Search on "Scriptural Physics"
|
Search on "Scriptural Physics"
|
Fair Use Notice:
¾¾¾¾¾¾¾¾
Notwithstanding the provisions of section 106, the fair use of a copyrighted work, including such use by reproduction in copies or phone records or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use, the factors to be considered shall include:
(1) The purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes;
(2) the nature of the copyrighted work;
(3) the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
(4) the effect of the use upon the potential market for or value of the copyrighted work.
¾¾¾¾¾¾¾¾
See also http://www.iupui.edu/~copyinfo/highered2000.html "Fair Use: Overview and Meaning for Higher Education" (Kenneth D. Crews, May 2000)
Explicit Permissions Notice
Permission to make printed copies for classroom or personal use is hereby explicitly granted for the articles listed below and subject to the restrictions and acknowledgements that follow:
Printable Articles:
Scriptural Physics (index page)
What is Scriptural Physics?
An Atom or a Nucleus?
Advanced Stellar Propulsion Systems
Motion Couplers
Advanced Atomic Energy Converters
Intuitive Concepts in Quantum Mechanics
Inverseness
Some Thought Provoking Issues
Brian Fraser's Adventures in Energy Destruction
Cartoombs Index and Cartoombs
Make Sure of All Things
My Dream Job
One Christian's Perspective on Quantum MechanicsUser Restrictions and Acknowledgements:
1. Use of copies must be strictly NON-COMMERCIAL.
2. Permanent binding methods, such as those used for commercial books, are not permitted for printed copies. Printed copies may be clipped, stapled, notebooked, or comb bound, the latter being the preferred method of binding.
3. User is aware that content is editorial in nature and is offered for the advancement of science and education. There is no guarantee or claim that statements within these articles are correct or factual. Questions are raised, and opinions are offered to encourage academic discussion and inquiry.
4. User is aware that this is a work-in-progress (Articles and opinions may be revised. Copies made might soon be out-of-date).
5. The Copyright notices at the beginning of the articles must be faithfully reproduced.
6. No changes in content are permitted (printed formats may vary somewhat however)
7. Printed copies must not be co-mingled or combined (bound) with other works of other authors.
8. The Copyright owner has the right to withdraw this Explicit Permission at any time for any reason.
9. The CoverPage, Fair Use Notice, Explicit Permissions Notice (above), and the Examples (below) should be included with printed copies, especially if several articles are printed and bound.
Please mail any comments, questions, and suggestions to Brian Fraser, P.O. Box 427, Scottsdale, Arizona, 85252.
Examples
Examples of where printed copies might be useful:
- Science classes: A key scientific premise in Scriptural Physics is that if equations of physics like E=mc2, E=pc, E=cB are to be dimensionally consistent, then it should be possible to rewrite all equations of physics in terms of pure space/time ratios. This in turn should lead to general and powerful solutions to many perplexing problems as well as important practical applications.
- Philosophy/Social Science classes: The topics at this site include antigravity, "cold fusion", and the claim that the atom does not "have" a nucleus. These topics are all clearly in the "junk science" category, at least from the viewpoint of modern, "prestigious" institutions. But is this really junk science? And how can you tell? Why do institutions often rabidly oppose new ideas? Can institutions engage in "junk behavior"? Is "congruency" more difficult for institutions than for individuals? (Also, see NASA BPP criteria )
- Marketing/Sales classes: The United States intends to transport 77,000 tons of high level radioactive waste by rail from nuclear power plants all over the country to a yet-to-be-built storage facility ($57 billion) in Nevada. But there is good evidence nuclear waste could be neutralized on-site at nuclear power plants such that no shipping or storage would be needed at all. The process might even have useful by-products. How can one "sell" the idea of investigating this to the general public? If a highschool chemistry student can perform this process, why can't the Department of Energy?
- Business Management classes: What level of creativity do you want in the work place, and how do you manage its effects? Should employees follow orders and just do the job? Or should they be allowed to create potentially effective, but possibly disruptive solutions? Or should you just let the competition figure it all out first? ("The early bird gets the worm, but the second mouse gets the cheese.")
- Law classes: Is Scriptural Physics science or religion?
- Bible Studies: Some Christians have difficulty seeing science and scripture as complementary. Perhaps what is found within these pages will be helpful.
- Personal use: Now you can read Scriptural Physics the old fashioned way ¾without a computer!
"Wisdom is better than
strength. Nevertheless the poor man's wisdom is despised,
And his words are not heard." ¾Ecclesiastes 9:16
"And the light shines in the darkness, and the darkness did not comprehend it." ¾John 1:5
html 4/02h
