Distinct Doppler Effects for Spontaneously Emitted Photons and Continuously Emitted Waves
Bibliographic record
Abstract
In this paper, we distinguish between the Doppler effects for spontaneously emitted photons and continuously emitted waves. Under certain plausible assumptions, electron orbits can be modeled for simple atomic systems and such studies show that all permissible electron trajectories correspond to elliptical orbits. From the conservation of energy, momentum and angular momentum, in conjunction with the geometrical model of electron orbits, we derive the Doppler effect for spontaneously emitted photons that is quite different from the one used for continuously generated waves. All astronomical redshifts are currently interpreted by assuming the incoming radiation to be continuously emitted waves. Therefore, widely-observed redshift in radiation from most astronomical sources is interpreted to imply the expanding universe, along with cosmological expansion of space. However, for the spontaneously emitted photons, we show that the photons emitted in forward direction parallel to the emitter velocity get redshifted. That means, the astronomical redshift implies that the emission sources are moving towards the observer and our universe is not expanding. All high redshift astronomical objects are likely to be physically disrupted through dynamic instabilities or explosions and their high redshifts are associated with relativistic shock waves propagating towards the observer. Hence the proposed Doppler effect for the spontaneously emitted photons dismisses the cosmological expansion of space and supports a steady state universe.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".