Language of the Universe . . . Maybe

Language of the Universe … Maybe

J.D. WATERS

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2015 J.D. Waters. All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

Published by AuthorHouse 04/14/2015

ISBN: 978-1-5049-4010-8 (sc)

ISBN: 978-1-5049-4009-2 (hc)

ISBN: 978-1-5049-4011-5 (e)

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Contents

Preface

Chapter 1 Career Prediction

Chapter 2 Performing Babies?

Chapter 3 Blood out of a stone

Chapter 4 Apes and Birds

Chapter 5 Inbreeding

Chapter 6 ‘Defective’ Females?

Chapter 7 Individualistic Societies

Chapter 8 Structural Influences

Chapter 9 Universe and Nature

Chapter 10 Time Projections, Time Lag and Time Relativity

Chapter 11 Binary Fission

Chapter 12 Energy Spirals

Chapter 13 Planetary Motion

Chapter 14 Atomic Division

Chapter 15 Weight and Magnetism

Chapter 16 Cell Growth

Chapter 17 Cell Joins

Chapter 18 Double-cell Implications

Chapter 19 Sexual Reproduction

Chapter 20 Sexual Effects

Chapter 21 Heterosexual Reproduction

Chapter 22 Human Archetypes

Chapter 23 Sexual Selection

Chapter 24 Progeny Guide

Chapter 25 Environmental Evolution

Chapter 26 Evolutionary Time wave

Chapter 27 Waves of orientation and motion

Chapter 28 Mendel’s Peas

Chapter 29 Crystal Trees

Chapter 30 Crystal Humans?

Chapter 31 Binary Stars

Chapter 32 Universal Measurement

Chapter 33 Language of the Universe

Chapter 34 Structure and Society

Appendix A Career Prediction

Appendix B Human ‘Archetypes’

Epilogue Author’s Time wave

References

This book is dedicated to the Musicians of the World

Preface

This book contains a large number of scientific hypotheses, none of which have been subjected to empirical research or testing. As such, the book will probably be considered of doubtful scientific value by experts.

The normally accepted scientific tradition, founded by Sir Isaac Newton, involves the full process of evaluation through empirical testing followed by the publication of the results in a blaze of glory.

The concept of keeping important scientific hypotheses secret, as Sir Isaac Newton was fond of doing, is doubtful. If Newton had published his preliminary results regarding the orbit of the moon, other scientists of his day could have helped to formulate the gravitational theory. Of course, this might have meant that Newton would have missed the individual glorification which many scientists seem to aspire to.

If I were to follow Newton’s example, it would take me a lifetime simply to test one or two hypotheses. The rest would then die with me. In our interdependent society I believe all scientists should work together as much as possible to test and refine those hypotheses. Only by combining our efforts can we achieve the evolution of knowledge which may hold the key to our survival. After all, who needs individual glory in an extinct society?

Chapter 1

Career Prediction

In May 1975, I was a Trainee Careers Officer studying for my Diploma of Vocational Guidance at the South Bank Polytechnic, London.

During that month I had been asked to compile a list of questions which would help me to interview school-leavers who needed vocational guidance. Up to that time, I had used my tutors approach. Now I had to think up my own approach.

First I had to decide upon a definition of vocational guidance. I decided to use the Employment and Training Act, 1973 as my main guide, and I paid particular reference to the definition of the vocational guidance service given to British citizens by the government information centres.

The Citizens’ Advice Bureau, which informs parents and school-leavers of their rights in this respect under British law, stated in its handbook - Young persons under 10, or over 15, and still at school may obtain advice on what is likely to be the most suitable career (CANS - 1975).

Thus school-leavers would expect advice on what is likely to be the most suitable career… Careers were defined in my dictionary as occupations leading to success. Fine, but what was meant by most suitable?

That question had been answered for me a month or so earlier by Miss Rachel Leyman, a Specialist Careers Officer at my employers’ offices in Willesden, London. I had asked Rachel two questions, namely:

What do school-leavers seek in a career? to which Rachel had answered - Status, variety, interest and jobs with people.

What makes a good Careers Officer? according to Rachel, the answer lay somewhere within the realms of philosophy and psychology.

In compiling my interview questions, I could manage those aspects of a career concerning status, variety and jobs with people; but how do you define ‘interest’? This was a problem. People are interested in so many different things. The question of why they are interested in one thing rather than another would need an explanation, -- if satisfactory interview questions were to be compiled. Presumably the answer lay in the realms of philosophy and psychology, as Rachel had said.

I decided to answer the question of Interest by going back to first principles. I looked up the dictionary definition of psychology - a branch of science studying the processes, motives, reactions and nature of the human mind. All right. But what did science mean? I couldn’t remember. The answer - any branch of knowledge based on systematic observations of facts and seeking to formulate general explanatory laws and hypotheses that could be verified empirically. Great.

In discovering the answers to vocational needs, I was really involving myself in career prediction. I was satisfied that the answer to a career prediction hypothesis lay in the correct judgement of a school-leaver’s ability, personality and job environment.

Ability could be tested fairly satisfactorily. The job environment could be easily determined, although not necessarily changed to suit the needs of the school-leaver. So that left personality.

I considered that personality and interest were essentially the same thing. Personality decided interest and interest decided personality.

The words verified empirically, used in the definition of the word ‘Science’, indicated the effort which lay ahead in the verification of any hypothesis I might dream up. I would have to make a large number of observations of facts and amass a great deal of evidence. Bearing this in mind, I decided not to be too ambitious. I would look for something very simple and basic.

I reflected on the differences between myself and my brother. I have tended to be a bit of a day dreamer while he tended not to day-dream. I thought back to the time when I started to day-dream. I used to rock in my sleep from about the age of three onwards. My brother did not rock. I was awake as I rocked - my head resting on my fists - crouching under my eiderdown and rocking from side to side. I used to do this before going to sleep and before getting up in the mornings. I’ve seen other children doing the same thing.

So why was this? What caused it? Why didn’t my brother rock or daydream? Did the day-dreaming make us different, and if so, how?

I worked out a hypothesis based upon day-dreaming, and tried it out on my fellow students. It was partly successful out not good enough to be right. So back I went to the drawing board.

Chapter 2

Performing Babies?

I decided to look at the way children were brought up in their very early years, and to look for simple differences. So what does a baby do in its early months after birth? According to books on the subject, it acts and reacts to its environment.