THEORIES OF SOLAR SYSTEM

 THE BASIC EVOLUTIONARY THEORY

In earlier web pages in this series, we found the evolutionary view of the origin of matter and stars to be in
error. Just as only God can make matter, He is the only One who could make the stars. But what about the
planets and moons? The evolutionists have several theories about how they came into existence.
Here are the theories and the facts which disprove them: Our solar system contains nine planets and, at last
count, sixty moons. It also has many asteroids and several comets.
The planets majestically circle the sun, and the moons circle the planets. Moons are in close proximity to the
planets they orbit. They all ought to fly apart or fall into one another. Yet everything is maintained in a perfect
balance.—p. 9.
The evolutionists' theory about matter and star origins. Hydrogen gas exploded out of nothing, then rushed
outward, and pushed itself into stars. After this, those stars repeatedly exploded like firecrackers and made
themselves into more stars. (See Origin of Matterand Origin of Stars for reasons why that could not happen).
Then our solar system is supposed to have formed by accident.
But how could our solar system have formed? The evolutionary theories are contradicted by scientific facts. So
there is only one alternative: God made our planets and moons, set them in place, and keeps them in balance.
The evolutionists' theory about the origin of our solar system. There are seven different theories. We will
list each one, and briefly give reasons why it cannot be true.
Here are reasons why each of the seven theories are wrong:
#1: NEBULAR HYPOTHESIS
The theory: Hydrogen and other gases swirled around and condensed into our sun and its planets.—p. 9.
Why the theory is not true:
1: Gas in outer space (as here on earth) expands; it does not contract.—pp. 9-10.
2: There would be nothing to swirl it around; and, even if it could, there would be nothing to push gas into suns
and rock.—p. 10.
3: If swirling gas formed itself into separate bodies, why did it not keep going and push it all into one giant
body?—p. 10.
4: What would have kept the smaller bodies from falling into the larger one? It is obvious that everything is
perfectly balanced.—p. 10.
5: Interstellar gas is not today condensing. It is always expanding.—p. 10.
6: Our sun is rotating too slowly for the theory to be true.—p. 10.
#2: FISSION THEORY
The theory: One day our sun burst open, and planets and moons shot out at high speeds and went to their
respective places, then stopped, and started orbiting the sun, as the moons began orbiting the planets.
(Charles Darwin's son, *George Darwin, said the moon lifted out of the Pacific Ocean on a high tide and
began orbiting the earth.)—p. 10.
The above theory is absurd for obvious reasons. Here is why the moon could not leave the earth:
1: It could not possibly achieve escape velocity, and; if it did, would have pulverize into fragments.—p.
10.
2: Moon rocks are somewhat different than rocks on earth. (Since the first edition of this book was
published, in March 1995, the discovery was announced, on BBC Science News broadcast, that the
minerals in moon rocks are remarkably different than those on the earth. This discovery was made by
means of the Clementine Research Project, which was able to analyze rocks beneath the moon's
surface.)—p. 10.
3: If an explosion on earth were powerful enough to hurl material into outer space, that material would
continue moving outward. It would not stop and then circle the earth.—p. 10.
4: If thrown off by the earth, the moon would encircle the earth at the equator, not at a tilt of 18-28o.—p.
11.
#3: CAPTURE THEORY
The theory: Planets and moons were flying around, and some were captured by our sun and began circling.—p.
11.
Why the theory is not true:
1: Outer space is too large for nine planets and sixty moons to be caught by our sun. Millions would have to
pass, in order for one to be caught.—p. 11.
2: No planets or moons are flying by us today.—p. 11.
3: They would tend to crash into the sun, not fly by it or begin encircling it.—p. 11.
4: Moons would not begin orbiting around planets; they would crash into the sun or into the planets.—p. 11.
#4: ACCRETION THEORY
The theory: A pile of space dust and rock chunks pushed together into our planet, and another pile
pushed itself into our moon. Then the moon got close enough and began encircling the earth.—p. 11.
Why the theory is not true:
1: Where did the space dust and rock come from?—p. 11.
2: Loose gravel, etc., in outer space would not push itself together; it would push apart.—p. 11.
3: The moons and planets would crash together.—p. 11.
# 5: PLANETARY COLLISION THEORY
The theory: Our world collided with a small planet, and the explosion threw off rocks which became the moon,
and then it began orbiting us.
Why the theory is not true:
1: Such an impact would destroy the earth.—p. 11.
2: Material from the explosion would keep moving outward forever.—p. 11.
3: Outward moving material would not stop and begin circling.—p. 11.
4: Such an event would have to happen to all the other planets.—p. 11.
5: Thousands of near misses would have to occur, for one to crash together; yet no moons are passing us
today.—pp. 11, 13.
#6: STELLAR COLLISION THEORY
The theory: Our planets, moons, and suns spun off from the collision between stars.—p. 13.
Why the theory is not true:
1: The collision would hurl material outward, and never veer from that outward course.—p. 13.
2: Any pieces drawn together would smash, not orbit one another.—p. 13.
#7: GAS CLOUD THEORY
The theory: Gas clouds were captured by our sun. But instead of being drawn into it, they began whirling and
pushing themselves into planets and moons.—p. 13.
Why the theory is not true:
1: Gas does not lump together; it only spreads outward.—p. 13.
2: If gas could stick together, it would not produce objects which would encircle the sun nor would smaller
bodies encircle them.—p. 13.

STRUCTURE OF THE EARTH

Crust
The crust is the thinnest layer of the Earth and is the
layer we live on. It is made up of a variety of rocks and
can reach up to 70km thick in places. The crust itself is
divided into large chunks called tectonic plates. There
are around 7 large and 12 small plates, which ‘float’ on
top of the mantle beneath them. The plates themselves
are made up of 2 different types of crust, continental
crust under the land and oceanic crust under the
sea. Continental crust is thick (25-70km) and light
because it is made of rocks with a low density. Oceanic
crust is thin (6-11km) and heavy because it is made of
rocks (mostly volcanic rocks) that have a high
density. The oceanic crust covers 2/3 of the Earth’s
surface.

Mantle
The mantle is the thickest layer of the Earth at 2,900km thick. It makes up nearly 80% of the volume of the
Earth. The mantle itself is divided into 2 layers, the upper and lower mantles and the heat within these layers
drives convection currents. The upper mantle is semisolid rock called magma that flows slowly due to
convection currents. It is less than 1,000°C in temperature. The lower mantle is kept solid due to pressure and
is between 1,000-3,500°C. If you had to describe the mantle as a whole, it is classed as a liquid.
Outer Core
The outer core is made of liquid iron and nickel and is between 3,500-4,000°C. As the liquid metal swirls
around, it induces a current that generates the Earth’s magnetic field. Heat from the core powers the convection
currents in the mantle. It is 2,900km thick.
Inner Core
The inner core is the hottest part of the Earth reaching temperatures between 4,000-4,700°C, which are as hot
as the surface of the sun. It is made of solid iron and nickelthat are under so much pressure they cannot
melt. It is 1,200km thick and heavy radioactive elements within the core generate the intense heat as they
decay.

WHY DOES LABELING PEOPLE BASED ACCORDING TO THEIR DIFFERENCES?

 Because it’s easiest way to remember.
  Labeling is about similarities and differences, we put people in a separate catergory because they’re
different than other categories, but the people inside the said catergory are similar.
 Labeling allows us to acknowledge what who is who and what kind of person they are.
 Our names are labels in themselves, we’re all different. Our name allows other to know who we’re
talking about and remember, even when describing personality or physical aspects isn’t enough.
 If we didn’t label, we wouldn’t know what kind of person, which person, or what group of people we’re
talking about.
 It allows us to communicate, to understand, and to remember.

DRIVING FORCES OF CULTURAL CHANGE INTO WORLD TODAY

1. Clearly Define the Culture: Define the new culture clearly, fully explaining the attributes of the culture and the
acceptable behavior in the new culture.
2. Communicate Communicate Communicate: Through teaching and training of all employees communicate the
expected cultural change and the resultant change in values and goals. Communicate in large settings, small
groups, and one-to-one, if need be. However many times that you teach and train about the new culture, some
team member will be hearing it and understanding it for the first time.
3. Leadership Example: As the leader, embody the new culture in your actions, words, and behaviors. Anything
less will be perceived as hypocrisy and lack of commitment to the cultural change. If you want to create an
improved customer service mindset, then be customer-oriented and customer-focused yourself. If you want to
develop a safety culture, then wear your seat belt, act safely, and don your personal protective equipment (PPE)
when need be.
4. Relentless Follow-up: Along with the communication, continue with relentless and on-going follow-up, support
and encouragement. Start every meeting discussing the progress towards the new culture. When managing by
walking around (MBWA), clarify and confirm with employees throughout the organization their understanding
of the new cultural mind-set.
5. Create Conditions to Align with Culture: Change the physical environment to reflect and allow for the
acceptance of the new culture. If teamwork is the theme, re-arrange the office to induce better teamwork; if safety
is the theme, spend the money to make the physical conditions in the office, the factory or with the service vehicles
safe. Likewise, align the incentives to match the culture. Evaluate all employees on their performance and
alignment with the new cultural values and goals.
6. Share Good and Bad Examples: Share the success stories about individuals or teams that have fully embraced
the new culture. Also, share the failures; describe the times when you or others did not live up to the new values
and goals. Admitting your own mistakes as a leader in this case is especially powerful. When appropriate, bring
in examples from other companies - sister companies, competitors, companies in the news, etc.
7. Involve the Individual: This is probably the most over-looked element of cultural transformations. Involve the
employees, encouraging their new ideas and thoughts and putting them into practice. When appropriate, have
individual employees teach and/or evaluate each other (always through positive and constructive comments).
With safety, I have seen behavioral - based safety observations be effective.
Further, weekly safety statements from individual employees who become experts on one specific topic and write
up a statement or teach the group are also useful. Any involvement of the individual employee in the change gives
them a stake in realizing the cultural change. Ken Blanchard says it well:
People often resent change when they have no involvement in how it should be implemented. So, contrary to
popular belief, people do not resist change, they resist being controlled.
8. Accountability: Once steps 1 - 7 have been in place, there needs to be accountability. Reject those employees
who do not accept or want to accept the new cultural values and goals. If they do not fit with the new culture, then
they will just be an impediment to the full implementation of the culture. And so, they must be asked to leave the
company. This is often tough to do, especially when the employee is a valued employee, but it is necessary.
9. Patience and Persistence: As Lou Gerstner said above, any cultural change involves changing the mindset and
instincts of each person in the company. This does not happen overnight. So, patience and persistence is required
to continue down the path for the one to three years it will often take to realize a full and complete cultural change
in your organization.

HOW DOES ANTHROPOLOGY, POLITICAL SCIENCE AND SOCIOLOGY HELP TO UNDERSTAND

SOCIETY CULTURE AND POLITICS

First of, anthropology has quite a wide coverage of aspects of society, sociology being one of them (others
being culture and linguistics, there’s more but I can’t remember them off the top of my head.)
It’s important because it’s aim IS to study human society in our we develops and evolves over time.
Politics is necessary since it falls under how a country governs itself, laws and policies dictate how and in what
direction a country will progress. Normally more progressive countries (equal rights for women, gay marriage,
universal health care etc) tend to increase the quality of life of the people having a knock on affect influencing
culture and other aspects of society. Economics also plays another role (socialism, communist and capitalism
being the main 3) in determining how a society will progress and the degree of freedom the people have in
making a living.

SUMMARY:
There are many other aspects to the dynamics to society but how advanced a society is will be the key factor to
how complex a society is/will be (say a hunter gatherer society vs modern society). Primitive and modern
societies will both share the same ground dynamics (language, culture, religion, law/government), but modern
societies will having added complexities (meme culture, online persona vs offline etc).
ANTHROPOLOGY
The range of variations in human ways of life is staggering. The study of anthropology is holistic -- the study of
humans as biological, cultural, and social beings. Anthropologists study alternative ways in which human
beings meet their needs and examine overall integration and dissonance within a culture. Refusing to reduce the
primary motives of human behavior to any single factor-whether it be biological, economic, structural, political,
technological, or geographic-anthropologists analyze the interrelationship of all of these factors in trying to
understand human behavior.
POLITICS
The importance of politics encompasses a discussion of intricate proportions. Based on the introduction above,
one could say that politics is indeed present when there is a collection of people that constitute a community.
Politics is said to be a set of actions or occurrences that raises questions on the community or society as a
whole. These questions are raised because there is the distinct possibility that the set of actions or occurrences
will inevitably have a considerable effect in the general population at a particular time.

CULTURE
"Culture is the sum of all the forms of art, of love, and of thought, which, in the course of centuries, have
enabled man to be less enslaved."
Culture is the invisible bond which ties people together. It refers to the pattern of human activity. The art,
literature, language, and religion of a community represent its culture. Our cultural values and beliefs manifest
themselves through our lifestyle. Our moral values represent our culture. The importance of culture lies in its
close association with the ways of thinking and living. Differences in cultures have led to diversity in the people
from different parts of the world.