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Latest News is that I now have Proof of ETI.

Previously I had Proof of ET from a complicated science paper by Dr Baranski, now there is Proof of Intelligence outside the Earth (ETI). An article is being published on this and there will be more later. ETI Music signals have been detected by Radio Astronomy.

Pythagoras talked about Music of the Spheres, and the Proof of ETI is all tied into that tradition of Physics Investigation. Pythagoras was said to have been trained in Ancient Wisdom from Egypt and Babylon; so it’s a long tradition. It was picked up again in the Copernican Revolution.

I am now going issues some of which have already been dealt with in (1) to (5), but with latest information:

The History of Physics has been affected by Religious, political and philosophic disputes, and this Pythagorean tradition of Theoretical Physics have suffered from this.

The Film “The Da Vinci Code” deals with the idea that Jesus had descendants and that has been suppressed by Christian religion for thousands of years. Put that issue to one side. The film does deal with the Science tradition that has been suppressed. There is a scene where a murdered man is found with a pentagram inscribed on his chest. The detective investigating the case says that it is a sign of the Devil. The hero of the film says it is a pagan symbol representing the unity of female and male. The Christian movement demonised a great deal of the pagan world; it was a revision – symbols like the pentagram were not originally Satanic until the Christian movement said it was. (There is a side-issue that the pentagram one way is okay, but inverted is Satanic. Before Christianity invented the Devil, the Pagan world without Devil  would not have interpreted the symbol that way.)

And the Pentagram was one of the symbols of the Pythagorean movement. Pythagorean movement was of course one of the  Pagan movements, and the Christian Church demonised it along with other Pagan beliefs.

Galileo and Copernicus’ science was based upon a Pythagorean approach, and the Church did not like the Pythagorean version of religion that the Pythagorean science could be attached to; so those following it risked charges of heresy which was punishable by death.

The Catholic Church placed a Ban on the Copernican Revolution’s science following the trial of Galileo before the Inquisition. However, there was a protest movement against Catholic beliefs called the Protest-ants; this was still a Christian belief system, but the Protestants wanted a different version of Christianity to the Catholics. To the Catholics this Protestant Christianity was heresy; hence both religious groups were in Conflict. In Protestant England there was more freedom to pursue beliefs that were heresy to the Catholic Church. Hence Newton was able to pursue Galileo’s ideas. Newton was an alchemist, which meant that he had beliefs in Ancient Egyptian wisdom called Hermeticism, and so he risked going to far and being a heretic from even a Protestant Christian country’s point-of-view. (And Ancient Egyptian wisdom Hermeticism is related to Pythagoreanism, because Pythagoras studied it.)

The Catholic Church despite its Ban on Galileo’s science had to then look again at the relevant science because of the celebrity status of Newton who was protected from their Inquisition in a Protestant country.

Leibniz on the Continent of Europe was pursuing the same science as Newton in England; but there arose a split between them. An argument between Newton and Leibniz as to who had priority to what discoveries. This split continued over many centuries. The Catholic Church took away its Ban on this science which was called Newtonian science, by influences such as father Boscovich. But the version of Newtonianism that Continental Europe followed (under influence of Catholic Church) was mainly the Leibniz version taken up by Boscovich. While England with its national hero Newton wanted to stay faithful to Newton and reject the Continental version of Newtonianism based on Leibniz. The main issue where this split was over how gravity operated, Newton did not want to give an explanation, and left it as action-at-a-distance without saying how it worked. While on the continent this developed into the idea of a “field” through Boscovich – who called it a “sphere of influence”.

Scotland and England were not really on friendly terms either, so while England wanted to stick with their National hero Newton, Scotland was more prepared to go with Continent ideas. Hence Maxwell the Scot took up the idea of “field” and applied it to electromagnetism.

The field idea applied to gravity is the gravitational field, while in electromagnetism is the electromagnetic field. I will pick up anon how these fields are unified.

In the 20^th Century there became an amazing confusion over fundamental concepts.

The correct science tradition should be based upon the Pythagorean tradition. But the Church didn’t like its possible religious interpretations so when Galileo presented its evidence, the Church wanted to deny that evidence. Eventually the Church conceded. But arising out of that denial was a philosophic tradition that wanted to deny evidence that contradicted its philosophic point-of-view. This philosophic point-of-view went by many names, but those following it wanted to cloak it with the appearance of being scientific. When Galileo presented his astronomical evidence there were many who denied that evidence, and such people should more properly be called something like Exclusionists because they excluded evidence that they did not like, and unfortunately these people are in the scientific community, as Galileo found out. When it comes to experiments which are supposed to prove things, this body of Exclusionists have many techniques to ignore/exclude such evidence such as believing for no good reason that the experiment was not done properly. Unfortunately, it is now a favourite technique of politicians to try to ignore/exclude evidence that contradicts them, and such politicians would like science to back them, so such a philosophic point-of-view has found support by politicians who want science to say what agrees with their politics; i.e. science has become a political football.

Hence when it comes to approaches to science, the political backing is more for the Exclusionists than the correct way of Pythagoreanism; and so the Pythagorean type approach from its beginnings with the Copernican Revolution has become mostly lapsed.

The way this has become lapsed has been quite easy done; because the Pythagorean approach requires science to be done in a certain way and maths to be done in a certain way, and maths education is so bad it’s no longer done in a proper way consistent with the Pythagorean approach. Meaning that maths is badly taught to would-be scientists and this gets carried over into their science being bad also.

I work-shadowed a maths teacher to see how the maths education is so bad.

The attempt by the maths education system is to make maths being taught as simple as possible to the students; this is resulting in “dumbing down”; and that results in corrupting the maths being taught; resulting in students getting an incorrect understanding of maths.

One example I came across was a class of pupils being taught that the square root of 49 was +7. They were not told about the negative root. I brought this issue up with the maths teacher, he said it was about making maths as simple as possible for the pupils to understand, and at this age they did not bring in the complication of negative roots; but two years later they introduced negative roots. So, at this age they were taught the square root of 49 was +7 only and 2 years later they were taught the square root of 49 was +7 and -7.

I pointed out that at two years older they could interpret that they had been lied to when they were originally told it was +7 with no mention of  -7. He admitted that it might be interpreted that way.

It is my point that from my perspective that I view it as lying.

If I were told the square root of 49 was only +7 and then later told “well actually the square root is +7 and -7 not just +7” then I view it that I was lied to!

This is a Fundamental Point!

Some people might not care about this. It is the nature of what has become our political climate that this attitude is now held by many people- namely not to care. But maths if it is to be properly taught cannot be taught so that it’s one thing one moment and something else the next; because it just leads to confusion.

If you tell me something one moment and then later tell me something else; then you lied to me!

The way that maths is being taught is to lie to the student to make things simpler.

It is not just this square root lie.

The lie operates in other areas of maths; you are taught one thing one moment and then later taught something else as a supposed update.

A point is that if these students only understood the lesson where they were told that the square root of 49 was +7 and missed the lesson where it was updated; then they might go throughout life with believing the lie that the square root of 49 was +7, and never knowing the truth that it was +7 and -7.

Throughout the maths education system lies like this are being taught, and if you miss the lesson to update to the truth on a certain issue, or you do not understand the lesson that updates to the truth, then you can go through life believing mathematical lies.

And from my study of scientists, this is indeed what happens – there are numerous mathematical lies being taught, and different people still believe those lies throughout their life, never updating to the truth.

i.e. the scientists have not been given a Pythagorean understanding of maths, and instead have various different collections of mathematical lies that they believe in.

This corruption of Education goes very deep according to  Charlotte Thomson Iserbyt, former Senior Policy Advisor in the US Department of Education, blew the whistle on government activities, in her book “The Deliberate Dumbing down of America” there is a large group active in education whose agenda is to deliberately dumb down people so that they will accept the New World Order.

( http://www.deliberatedumbingdown.com/)

There is another aspect to this Education issue. Pythagoreanism – although I am interested in the science part. It is also attached to a religious point-of-view, and religious point-of-view the  Christians might disapprove. So,  try teaching it and there might be a backlash from Christian Fundamentalist parents opposed to it being taught to their children; at the moment they are opposed to Darwin’s Evolution being taught, but there is little to stop them objecting to lots of things. Corruption of Education is what a lot of pressure groups want!

One goes through a Bad Education system, and one has to find against what one has been told, because of the politico-religious pressures that have be brought to bear on teaching you bad.

In science itself without the maths corruption, there are the scientific concept corruptions. For instance: the word atom originally meant a part of particle of  matter that could not be split up to anything smaller. Come the 20^th century a particle of matter was called an atom and then it was split into something smaller by the Atom Bomb; hence the word atom in the 20^th Century was no longer referring to a particle of matter that could not be split into anything smaller. You might wonder what is the point of this? Well the point is this – come the 20^th Century the atom was referring to a particle that could be split, but if you were reading a theory written in an earlier century when the word atom was used it was referring to a particle that could not be split. Hence Boscovich’s 18^th Century theory of atoms is dealing with particles that cannot be split; however a 20^th Century Atom theory is referring to particles that can be split. From the perspective of someone taught 20^th Century physics’ atoms, if they then look at Boscovich’s theory they can erroneously think well that theory must be wrong, because Boscovich’s atoms cannot be split, but I know that atoms can be split. The truth though is Boscovich when talking of atoms is not talking about 20^th Century atoms, and that theory of an unsplittable particle is still valid.

Now, knowing this let us consider Bearden’s theory:

Bearden’s theory is based upon Modern Physics misunderstanding Maxwell’s theory of electromagnetism. His claim is that Maxwell’s theory was originally based upon a quaternion—a sort of 4 dimensional vector, but it was subsequently simplified to make it easier to understand by having electromagnetic field theory deal instead with 3 dimensional vector and a scalar.

That ties in with what I have been saying about the corruption of maths education.

A three dimensional vector is merely 3 numbers collected together as ( A, B,C) where A, B and C are three numbers this three dimensional vector in electromagnetic field theory is called part of the vector field of electromagnetism. Along with that field there is another field called Scalar field, which is merely a single number let us call it D.

So the simplified Electromagnetic Field Theory consists of a three dimensional vector field (A,B,C) and a scalar field D.

Now the Quaternion is merely a 4 dimensional vector, so the numbers A, B, C and D we could merely write in the form (A,B,C,D) and that is then a 4 dimensional vector called the Quaternion; we could call it a Quaternion Field then we have the  Electromagnetic Quaternion Field Theory.

That is all the difference there is between the simplified Electromagnetic Field Theory of vector field (A,B,C) and scalar field D and Electromagnetic Quaternion Field Theory; just put the numbers in the form (A,B,C,D).

Of course associated with this simple process of re-arranging this numbers A,B,C, D can be a minefield of mathematical mistakes; which as I have mentioned Bad Maths education would make many make great mistakes with these numbers A,B,C,D when they start applying them to physics.

That is the Basis of Bearden’s theory.

He has I have read been heavily criticised by what appears to be a Professor of deep knowledge about Electromagnetic theory.

Now, the situation of this theoretical argument boils down to this:

In the standard Physics education system, a student of Physics gets taught about three dimensional vector fields and scalar fields in Electromagnetic Field theory, but that might be as far as his education goes, he might not be taught the next step; which is namely Relativity.

In Relativity time is treated as a dimension, and so added to the three dimensions of space we can form in Relativity theory a 4 dimensional vector which is called a Relativistic vector. This is not necessarily the same as the four dimensional vector called the quaternion. But the point is Bearden’s theory deals with 4 dimensional vectors in electromagnetism. A student of physics if they student electromagnetism eventually gets to dealing with 4 dimensional vectors also. And this is where the professor argues against Bearden. The professor is already dealing with 4 dimensional vectors in electromagnetic theory, all Bearden is essentially doing is dealing with 4 dimensional vectors in electromagnetic theory (though calling them quaternions); from the professor’s point-of-view Bearden is not offering anything new because he is already dealing with the same thing. However, from a scientist who has not progressed  from the simplified theory dealing only with three dimensional vector to the next step up of four dimensional vector, what is being offered is new to him. It might not be new to this professor who criticises Bearden, but to a scientist who has not gone far enough along the education process what Bearden says is new.

So, now let me summarise—the Electromagnetic Field Theory unifies the  electric force and the magnetic force by a four dimensional vector.

The next question is how do we unify the gravitational force; and the answer is simple – we merely increased the number of dimensions of the vector. In Electromagnetic Field Theory we have a four dimensional vector field, to include gravity we introduce an extra dimension to get a five dimensional vector field. And if we want to go further, we can increase the number of dimensions even further.

A question is where do we look for such a theory. Well Kaluza and Klein have looked at the idea of unifying gravity with electromagnetism by five dimensions in the 20^th Century. But if we look back to the 18^th Century, we can see that this was already done by Boscovich.

By looking back in the literature of science we can find a more advanced theory than the theories we so far have today. And the reason for this is the attempt to simplify.

The attempt to simplify has been the corrupting process of our education system. With each level of exam we are presented with an update upon what we have been taught before; such as the example we are taught for one exam we must answer +7 only as the square root of 49, while a few years later we have to answer in the next exam the update of +7 and -7. If we do not go far enough along the education process we do not get the subsequent updates and reside in theories with mathematical errors. But look to the past and there was no simplifying corrupting process and the complete theory is presented in one go, not in little chunks that needs updates.

Based upon what our society needs. I believe what happens is that the students go through this piecemeal updating process, and the brightest students go beyond what is publicly academically taught, they are earmarked by the military and go into what is called Black Ops where they are taught far more than what is in the White Ops on public display in Academia. And being in Black Ops they are of course held to secrecy as to the science they know.

In Summary it’s our politics that has had this influence on Science; its serves the politicians that science should be a mess of scientists all with incomplete understanding, mistaken beliefs about maths and science. And in this political climate the Exclusionist flourish. While the correct approach should be building upon one established fact in science to the next, what we have instead is a confusion of conflicting comments from confused scientists who have had an education that has made them confused.

I found that the Comic genius Charlie Chaplin summed  up my position when he said to Einstein: "I am applauded, because everybody understands me; you are applauded, because nobody understands you."

Einstein was not understood during his lifetime; and a distorted version of his theories is being taught at University.

There are scientists Pro-Einstein, and there are scientists Anti-Einstein.

But my stance is that these people have not understood Einstein properly.

Einstein has to be understood from a context of Boscovich.

I think I am the only person taking the stance that Einstein is a Misunderstood

Genius, who the Mainstream and Alternative Science communities have not properly understood.

i.e. that the theories of Einstein have been misunderstood by practically
everyone.

I have added a New Science paper to General Science Journal dealing with the maths explaining this:

"An Analysis of Special Relativity from a Boscovichian Perspective" By
RJAnderton

 As noted by someone at article Tesla's Dynamic theory of gravity (PowerPedia  
where such comments as these are transient.):

"............Einstein's general relativity (the original relativity theory came from R. Boscovich [1711-1787]), ......."

The point being the transition to Einstein's Relativity from Boscovich's Relativity was full of mistakes.

The article I have mentioned deals with some of those misunderstandings.

Other Papers by me at General Science Journal:

Added Apr. 11, 2006: Unified Field Theory Coverup [PDF]

n      explains the History of the Unified Field Theory which Mainstream Academia chooses to ignore.

Arthur Schopenhauer,   explained that a new idea goes through 3 Stages –First, it is ridiculed; second, it is violently opposed; and third, it is accepted as self-evident. (http://www-users.cs.york.ac.uk/susan/cyc/l/law.htm)

I think the stages are more like:  (1) Ignored (2) Ridiculed (3) Everyone claiming to have thought of it first.

The Unified Field Theory has been at Stage 1 and this has lasted over Hundreds of Years.

Added May 25, 2006: A Re-Examination of the Concept of Ether in Relativity
Theory [PDF]

n      explains that Academia is mistaken when it says that the Ether does not exist, because  a form of the Ether concept is still consistent with Special Relativity.

Added Oct. 10, 2006: Boscovich's Theory and Newton's Third Law [PDF]

n      explains that Boscovich’s theory is the next step from Newton’s theory.

Added Jan. 2, 2007: Einstein, Ether and Unified Field [PDF]

n      explains that Einstein’s Unified Field Theory is a type of Ether theory.

And of course the latest Paper:

  "An Analysis of Special Relativity from a Boscovichian Perspective"

n      explains how Boscovich’s theory is connected to Einstein’s theories of Relativity, with some of  the mistakes in understanding that Academia have made with Einstein.

Articles at: http://www.wbabin.net/papers.htm

The Debunkers have not been quiet, and they seem to now be starting a Campaign against Unified Field Theory; seems like they might not be interested with staying at Stage 1 and are preparing to move to Stage 2. They are the same type of people who attacked Galileo (i.e. the Exclusionists etc.),  and if they had their way we would still believe that the world was flat.

 We have had our Science messed up by these people. And of course some of it touches upon the religious issues around Evolution theory.

 Some people  "A" can look at  evidence such as an eye and decide it was designed by God, and others "B"  doesn’t see it that way. Something goes on in the head with Thinking  Processes, and not everyone goes through the same type of Thinking
 Processes.

In the Unified Field Theory of Whyte and Baranski the Universe has an organising process at work, some people interpret this as a natural part of the Universe, while others interpret it as God (i.e. intelligent Designer). But the Debunkers just want to go into denial.

Mendel Sachs in his book “Relativity in Our Time” briefly mentions Boscovich as the starting point of Unified Field Theory since the Copernican Revolution, he says:

“In the l8th century, a Jesuit priest, Roger Boscovich, introduced a new approach to natural philosophy. He took the continuous manifestation of matter, that is its power to act on other matter in space, to form a fundamental starting point for a description of the material universe. About 100 years later, Michael Faraday adopted this view of the continuous field concept to describe electricity and magnetism most primitively.”

Thomas Bearden says about Mendel Sachs’ work:

“Sachs' theory essentially completes what Einstein started.   It is a unified field theory, from the space-time approach.  Electrodynamics is a part of it, so that for the very first time the interaction of gravitation and electrodynamics is in the actual theory, in a fashion where one now can speak of a model that will be usable for direct engineering.”

http://www.cheniere.org/correspondence/072900.htm

Boscovich’s theory is an extension to Newton’s theory, so those working on that are essentially also working on this theoretical tradition, such as Ronald Pearson and Paul Marmet.

Now, let’s talk about Mind Control-- in THE KGB SECRET PARANORMAL FILES presented by Roger Moore (ex- James Bond).

They briefly mentioned Einstein's Unified Field Theory as how Mind Control worked; such a  brief a mention, that if you blinked then you missed it; only they called it Einstein's wave-particle theory. (The wave-particle being part of the unified field.)

Godel worked with Einstein on the Unified Field Theory, and apparently he believed in conspiracy to suppress it:

“After Einstein's death in 1955, G[o]del became increasingly tormented by fears of persecution, some of which were projected onto the great 17th century German mathematician Gottfried Wilhelm Leibniz. Leibniz's work, G[o]del insisted, had been villainously suppressed in order to "make men stupid." He ate less and less, ostensibly for fear of being poisoned, until finally he died of malnutrition, weighing a mere 65 pounds.”  

from: http://dir.salon.com/story/books/review/2005/03/23/goldstein/index.html?pn=2

The completed version of Leibniz’s theory according to Bertrand Russell was Boscovich’s theory (see Part 4 below). So, Godel was working on that aspect of the theory, and because not all of the work of Leibniz has been allowed into the public domain, Godel interpreted this as a conspiracy to “make men stupid.” Of course the Debunkers would like to dismiss this as paranoia by Godel; but it probably happened the other way around he found out there was a conspiracy and then he developed paranoia.  As is well known --- just because you are paranoid, it does not mean that people are not out to get you.

Since Boscovich was a Catholic priest, I have been interested in looking at what the Modern Catholic Church is doing. There seem to be two groups: Traditionalists (keep things as they are) and Reformers (update the Church). Which ever group a priest belongs to they are expected to conform and obey those higher up in the hierarchy The larger group seem to be the Traditionalists and they have blocked most reforms. There also seems to be a Secret agent James Bond type branch to the Catholic priesthood; it seems very Weird to think of priests involved in this sort of activity; but it seems to be - they do it to maintain their point-of-view in the world, and keep whatever secrets they want to remain as secrets.  Presumably if the Catholic Church did reform then more would come out about the Unified Field; as the situation is at the moment there is some information.

Another issue is what is taught to science textbooks. Textbooks with each new edition seem to be incorporating more and more errors; instead of seeking to delete errors from previous books, the newer books seem to add more. Richard Feynman noted in “Surely You are Joking Mr Feynman” the bad quality of science textbooks.  It seems that the textbooks are controlled by what amounts to various monopolies. On the farther out fringes of the Conspiracy theorists  the belief is that this corruption of textbooks is deliberate. It is this corruption of science that is taught to each new generation of students, and issues that should be considered as solved pointing to some conclusion are messed up to state something else. My main issue is that the Ether exists, and these textbooks are erroneously saying it doesn’t exist. Looking at trying to explain this more clearly has led me to non-Aristotleian Logic - which Van Vogt called “null A” and became part of what was incorporated into Scientology. Unfortunately leading into more deeper areas which the ill-informed debunkers like to ridicule. (nb I am not agreeing with Scientology; from what I am told it is very expensive to get involved in; but some taboo ideas have entered into it.)

Aristotleian Logic is based upon there either being two answers – yes or no; true or false.

Non-Aristotelian Logic is to not restrict oneself to this two-value Logic.

There are for instance examples where a yes/no answer is not appropriate. For instance imagine a court case, a husband is asked to answer only yes or no to the question: “have you stopped beating your wife.”

If the defendant answers no then the implication is that he is continuing to beat his wife.

If he answers yes, then the implication is that he used to beat his wife.

Answers either yes or no therefore condemns the husband.

It is an example of an inappropriate question.

i.e. it is an inappropriate question to ask in Aristotleian Logic system.

A similar situation occurs a lot in Science.

In the case of the Ether— an experiment supposedly set up to say whether the Ether exist – yes or no; is often inappropriate, because it can be the way that the Ether is being talked about is incorrect.

Thus in the famous Michelson- Morley experiment that supposedly disproves the Ether according to these corrupted textbooks; the question put as to wanting yes or no to question of Ether existence is inappropriate because the way that the Ether is being talked about is in most cases inappropiate. As per my Ether paper (above) I eexplain that the Ether can be talked about in at least two different ways. It therefore depends upon how one talks about the Ether, as to what the Michelson- Morley experiment is showing.

In the case of Aristotle, I have talked to a few people who think that those following Aristotle (Aristotelians) have misunderstood Aristotle, so when it comes to Aristotelian versus Non-Aristotelian; the need for Non-Aristotelian is merely the fact that those following Aristotle have misrepresented it. Similarly the case fror non-Einsteinian physics might be said merely to be because those of today setting themselves up as authorities on Einsteinian physics,  have misrepresented Einsteinian physics.

Boscovichian physics has its roots with Pythagoras; and the dispute there with religion is that Pythagoras seems to be a version of Pagan Sun worship. Mainstream Christianity has been opposed to the Sun god religion, despite Emperor Constantine believing that this was what Christianity was dealing with, when he adopted it as the religion of the Roman Empire. And despite it being known that Christianity adopting Christmas Day 25 the December from Pagan Sungod religion, making Sunday the holy day etc etc.  Jordan Maxwell has looked into the issue and explains that Christianity is really the Pagan Sungod religion. Of course the majority of Christians do not treat their religion as Pagan Sungod, and are opposed to such a belief. So, it seems to be another case of people misunderstanding. Instead of Christianity having adopted certain pagan ideas as most believe, it might be that Christianity is a Pagan religion that has been misunderstood and changed into something else.

As to Pythagoras, the point-of-view there is of the Universe being mathematical and musical – “the Music of the spheres.” In the quest for ETI communication I have pointed out on a SETI website that this communication might be being overlooked because it could be musical radio signals that we should be looking for.  See:

http://www.setiuniverse.com/absolutenm/anmviewer.asp?a=207&z=7

So, what I am talking about here is quite incredible: a general scenario of people getting things wrong, and then authority figures setting themselves in these various areas to try to maintain the status quo of being it being wrong.

Ideally one would think if a textbook came out with a few mistakes in it, then the next textbook would try to correct those mistakes; but that’s not what happens instead the next textbook adds more to mistakes. There are processes at work in Society which wants more mistakes to be added to the existing mistakes.

There is none as weird as folk; the world is weirder than we can imagine; the folk in it all want to believe different things and when it comes to evidence that contradicts what one might want to believe, these strange folk either ignore it or pretend it means something else. It not just Einstein that’s been misunderstood to fit with what some strange people want to believe; but lots of other things as well. When it comes to issues like ETIs -- its too far-out from what these strange folk want to believe. I have discussed the issue with certain people and the conclusion is that if ETIs were definitely known about then a large number would panic. Rather than panic, strange people set about believing the contrary; evidence means nothing to them; because they are the Exclusionists.

More later, hopefully.

Roger Anderton June 2007