for the updated BEYOND 2000 PHYSICS KNOWLEDGE CARDS application.
I want to give the source code to me to give to Dr Karl Kruselnicki for possible supercomputer applications at WASP.
It is a do it yourself kit to program Supercomputers in Western Australia which use my theory...
This is very important Rob I need the source code.
I got burned before with another program for which I didn't get the source code now I can't put it into new languages.
If possible could you also write it in basic when I pay you the rest of the money.
Basic is the all purpose language....... and can be converted into anything else.
That is if you are good with visual basic.
Steve A Jeffrey
Here is the source code for the updates of the Physics Knowledge Cards.

unit uMain;
interface
uses
Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,
StdCtrls, ExtCtrls, Menus;
type
TForm1 = class(TForm)
Panel1: TPanel;
Panel2: TPanel;
Button1: TButton;
Button2: TButton;
Edit1: TEdit;
Edit2: TEdit;
Image1: TImage;
Label1: TLabel;
Label2: TLabel;
Button3: TButton;
Button4: TButton;
Button5: TButton;
MainMenu1: TMainMenu;
Hlep1: TMenuItem;
contents1: TMenuItem;
Index1: TMenuItem;
N1: TMenuItem;
wwwcjwcom1: TMenuItem;
N2: TMenuItem;
About1: TMenuItem;
File1: TMenuItem;
Contents2: TMenuItem;
Index2: TMenuItem;
N3: TMenuItem;
wwwcjwcom2: TMenuItem;
N4: TMenuItem;
About2: TMenuItem;
procedure Button1Click(Sender: TObject);
procedure Edit2KeyPress(Sender: TObject; var Key: Char);
procedure Button2Click(Sender: TObject);
procedure Button5Click(Sender: TObject);
procedure About1Click(Sender: TObject);
procedure Button3Click(Sender: TObject);
procedure Button4Click(Sender: TObject);
private
{ Private declarations }
public
{ Public declarations }
end;
var
Form1: TForm1;
implementation
uses About, Unit3, Unit4;
{$R *.DFM}
procedure TForm1.Button1Click(Sender: TObject);
begin
Edit1.ReadOnly := false;
Edit2.ReadOnly := false;
Button2.Caption := '&Store Equation in File';
end;
procedure TForm1.Edit2KeyPress(Sender: TObject; var Key: Char);
begin
if (Key = #13) then
begin
Label1.Caption := Edit1.Text;
Label2.Caption := Edit2.Text;
end;
end;
procedure TForm1.Button2Click(Sender: TObject);
var
TFile : TextFile;
begin
AssignFile(TFile, 'physics.txt');
Reset(TFile);
Append(TFile);
Writeln(TFile, Edit1.Text);
Writeln(TFile, Edit2.Text);
Writeln(TFile, ' ');
Flush (TFile);
CloseFile(TFile);
Button2.Caption := 'Done';
Edit1.ReadOnly := true;
Edit2.ReadOnly := true;
end;
procedure TForm1.Button5Click(Sender: TObject);
begin
Close;
end;
procedure TForm1.About1Click(Sender: TObject);
begin
Form2.ShowModal;
end;
procedure TForm1.Button3Click(Sender: TObject);
begin
Form3.Show;
end;
procedure TForm1.Button4Click(Sender: TObject);
begin
Form4.Show;
end;
end.

unit Unit3;
interface
uses
Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,
StdCtrls, ExtCtrls;
type
TForm3 = class(TForm)
Panel1: TPanel;
Button1: TButton;
Button2: TButton;
Button3: TButton;
Panel2: TPanel;
Image1: TImage;
Image2: TImage;
Image3: TImage;
Button4: TButton;
Button5: TButton;
Button6: TButton;
Button7: TButton;
Label1: TLabel;
Label2: TLabel;
Label3: TLabel;
Label4: TLabel;
Label5: TLabel;
Label6: TLabel;
Shape1: TShape;
Shape2: TShape;
Shape3: TShape;
procedure Button3Click(Sender: TObject);
procedure Button1Click(Sender: TObject);
procedure Button2Click(Sender: TObject);
procedure Button5Click(Sender: TObject);
procedure Button6Click(Sender: TObject);
procedure Button7Click(Sender: TObject);
private
{ Private declarations }
public
{ Public declarations }
function ActivateCard(pThisCard : integer) : boolean;
end;
type
TPlrCard = class
public
Name : string;
Expression : string;
constructor Create;
end;
type
TDisplay = class
public
Activated : boolean;
constructor Create;
end;
var
Form3: TForm3;
PlrCard : array[1..55] of TPlrCard;
Display : array[1..4] of TDisplay;
implementation
uses uMain, Unit4;
{$R *.DFM}
constructor TPlrCard.Create;
begin
end;
constructor TDisplay.Create;
var
i : integer;
begin
{set Display cards to false}
for i := 1 to 3 do
begin
Display[i].Activated := false;
end;
{read in values for the Plrcards}
{SetUpPlrCards;}
end;
procedure TForm3.Button3Click(Sender: TObject);
begin
Form1.Close;
end;
procedure TForm3.Button1Click(Sender: TObject);
begin
Form1.Show;
end;
procedure TForm3.Button2Click(Sender: TObject);
begin
Form4.Show;
end;
procedure TForm3.Button5Click(Sender: TObject);
begin
Display[1].Activated := ActivateCard(1);
end;
procedure TForm3.Button6Click(Sender: TObject);
begin
Display[2].Activated := ActivateCard(2);
end;
procedure TForm3.Button7Click(Sender: TObject);
begin
Display[3].Activated := ActivateCard(3);
end;
function TForm3.ActivateCard(pThisCard : integer) : boolean;
var
i : integer;
begin
if Display[pThisCard].Activated = true then
begin
if (pThisCard <> 4 ) then
Display[pThisCard].Activated := false;
case pThisCard of
1: Shape1.Brush.Color := clTeal;
2: Shape2.Brush.Color := clTeal;
3: Shape3.Brush.Color := clTeal;
4: begin
for i := 1 to 3 do
begin
Display[i].Activated := false;
end;
Shape1.Brush.Color := clTeal;
Shape2.Brush.Color := clTeal;
Shape3.Brush.Color := clTeal;
end;
end;
end
else
begin
Display[pThisCard].Activated := true;
case pThisCard of
1: Shape1.Brush.Color := clYellow;
2: Shape2.Brush.Color := clYellow;
3: Shape3.Brush.Color := clYellow;
4: begin
for i := 1 to 3 do
begin
Display[i].Activated := true;
end;
Shape1.Brush.Color := clYellow;
Shape2.Brush.Color := clYellow;
Shape3.Brush.Color := clYellow;
end;
end;
end;
Result := Display[pThisCard].Activated;
end;
end.
Lastly, your CD is in the mail. I have mailed it on the 12th of October. However, the mailing fees were pretty hefty this time at $72.00. This has caused me to cease future CD mailing until the project is done (even if you do volunteer to pay for the postage and handling fees yourself) Therefore, all future updates will be E-mailed to your E-Mail address or through Kasamba. The final product will be delivered on CD, when we have agreed that the work is complete. The price will be included in the already agreed upon sum of $350.00
My best wishes for our Mutual Success,
Amanda Dearheart
FOREWORD WALTER SPUNDE MATHS DEPT USQ.
At long last I found the time to dig through a portion of the mess in my tiny room here and find your typescript.It is ( obviously) enclosed herewith.
A harvard professor once chided a post graduate student who was particularly protective of his new found results.
"If you have got anything really original,"he told him "don't worry about hiding it: you'' have the devils own job to get anyone even just to listen".People aren't interested, and hence don't have time for original ideas.They only have time for things that will advance their careers,make them money or make them more comfortable.Original ideas seldom do any of those things.Books and ppers that extend well known ideas build the reputions and careers of others associated with those ideas.New ideas help no one.So it is a hard road to which you have set your foot.
To have an original idea is one thing,to have an original approach is even worse,but to get an idea across to people who don't want to hear is something else again that requires time and infinite patience.To try to get a new idea across using a new approach is to bang ones head against a brick wall.
Best wishes and good luck.
Walter Spunde.
A harvard professor once chided a post graduate student who was particularly protective of his new found results.
"If you have got anything really original,"he told him "don't worry about hiding it: you'' have the devils own job to get anyone even just to listen".People aren't interested, and hence don't have time for original ideas.They only have time for things that will advance their careers,make them money or make them more comfortable.Original ideas seldom do any of those things.Books and ppers that extend well known ideas build the reputions and careers of others associated with those ideas.New ideas help no one.So it is a hard road to which you have set your foot.
To have an original idea is one thing,to have an original approach is even worse,but to get an idea across to people who don't want to hear is something else again that requires time and infinite patience.To try to get a new idea across using a new approach is to bang ones head against a brick wall.
Best wishes and good luck.
Walter Spunde.
Tuesday, September 25, 2007
THE LAW OF NON CONTRADICTION AND MATHS
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