Will Pieraccini live?


I am absolutely not going to end up like Catt... or like Kaposka[dead]

-         Pieraccini


In all of the many published responses to The Catt Question [14], not one of them has addressed the problems that arise .... ....

Forrest Bishop, below.


“The Catt Question” http://www.ivorcatt.co.uk/cattq.htm is historic because it concentrates the mind on a very simple ‘problem’ buried in what is a complex can of worms, classical electromagnetism. When considering “The Catt Question”, it is important to not think at all about current, limiting the mind to charge, and also limiting to charge on the bottom conductor. Classical Electromagnetism is scientific. Unlike sociology, if there is one flaw in a scientific theory, the whole theory collapses. Thus, when considering classical electromagnetism, it is unnecessary to go beyond “The Catt Question”, because on its own it destroys classical electromagnetism if this includes the transverse electromagnetic wave, which cattq shows to be unviable under classical electromagnetism. As various experts confirm, the charge on the bottom conductor does not come from anywhere, west or south. The fatal flaw can be suppressed, and has been suppressed, because all communication has been controlled by radio, microwave and other sine wave people. Cattq is too complex to understand if we move from a single step to a sine wave. So Josephson and Pepper and others hide from the single step by bringing in “frequency” via Fourier. – Ivor Catt    29.11.217





What follows is by Forrest Bishop.




4.1. Electric Disconnection

In all of the many published responses to The Catt Question [14], not one of them has addressed the problems that arise when the charge carriers move from the lower wire, run through the load, and begin the trip back to the source on the upper wire. They have to thin out somehow, either by speeding up as they pass though the load, switching their signs, or something. The electrons would have to accelerate as they pass through, and presumably deliver power to, the load.



Conspiracy Theory. The Second Wave responders did not "receive the memo" instructing them to avoid admitting to the existence of Catt and his Question. THEREWAS NO WAY TO SEND THE MEMO. If a memo had been sent out overtly to all Depts., posted in the halls, etc. it would have drawn attention to Catt, not suppressed  him. Instead, they are looking at the First Wave responses and reframing in terms of Theory H. As there is no literature on this, the very first question about electricity, they have to individually make up a new theory each time. This is why Palmer has to open his treatise with:"I’m concerned- indeed appalled- that your question has waited for so long for an answer, and apparently caused so much controversy. It seems to me a very straightforward question...

"Pieraccini had come up with a different way of get-ting THE MEMO out with his 2011 murder mystery,





  [16], published two years before the paper cited above. He spent five years writing this book, but then ended up publishing The Forbidden Equation after all. A revealing excerpt-

’So what are you working on now?’ Massimo asked  Alexander [Kaposka]...’On the Catt anomaly’ replied Alexander seriously.’Are you kidding?’ ’Nobody with an ounce of common sense would risk their career and scientific reputation to study the Catt anomaly

 [an earlier name for The Catt Question.]

 Massimo thought, ’and even if they were spending time on this, they wouldn’t be telling people about it’.

The characters were attending a scientific conference. Later on, in the hotel room right next to Massimo’s (this character is an obvious projection of the author), Massimo Redi (Francesco Redi, Arezzo) and his sidekick Fabio Moebius (the same/other side of the author) discover the lifeless body of Alexander Kaposka. But Kaposka wasn’t killed by

Massimo Redi: Massimiliano of Arezzo did it. Mystery solved, with a projected Mobius twist:"


[The next two by Pieracci8ni are totally contradictory. - IC]


The teacher can begin the lesson by capturing theattention of the students with the ’dramatic’ story of the conflict between an unconventional man (Catt) and academia. Afterwards, the teacher presents an intriguing (apparent) paradox. Finally, the teacher gives the solu-tion as a sort of twist. This ’narrative structure’ could be a valuable way to maintain high attention and inter-est of students during class.

" -M. Pieraccini, [2013],   IOPPhysics Education   [6]"


 Just the idea of twisting a scientific fact for  narrative purposes makes me shudder. After all, my reputationwould be at stake. And academia does not take these matters lightly. I am absolutely not going to end up like Catt... or like Kaposka[dead] !

"- Massimiliano Pieraccini blog,May 24, 2011 [19] (translated from Italian.)