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User:John Bessa/Organismic Fate

This writing attempts to direct other writing of mine, articles on web magazines, that looks at the contradiction of human killing from a historical, pacifistic--even religious, yet realistic and evolutionary perspective. Killing is inhumane, yet humanity kills. The simple explanation for this dichotomy must be that there are two different kinds of people who have inside their heads different neurological constructs.

=Organismic purpose=

The purpose of an organism is to live. It's, or his, life is spent collecting and developing materials as resources for continuing, improving, and assuring future life. The difficulty begins when some other organism wants to end its life, it its organismic purpose which is life. Or an other organism may attempt to impact its ability to live effectively by denying access to resources. That organism may want to defend itself, and for the human organism, therein lies much, if not nearly all, of the struggle in life, has become conflict. We know, especially in our time, that this struggle is unnecessary; we have the ability, or technology, to maintain all life, both wild and domestic, but we work at cross purposes with life. We work stupidly and inefficiently, where ingenuity effectively only enhances destruction.

=Behind the title=

I was looking through an old shed and found a milk crate full of old jars. Since the shed roof had recently collapsed, the some of the bottles were full of water, and others had been mouse nests. The bottles with water had drowned mice in them. I realized that the bottles had been a good nesting area for the mice until the roof failed, and filled the jars, making traps from which many of them could not escape.

When I first started my writing on Empathy, I had happened on a mouse while cleaning my own shed; she was nursing a pinkey, and also had another baby nearby. I documented her strategy to save her babies in Spiritual Darwinism, and that material is being used by a professor in the Northwest. I realized that mice have a lot of what Darwin called "natural affection" but tend to leap before they look, getting into situations that can kill them. I cannot count how many mice I have rescued from jam jars, oil bottles, and pails in my cabin, and some have not been so lucky.

Recently, my adopted cat caught a mouse in my third floor apartment that is in the rural city of Torrington, Connecticut. (He has stopped killing, or even hurting, animals at our request, but still loves to catch them. I rescued the mouse and held it, and it calmed down.  I brought it down stairs and let it go on my arm; it crawled into my hair on the back of my neck (it was long then), and stayed there for a half an hour.  Then it scurried off.  Mice, I think, are tremendously affectionate, and hence a great evolutionary value, and are able to succeed as a species, despite their being a major food species for prey, and also despite their tendency to leap before looking.

The crate of jars in the abandoned shed served to create an successful family environment for mice, but it also served to kill many of them. Clearly, mice live by numbers, through their emotional ability to raise families, and not by cunning or physical strength. It seems sad that such empathic animals suffer so much death, that their fate is to breed in large numbers only to live short lives. Their clearly develops very quickly, and so do their family skills.

This applies congruently to humanity in one respect, but diverges in another...

=God's Handwriting=

DNA is God's handwriting, and the goal of DNA along many different evolutionary lines is empathy: love. God is love. There are mistakes in the writing, and in a sense, God's work is a "work in progress." In nature, higher organisms typically live and grow in family or community units, and when the DNA of love fails for a higher organism, that organism cannot function in a generous way that makes him a contributing member of his group. God's handwriting has a mistake in it, for whatever reasons, and that organism, typically attempts to gain the resources necessary for live in non-beneficial ways--what we can think of as taking from others, but not giving.

There is a contradiction, or perhaps even an irony, in this view of God's handwriting as DNA, and evolution as God's creation. Higher organisms--us primates being the highest--are normally all highly empathic, the highest among us having the most sophisticated empathy. Normally we, typical of higher organisms, care for the less fortunate, and they return emotional gratitude that completes a circle of caring. This includes caring for organisms that have mistakes in their DNA, and in typically in nature those with mistakes tend to live short lives. The contradiction appears when the broken DNA is the DNA that creates the empathic neurons. In humans, we know that this broken DNA can not only deprive the highest empathic facilities, but the defect can reach very far into the history of DNA. Humans, apparently externally normal, may be so genetically damaged as to lack even the most rudimentary DNA structures dating back to the beginning of God's work. Humans may literally have only the communication abilities of, say, reptiles or snakes, yet may be able to function intellectually well enough to carry out a functional role in society, that is to say, have a job.

The result of this contradiction is that humans dysfunctional in this way, victims of God's mistakes in His handwriting of DNA, completely lack what we think of as humanity and can conceivably act in nearly purely inhumane ways, usually typically to gain the resources necessary to have a pleasing life. The image that comes to my mind is the sadist in prison, the person who, for pay, works for the totalitarian to inflict pain. Extending this contradiction, is that much of humanity attempts to define the torturers actions in terms of society, environmental experiences. These philosophic humans, typically psychologists, attempt to apply what they think of as empathy towards humans whose DNA is so mis-written that mis-define empathy, they use the term in every way except the way God means it, to create an avenue of escape for these types of very broken people. This is where God's contradiction become human irony. Organisms who nature would condemn to a short life, in a perhaps cruel organismic fate, actually become the most powerful in human society, as they are able through the protection of society's men of philosophy to kill in great numbers, and in-so-doing, create vast accumulations of resources called Capital.

title: User:John Bessa/Organismic Fate


text:
Northern Arizona University/Environmental Ethics/Adaptation to Climate Change

We are focusing on adaptation to climate change on the Colorado Plateau. The first step in doing the research projects is to put together a bibliography of the articles and chapters that are most relevant to questions about adaptation to climate change, and then to sort those on the list we think are most important.

 * ../Adaptation Groups/
 * Adaptation to Climate ChangeClass Bibliography

Northern Arizona University: Environmental Ethics/Adaptation to Climate Change Individual Projects|Adaptation to Climate Change Individual Projects

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
User:Zakiyas

=Analytical Writing=

title: User:Zakiyas


text:
Northern Arizona University/Environmental Ethics/Journals/Kristin M' Journal

Entry #1 August 26, 2009

Leopold – Land Ethic As I begin to read I realize Leopold is attempting to set up an analogy of how humans view the world and the “articles” around them – as property. Though the view of what is and isn’t property has changed over time, it has not changed in regards to land and nature. We as humans need a symbiotic relationship with each other to live in peace and harmony, the same is required of humans and nature but unfortunately we don’t view ourselves as having a symbiotic relationship with nature, but a disposal relationship. We view land/nature as something we own to our benefit and can dispose of it (ruin it) as necessary to please ourselves and attain our own goals. We as humans are starting to grasp that what we are doing is wrong, but in Leopold’s time we were still in an embryo state of learning – we had a ways to go. Personally, I don’t believe we have come much further. We like to talk about how it should be, but enforcing that is another aspect we seem unwilling to push for. Personally our family signs up each season for a dead-standing cut card to cut our own fire wood. It is an honor system where you aren’t allowed to cut more than your “share” (4 cords), nor are you allowed to cut live standing trees. They give you an ideal threat saying that you better make sure you are doing what you are doing, because someone can be roaming the woods and check your paper work or catch you. This system is relying on the government to enforce a cut quota and never once have we seen anyone out checking. How many people are acting honorably? Could private citizen patrol the area instead? Is there a deal that would enforce the law but also depend on local people? As I move into the community concept it is structuring a scene of human survival. We are instinctual creatures who strive for a position in our community and the cooperation it takes to maintain that community. On the same level Leopold argues that nature does the same thing. I agree with Leopold, nature (life) is in a constant struggle for survival – the world is full of competition and occasionally working together gets you the better outcome. We as people like to say “hey we are doing what is right” but it is a lie and Leopold calls that out on page 240. We aren’t respecting our fellow neighbors, nature – it is assumed in nature that all creatures must respect each other – to assume something different for humans is not just. We are as much a part of this world as any other biotic organism and need to show respect to them as we would ourselves. The ant is competing for the space just as the human is. We as humans attempt to use science for our own demise of conquering nature and the land we live on. But what Leopold is claiming, and I agree with, the average citizen doesn’t know that science is in the dark as much as they are. Science doesn’t have all the answers – thank GOD! Leopold uses a good example to show that as humans have evolved so has nature, and nature has shaped our human evolution as we have its. As humans are future edged on nature and what it could or could not offer us. Nature however did not depend on us, we actually went in and destroyed and altered natural habitat to our liking. Leopold gives a good example of this on page 242. But this deterioration doesn’t have to occur – we have had and still have (if we chose to use it) the knowledge to live symbiotically (in a good relationship) with nature. To truly live symbiotically though we MUST have the knowledge that is adequate enough to fuel our minds with the correct understanding of what must be done. Empty knowledge, which Leopold touches on in ecological conscience, gets us no where, except in a circle of continuous deterioration. To get out of this circle proper content filled education needs to be in place instructing citizens of the world how to live symbiotically with nature in their specific region. Without the content and proper knowledge they will only do what they know, which got the land ruined in the first place. We can’t ask of people what they do not know. It is vital to our future to have a better education on how our world is changing and what we can do to save it from destruction. Who though decides what is content filled and who doesn’t? Is science working on sharing more information with communities about human impact and what can be done to reverse it? -

Entry #2 August 30, 2009 So I did my journal entry, but after hiking with my family this morning I wanted to add a little more. So hiking brought out a lot of competition, but it contrasted natural vs. human induced. So while hiking it is easy to see species of trees competing for space – generally the pines win out, but there are areas they don’t. Finding those areas aren’t hard, they are general a patch dominated by Oak straining to plant its route in the biotic community. (Below is such a community – it is a small patch of oak surrounded by towering pines.) Trees aren’t the only competing species though, while the boys continued hiking I took a break and enjoyed the quiet. There were bees around me competing for flowers, while at the same time flowers were competing for the attention of the bees. Above these natural competitions though human impact was evident as well. Normally trees compete for sun, space, nutrients… wild fires come and remove those too weak to survive. Some trees fall from age/weight as well they die off and no longer contribute to the future generations. However, when humans come in and mark trees for removal they are inducing a different kind of competition. They are inducing certain plants to carry on, while other plants (which might have survived naturally) are cut and removed so wild fires don’t get out of control. Who are we to say who lives and dies? You are a lucky tree if you bear the blue mark (as seen below)!

Entry #3 September 3, 2009 I was at my son’s school today volunteering and I started thinking about romance and nature. A child walked into the classroom and asked what he was supposed to do with a paper. The teacher told him he didn’t need to keep it and he could get rid of it. So he naturally went towards the waste basket, quickly I asked him to recycle rather than throw it away. He looked at me a little funny and went to the recycle bin. This isn’t a big deal, but it was funny to me because I started to think, “Hey we are in Flagstaff, doesn’t everyone hug trees?” I immediately caught myself and said no, it depends on their education and LOVE for nature. This LOVE of nature though has to be nurtured in children and expand as adults. But to get this true love a child has to experience nature and the romance within it. Leopold asks about romance and the skunk. Is the skunk looking for romance? A connection to nature? Has the skunk been lonely all hibernation season and he is looking for his own kind and the connection he was missing? Perhaps this specific child hasn’t learned a romance with nature. Perhaps an adult hasn’t taken the child hiking or engrained the child with an understanding of how nature can be loved. I think this is what Leopold is getting at. For one to care for nature as one cares for themselves they must love nature as they love themselves. Humans have already evolved (socially) to love other humans, this next evolution is necessary but must first be preceded by an understanding of nature and the love/connection one can/should feel with it.

Entry #4 September 9, 2009 As we are working through the ideas that Leopold presents in the form of the saw, axe and wedge I think and reflect about our own wood chopping. How naive I feel that I have cut through years of information and never took the time to examine what I was doing and what was passing me by in the form of sawdust. Nor did I examine or think about how using a wedge allows you to view all the years of the tree at a single moment. How many times have people gone into the forest to cut firewood for warmth and neglected what the tree stood for and through. I committed this neglecting process and feel ashamed a little about what I could pass over. On the other hand though, I feel good about the next time. For the next time that my family and I go wood chopping I will appreciate not only where my warmth is coming from but how it withstood the test of times and saw years pass as it did. I will think about the story it has to tell, not just my own. --

Entry #5 September 21, 2009 Today’s class was held outside, which was nice and distracting all in the same. It was nice because we got to enjoy all the nice breezes and sounds nature has to offer. It was distracting in that there were tons of noises and sometimes VERY hard to hear the prof speaking. Some stuff I did pick up though was the analogy of the number line. Take one part of the number line 0 – 1. As you take this number and line and break it into three pieces removing the middle piece each time and continuing to break those left over pieces in thirds as well…. How many can you get from that? Well you can get a lot from it, but my thought is, when you think of space like that in the sense of what nature has to offer in the way of space, it looks the same, but is always a little less. So as you take a space and divide it and remove something that was previously there, you always have some left over space, but it is always a little less than it was before. Perhaps it is less due to losing nutrients or perhaps it is less due to destruction. But whatever the case the space is never the same. The book story we heard as well kind of reminded me of the same thing. As you remove your book from the library of life you leave a space to be filled with something or someone else. As you remove this book you scrap the wood, and wear its space. So the space remaining for whatever comes next is still there, but a little less than it was before. So having said all this. As we humans use up our space in the world we need to think about how we leave it. We can leave it as nearly the same as before, taking a little bit, as is natural, and then allowing something else to take our place. Or we can destroy our space and leave barely anything behind for the next occupants. It is our personal choice what we do. ---

Entry #6 September 25, 2009 I am sitting in my living room, half asleep, watching our fire dance in the fire place. It is late Sept and getting cool outside, so a fire seemed like a nice idea to add to our baking cookies time. As I watch the fire lick at the wood pieces I wonder if it is reading the history of the wood or merely tearing through it and allowing a new history to be written in its place, at least that is what occurs in forest fires. Without human involvement fires have been an essential player in the histories of forests, grass plains and many other ecosystems. Fires would start, burn freely until naturally put out, and this eating away at things allowed new things to establish themselves and perhaps new history to be written. Muir discusses the big trees and how they have burn marks, some very deep and crude – yet the tree still stands and has done so for thousands of years. Fire can rewrite some species’ histories, as is natural, and some are too big to let fire conquer them. I have always thought of fire as a neat thing. It cares little for what it is eating at, just that it is eating and living. Perhaps the fire isn’t reading the woods history or the stories it can tell, it is doing what is natural – eating its way through one life to allow a new life to take its place. Unfortunately, nothing will be growing in our fireplace…. But the idea is there. -

Entry #7 September 30, 2009 So someone double parked behind me today and I had to wait to get my vehicle backed out, and while I was waiting I was thinking about something I heard a very long time ago. If no one is in the forest when I tree falls does it still make a sound? The thing that made me think of this was a branch scratching across my front window of my car, I had to park under a tree. So that same person, that made the above remark, might say well if you weren’t in your car would the branch make the same sound. Thinking about that comment kind of made me upset. So why would I, or another person have to be there to hear something? Why are humans at the epicenter of every situation and for it to “be” we must be a part of it. That is like saying if Muir wasn’t in Yosemite at the time of the great storms and floods then the beautiful singing of nature wouldn’t be heard, and I disagree. We are not the only species with ear drums, there are TONS of other beings (creatures) that have ears and react to sounds. Sounds draw them in, warn them away, notify them of whatever is going on – we, as humans, do not need to be a part of that equation to actually have sound or some other aspect occurring. It seems like a silly thought, but I thought of it and thought it was worth journaling. It was funny how I realized that we as humans do so readily place ourselves in the center of all things, but in reality we are only a small player in the great game of life. Life does not depend on us to be there to continue… it would continue after we are gone. ---

Entry #8 October 11, 2009 Our family took a ride today to go cut some wood on the 151. We were driving back and saw some beautiful changing aspen trees, among other things. These aspen trees had something though that our son noticed, writings carved into them that looked very old. So we started taking time to check the aspen’s bark and look for the “notes” that were left by others. These notes were living testament to the visitors that had once been by this place and left their mark. The visitors that had been here though had been here back around the 60’s and 70’s and a few into the 80’s. Each marking their place in the bark of a young aspen. This aspen survived to now, carrying their mark and sharing their “story” with those who saw it later on, in 2009. This reminded me of how Thoreau spoke of visitors to his home who left their mark on leaves, bark or an item laying there – a symbol of their moment in that time. So why do we leave these marks? If we were to go by a friend’s house with them not being home, most would leave a note. Or when you go to the beach leave your name in the sand, although washed away. Some might write their name in the sand and take a picture, to save that moment. These marks could be left as a way to remember that we were in that moment, time and were in a spot that meant something to us. Either it was a beautiful moment (J + K 1982) or a beautiful place that you wanted your name added to (Alex). Just something that carries you with it into time. I wonder if Thoreau’s visitors wanted the same thing, a way to leave behind a piece of themselves in a state that made them envious or they though beautiful. Perhaps they wanted Thoreau to carry them on in this place and be remembered. Who knows – just made me think. I know when I visit a friend who isn’t home I leave a note so they know I was thinking of them and there is a piece of something saying “hey I was here.” ---

Entry #9 October 13, 2009 Reading the bean field made me wonder if I could do it, if my family and I could grow fruits/vegetables and live off the land. I started talking to my fiancé about it and how neat the idea was in my head. He, of course being an outdoorsy kind of guy, was behind the idea. We talked about the costs that Thoreau endured to grow his field and how he “profited” from the experience both financially and spiritually. Financially we are not going to be able to start our own farm and maintain it, it isn’t likely – but we could do our own garden and live off it, if we weren’t in an apt and had a yard to do so with. How neat and liberating it would be to work in the garden and prosper off your own hard work/sweat/toil/etc. My masseuse lives off the grid. Their house has solar power, they truck in their own water, they have their own garden, raise chickens for eggs and food, hunt, raise turkeys for meat and do everything they can off the grid. What a life I told her, I was envious and wish I had that opportunity! She and I had a conversation about money and time/effort put into it. It was amazing the cost that was behind living in a better way for both the environment and yourself. You would think/hope that type of living would be supported financially by the government and cheaper to reach, being that it would benefit everyone as a whole – but perhaps with time we’ll get there. Perhaps in time our family can live a different life that we want to live and not lose our pocket book doing it! Or I could just learn how to build a house and do it that way! Hahaha! 

Entry #10 October 25, 2009

there is one mind common to all individual men (pg 7) all eras in my own mind (pg 10)  every mind must know the whole lesson for itself (pg 10)  at the center is simplicity (pg 12)  nature is full of sublime family likeness (page13)  they belong to man, and are known to every man in virtue of his being once a child (pg 19)   a person of childlike genius and inborn energy is still a Greek (pg 19)  Hard formalist on a young child in repressing his spirits and courage (pg 20)  The mind is one (pg25)

Reading History the above passages pop out of the pages above the rest. To me Emerson is building on all human’s having something in common, the history of being a child. And in being a child there is an energy and simplicity that is lost (repressed by society). At the center of each human is simplicity, why can’t we find it? Our history as we grow is shared by all, hence the one mind he is stating over and over. Overtime as we learn our lessons and write history in our minds we come to discover who we are. We can either maintain our childlike genius or let it go and follow society. I believe in following society we lose the simple answers to the questions that people are posing about how to help the world. My son is 9 and knows of the global changes happening and my views on things. I guess I have impressed on him the importance of taking care of “mother earth”. Now how he sees it is still simple… save one bug save many more (they have babies mom). Turn off one light save lots of energy, turn the water off it helps… simple solutions in his mind. I use these same practices but to me there is a bigger underlying solution brewing in my mind… while in his it seems as though there are baby simple steps to take that are well worth their time. I hope that more of us can find our inner simplicity and the relations we share with everyone and come to unite under one mind of simplicity. --

Entry #11 November 3, 2009 Reading self reliance I am reminded of how special and necessary it is to trust yourself and be confident in what you say and do. Emerson is calling for people to believe in their own thoughts, trust in themselves as they once did. At one time we were young and gave independent opinions without basing those opinions on what others thought or said. It was society that turned that into something negative and forced that we conformed to their ways of thinking. Emerson reminds us how we feel when someone else says the same thing we were thinking, and then the feelings that follow such a situation. We feel envious, dumb or whatever. Those are suicidal feelings – we must be confidant. We must try, we cannot understand something until we try and give it our best. When we give it our best we feel great/relieved (page 30). What a feeling when you know you did something the best you can, even if you failed. You learned from it and knew you gave it your all. Rather than giving it nothing and failing… nothing was truly learned. I think we should still maintain that innocence, as first relayed in History, echoed in Self-Reliance: we must believe in ourselves and not care what others think… do our best, give it our all and hold to our convictions unless WE want to change them!!

Entry #12 November 11, 2009 I was writing my homework today, well thinking about it before I wrote it, and all I could think about was the fact that all the authors that we are focusing on (Leopold, Thoreau, Emerson) creates an idea in my head that we are to evolve backwards towards our childlike state. Not necessarily become children, but come to see the world again as children. Children see the world and are in awe, every little thing inspires them to some great/new idea. My son loves nature and finds the joy in the simplicity of things he sees. To him saving the world is an easy problem that us adults just can’t figure out. When he says his prayers he prays for the world leaders to save the world, as simple as that. I believe that the authors are seeing the world and awe through the eyes of the child, and enjoying what they see – desiring it not to be lost. They are seeking more to turn with them and paint “whim” above their door and set an example of how they themselves are turning. I know as an adult we can get bogged down and cranky over the little things, and in turn we are unable to see the beauty around us through our grumpy eyes. I wish we would all slow down, see the beauty around us, enjoy it a little more, preserve it and feel at peace with nature and within ourselves. Life was not given to us to rush through it at the speed of light, but to be enjoyed and appreciated. I think we as adults can lose sight of that. 

--

Entry #13 November 20, 2009 Page 223 of Emerson’s essays has a great sentence or two that I am pondering: “the universe is the externisation of the soul” “science is sensual, and therefore superficial”. Externisation is like an externalization of the soul – our soul is continuous, nature is continuous – it blends together. However science is superficial - shallow, only near the surface, without significance. I am not saying that science has not done a lot – it has, it has shaped our very foundations and altered who we are as a species – but it still can never reach the depths of who we truly are – one with the universe and nature that surround us. It can never dig that deep or give significance to everything – thus it is limited, un-continuous – we just haven’t had that shown to us yet. This reminds me when I was pregnant and reading the books all pregnant women are told to read, the ones that tell you about your growing fetus and how that fetus will come to be a child, and how that child will learn and grow. It says in these books that at a young age (in the months) children see the world around them as extensions of themselves. Their toy is a part of them, their parents are parts of them, their blankets, bottles and such. They don’t begin learning that they are separate from these things until they begin throwing things away from their bodies and learning not everything is connected. When that is the complete opposite, everything is connected, just on a deeper (soul deep) kind of level. As our children grow we must undo some of that very young learning – yes the toy is NOT a part of you, but the world is and what you do the world you do to yourself. So take care of it.

Entry #14 November 25, 2009 Have you heard nature lately? Have you opened your ears? Page 229 is where I am working from. So when we lived in Phx I loved nature and had a great respect for nature, but I am coming to find out I never slowed down to hear her. Moving up here has “opened my ears”! I have facebook, like many, and have found myself being awed by the songs blowing through the trees, being amazed at the sound and fun feeling you have as you crunch leaves or snow. What a great ear a man must have to write this sound into music. I have heard music that reminds me of these moments. Wind, streams, rain, thunder – what an amazing talent that is. Not the high tech talent of putting it through a computer, but using instruments “the old school way” and making the sounds you hear, glorifying nature. I sit here writing this as wind dancing through the pine needles and I can’t even express how neat it sounds. I think all men should be taught to open their ears and take in what is around them. You can see, taste and touch – but slowing down to listen is sometimes not considered.  I hope I teach my son to slow down and listen with open ears – see with open eyes – touch with innocent hands and taste as if it was your last meal.


text:
User:MallyMally

I am a first year student at the University of Western Ontario, doing an Honour's double-major BA in History/World Religion!

title: User:MallyMally


text:
User:ChristianJoli

Born in 1946 in Martinique, I now live in Bordeaux, France; been here for 20 years after residing and working in various places in the Western hemisphere. I am interested in language learning, music, the arts, writings on languages, literature.

title: User:ChristianJoli


text:
User talk:Rtw314

 Hello Rtw314, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 08:18, 5 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 5 November 2009 (UTC)

title: User talk:Rtw314


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User talk:MallyMally

 Hello MallyMally, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 09:03, 5 November 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:MallyMally


text: File:5.B.Displacement Sensor.pdf

title: File:5.B.Displacement Sensor.pdf


text:
The necessities in DSP

Discrete Fourier Transform

 * 1) DFT Complex Phase ([[Media:DFT.1.A.Complex_Phase.20110511.pdf |A.pdf]], [[Media:DFT.1.B.Complex Phase.pdf |B.pdf]])
 * 2) DFT Matrix Examples ([[Media:DFT.2.A.Matrix_Example.20110511.pdf |A.pdf]], [[Media:DFT.2.B.Matrix Example.20120208.pdf |B.pdf]])
 * 3) DFT Matrix Properties ([[Media:DFT.3.A.Matrix_Property.20110514.pdf |A.pdf]], [[Media:DFT.3.B.Matrix_Property.20111214.pdf |B.pdf]])
 * 4) DFT Frequency ([[Media:DFT.4.A.Frequency.20110516.pdf |A.pdf]], [[Media:DFT.4.B.Frequency.20110516.pdf |B.pdf]])
 * 5) DFT Analysis ([[Media:DFT.5.A.Analysis.20180131.pdf |A.pdf]], [[Media:DFT.5.B.Analysis.20180131.pdf |B.pdf]])

Types of Fourier Analysis

 * 1) Overview of Fourier Analysis Types ([[Media:Fourier.0.A.Overview.20161212.pdf |A.pdf]], [[Media:Fourier.0.B.Overview.20161209.pdf |B.pdf]])
 * 2) CTFS Analysis: Continuous Time Fourier Series  ([[Media:Fourier.1.A.CTFS.20160809.pdf |A.pdf]], [[Media:Fourier.1.B.CTFS.20160812.pdf |B.pdf]])
 * 3) CTFT Analysis: Continuous Time Fourier Transform ([[Media:2.A.CTFT.20160820.pdf |A.pdf]], [[Media:Fourier.2.B.CTFT.20160827.pdf |B.pdf]])
 * 4) DTFS Analysis: Discrete Time Fourier Series  ([[Media:Fourier.3.A.DTFS.20160816.pdf |A.pdf]], [[Media:Fourier.3.B.DTFS.20160820.pdf |B.pdf]])
 * 5) DTFT Analysis: Discrete Time Fourier Transform ([[Media:Fourier.4.A.DTFT.20160820.pdf |A.pdf]], [[Media:Fourier.4.B.DTFT.20160820.pdf |B.pdf]])

Spectral Analysis

 * Computational Aspect ([[Media:Spectrum.1.A.Compute.20170114.pdf |A.pdf]], [[Media:Spectrum.1.B.Compute.20170114.pdf |B.pdf]])
 * Spectrum Representation ([[Media:Spectrum.2.A.Represent.20170102.pdf |A.pdf]], [[Media:Spectrum.2.B.Represent.20170123.pdf |B.pdf]])
 * Spectral Leakage and Aliasing
 * Smoothing and Windowing

Example Octave Codes for Spectral Analysis
DFT Spectral Analysis
 * Octave Codes for Digital Signals ([[Media:Octave.DFT.0.A.DSig.20180101.pdf |A.pdf]], [[Media:Octave.DFT.0.B.DSig.20170807.pdf |B.pdf]])
 * Octave Codes for FFT Analysis ([[Media:Octave.DFT.1.A.FFT.20170706.pdf |A.pdf]], [[Media:Octave.DFT.1.B.FFT.20170706.pdf |B.pdf]])

Other Fourier Spectral Analysis
 * Octave Codes for Utility Functions ([[Media:Octave.0.A.Util.20180124.pdf |A.pdf]], [[Media:Octave.0.B.Util.20180201.pdf |B.pdf]])
 * Octave Codes for CTFS Analysis ([[Media:Octave.1.A.CTFS.20180110.pdf |A.pdf]], [[Media:Octave.1.B.CTFS.2017.pdf |B.pdf]])
 * Octave Codes for DTFS Analysis ([[Media:Octave.2.A.DTFS.20180117.pdf |A.pdf]], [[Media:Octave.2.B.CTFS.2017.pdf |B.pdf]])
 * Octave Codes for CTFT Analysis ([[Media:Octave.3.A.CTFT.20180117.pdf |A.pdf]], [[Media:Octave.3.B.CTFS.2017.pdf |B.pdf]])
 * Octave Codes for DTFT Analysis ([[Media:Octave.4.A.DTFT.20180118.pdf |A.pdf]], [[Media:Octave.4.B.CTFS.2017.pdf |B.pdf]])

Continuous Time Signal Functions

 * The Sinusoidal Function ([[Media:SFunc.CT.0.A.Sinusoid000.pdf |A.pdf]], [[Media:SFunc.CT.0.B.Sinusoid.20131005.pdf |B.pdf]])
 * The Sinc Function ([[Media:SFunc.CT.1.A.Sinc.pdf |A.pdf]], [[Media:SFunc.CT.1.B.Sinc.20131102.pdf |B.pdf]])
 * The Dirichlet Function ([[Media:SFunc.CT.2.A.Dirichlet.pdf |A.pdf]], [[Media:SFunc.CT.2.B.Dirichlet.20130610.pdf |B.pdf]])
 * The Rectangle Function ([[Media:SFunc.CT.3.A.Rect.pdf |A.pdf]], [[Media:SFunc.CT.3.B.Rect.20130610.pdf |B.pdf]])
 * The Impulse Function ([[Media:SFunc.CT.4.A.Impulse.pdf |A.pdf]], [[Media:SFunc.CT.4.B.Impulse.20130625.pdf |B.pdf]])
 * Other Continuous Time Signal Functions ([[Media:SFunc.CT.5.A.other.pdf |A.pdf]], [[Media:SFunc.CT.5.B.other.pdf |B.pdf]])

Discrete Time Signal Functions

 * The Sinusoidal Function ([[Media:SFunc.DT.0.A.Sinusoid.pdf |A.pdf]], [[Media:SFunc.DT.0.B.Sinusoid.20130926.pdf |B.pdf]])
 * The Sinc Function ([[Media:SFunc.DT.1.A.Sinc.pdf |A.pdf]], [[Media:SFunc.DT.1.B.Sinc.20130926.pdf |B.pdf]])
 * The Dirichlet Function ([[Media:SFunc.DT.2.A.Dirichlet.pdf |A.pdf]], [[Media:SFunc.DT.2.B.Dirichlet.pdf |B.pdf]])
 * The Rectangle Function ([[Media:SFunc.DT.3.A.Rect.pdf |A.pdf]], [[Media:SFunc.DT.3.B.Rect.20130813.pdf |B.pdf]])
 * The Impulse Function ([[Media:SFunc.DT.4.A.Impulse.pdf |A.pdf]], [[Media:SFunc.DT.4.B.Impulse.20130817.pdf |B.pdf]])
 * Other Discrete Time Signal Functions ([[Media:SFunc.5.A.other.pdf |A.pdf]], [[Media:SFunc.5.B.other.pdf |B.pdf]])

Continuous Time Pulse Functions

 * Continuous Time Fourier Analysis Summary ([[Media:FPairs.CT.1.A.Pulse.pdf |A.pdf]],  [[Media:FPairs.CT.1.B.Pulse.20130706.pdf |B.pdf]])
 * CTFS of Periodic Pulse Functions ([[Media:FPairs.CT.2.A.Pulse.CTFS.pdf |A.pdf]],  [[Media:FPairs.CT.2.B.Pulse.CTFS.20130711-2.pdf |B.pdf]])
 * CTFT of Rectangular Pulse Functions ([[Media:FPairs.CT.3.A.Pulse.CTFT.pdf |A.pdf]],  [[Media:FPairs.CT.3.B.Pulse.CTFT.20131109.pdf |B.pdf]])

Discrete Time Pulse Functions

 * Discrete Time Fourier Analysis Summary ([[Media:FPairs.DT.1.A.Pulse.pdf |A.pdf]],  [[Media:FPairs.DT.1.B.Pulse.20130610.pdf |B.pdf]])
 * DTFS of Periodic Pulse Functions ([[Media:FPairs.DT.2.A.Pulse.DTFS.pdf |A.pdf]],  [[Media:FPairs.DT.2.B.Pulse.DTFS.20130610.pdf |B.pdf]])
 * DTFT of Rectangular Pulse Functions ([[Media:FPairs.DT.3.A.Pulse.DTFT.pdf |A.pdf]],  [[Media:FPairs.DT.3.B.Pulse.DTFT.20130805.pdf |B.pdf]])

Sampling and Reconstruction

 * 1) Nyquist Sampling  : Low-pass Signal Sampling    ([[Media:Sampling.1.A.Basics.20130907.pdf |A.pdf]], [[Media:Sampling.1.B.Basics.20131005.pdf |B.pdf]])
 * 2) Undersampling  : Band-pass Signal Sampling   ([[Media:Sampling.2.A.Under.20120404.pdf |A.pdf]], [[Media:Sampling.2.B.Under.20120404.pdf |B.pdf]] )
 * 3) Oversampling  ([[Media:Sampling.3.A.Over.pdf |A.pdf]], [[Media:Sampling.3.B.Over.20120712.pdf |B.pdf]])
 * 4) Downsampling  ([[Media:Sampling.4.A.Down.pdf |A.pdf]], [[Media:Sampling.4.B.Down.20121115.pdf |B.pdf]] )
 * 5) Upsampling  ([[Media:Sampling.5.A.pdf |A.pdf]], [[Media:Sampling.5.B.Up.20121115.pdf |B.pdf]] )
 * 6) Anti-aliasing Prefilters ([[Media:Sampling.6.A.pdf |A.pdf]], [[Media:Sampling.6.B.Prefilter.20120727.pdf |B.pdf]])
 * 7) Anti-image Postfilters ([[Media:Sampling.7.A.pdf |A.pdf]], [[Media:Sampling.7.B.Postfilter.20120727.pdf |B.pdf]])
 * 8) Sampler Spectra  ([[Media:Sampling.8.A.Sampler.pdf |A.pdf]], [[Media:Sampling.8.B.Sampler.20120623.pdf |B.pdf]])
 * 9) Reconstructor Spectra ([[Media:Sampling.9.A.Reconstructor.pdf |A.pdf]], [[Media:Sampling.9.B.Reconstructor.20120629.pdf |B.pdf]])
 * 10) Quantization ([[Media:Sampling.10.A.Quantization.pdf |A.pdf]], [[Media:Sampling.10.B.Quantization.20130912.pdf |B.pdf]])

The Role of Phase

 * 1) Phase Delay and Group Delay ([[Media:Misc.1.A.GroupPhase.20120719.pdf |pdf]])
 * 2) All Pass Filter ([[Media:Misc.2.A.AllPass.20120813.pdf |pdf]])
 * 3) Minimum Phase System ([[Media:Misc.3.A.MinPhase.20120813.pdf |pdf]])

Audio Signal Processing Experiments

 * 1) Signal Generation ([[Media:Audio.1.SigGen.1.A.20180122.pdf |A.pdf]], [[Media:Audio.1.SigGen.1.B.20180202.pdf |B.pdf]])
 * 2) Signal Analysis ([[Media:Audio.2.SigAnal.1.A.20180217.pdf |A.pdf]], [[Media:Audio.2.SigAnal.1.B.20180210.pdf |B.pdf]])
 * 3) Signal Processing ([[Media:Audio.3.SigProc.1.A.20180119.pdf |A.pdf]], [[Media:Audio.3.SigProc.1.B.20180406.pdf |B.pdf]])

Some Octave & GnuPlot Examples

 * 1) plot examples #1 ([[Media:plot.20140528.pdf |pdf]])
 * 2) plot examples #2 ([[Media:plot2.20140528.pdf |pdf]])

Mathematical Background

 * 1) Complex Variables ([[Media:DFT.0.A.Background.pdf |A.pdf]], [[Media:DFT.0.B.Background.pdf |B.pdf]])
 * 2) Hilbert Inner Product Space ([[Media:Math.2.B.Hilbert.20120223.pdf |pdf]])
 * 3) Hermitian Inner Product Space ([[Media:Math.3.B.Hermitian.20120209.pdf |pdf]])
 * 4) Laplace Transform  ([[Media:Math.4.A.Laplace.20121207.pdf |A.pdf]], [[Media:Math.4.B.Laplace.20121214.pdf |B.pdf]])
 * 5) z Transform ([[Media:Math.5.A.zTransform.pdf |A.pdf]], [[Media:Math.5.B.zTransform.20130226.pdf |B.pdf]])

Related Pages
DFT - Old
 * 6.A DFT Complex Phase ([[Media:6.A.DFT Complex Phase.pdf |pdf]])
 * 7.A DFT Matrix ([[Media:7.A.DFT Matrix.pdf |pdf]])
 * 8.A DFT Analysis ([[Media:8.A.DFT Analysis.pdf |pdf]])
 * 9.A DFT Frequency ([[Media:9.A.DFT Frequency.pdf |pdf]])
 * 10.A FFT Analysis ([[Media:9.A.FFT.pdf |pdf]])

 HW
 * 1) HW#3 ([[Media:HW03.pdf |pdf]])
 * 2) HW#4 ([[Media:DSP_HW04.pdf |pdf]])
 * 3) HW#5 ([[Media:DSP_HW05.pdf |pdf]])
 * 4) HW#6 ([[Media:DSP_HW06.pdf |pdf]])
 * 5) HW#7 ([[Media:DSP_HW07.20111005.pdf |pdf]])
 * 6) HW#8 ([[Media:DSP_HW08.pdf |pdf]])
 * 7) HW#9 ([[Media:DSP_HW09.pdf |pdf]])

go to [ Electrical_%26_Computer_Engineering_Studies ]

title: The necessities in DSP


text:
Wiki Resources/ePortfolio

Home | Learning Theories | Instructional Design & eAuthoring | ePortfolio | Storyboard | Wiki Analysis | Communication Tools | Resources Analysis | Group Work | Teaching Philosophy | Accessibility | Glossary

The Wikiresources ePortfolio
An eportfolio is a learner-created collection of digital items: ideas, evidence, reflections, feedback, which presents a selected audience with evidence of a person's learning and/or ability. eportfolio based learning is the process of planning, compiling, sharing, discussing, reflecting, giving and receiving feedback.

Building a eportfolio throughout a course requires self-evaluation of the work that each individual is undertaking. Eportfolios have long been a key method for presenting what a student has learnt and it is a complex product with many different components. Constructing portfolios takes time, effort and commitment to the task. It contains evidence of a student’s work over time and may include accomplishments, a history of a person’s development, an outline of a person’s philosophy of teaching and critiques of one’s work by oneself and others.

Learning Outcomes
At the end of this chapter the learner will be able to:
 * 1) Understand what the importance to build an eportfolio.
 * 2) Understand what the main characteristics of an portfolio.
 * 3) Understand which the main contents that an eportfolio have to have.
 * 4) Understand what kind of eportfolios can exist.

We would appreciate if you give us your contribution in this project. If you have any query, suggestion or feedback, don't hesitate to contact us sending a message to our email: wikiresourcesgroup@gmail.com

Learning through Reflection
Fitzmaurice (2008) reflects that:

 * "In constructing a portfolio the student becomes more self-aware and more articulate about learning and his or own growth process. In the past decade with the growth of technology and computers in the classroom, there has been a growth in the use of electronic portfolios. The benefits of these portfolios are many as work can be stored digitally allowing students to edit, cut, paste and play back what they have entered. Electronic portfolios are a basis for students’ discussion of their own progress and a record of their reflections on what they have learnt. The creative activity of constructing a portfolio rests with the learner but in many cases there are required elements or components."

The word reflection occurs a number of times and reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it (Boud, Keogh & Walker, 1985). Reflection on practice is an essential component of any portfolio process and requires that the learner practice in-depth reflection and then writes a reflective account. Let us focus firstly on practising in-depth reflection using a model outlined by Gibbs.

This page will discuss the ePortfolio tool, and our web page will also be used to support this discussion.

We learn by experiences that allow us to (Wertenbroch & Nabeth, 2000):

 * 1) Absorb (read, hear, feel)
 * 2) Do (activity)
 * 3) Interact (socialize)

In addition, we also learn by reflecting on such experiences (Dewey 1933). Reflection is thinking for an extended period by linking recent experiences to earlier ones in order to promote a more complex and interrelated mental schema. The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements. The goal is to develop higher order thinking skills.

Many educators consider Dewey (1933) the modern day originator of the concept of reflection, although he drew on the ideas of earlier educators, such as Aristotle, Plato, and Confucius. He thought of reflection as a form of problem solving that chained several ideas together by linking each idea with its predecessor in order to resolve an issue.

Essentials of Reflection
Hatton & Smith (1995) identified four essential issues concerning reflection:

 * 1) We should learn to frame and reframe complex or ambiguous problems, test out various interpretations, and then modify our actions consequently.
 * 2) Our thoughts should be extended and systematic by looking back upon our actions some time after they have taken place.
 * 3) Certain activities labelled as reflective, such as the use of journals or group discussions following practical experiences, are often not directed towards the solution of specific problems.
 * 4) We should consciously account for the wider historic, cultural, and political values or beliefs in framing practical problems to arrive at a solution. This is often identified as critical reflection . However, the term critical reflection, like reflection itself, appears to be used loosely, some taking it to mean no more than constructive self-criticism of one's actions with a view to improvement.

Encouraging Reflection
Most educators believe that "reflection is useful in the learning process, even without the supporting research data." However, it is often difficult to encourage reflection among the learners. Gustafson & Bennett (1999) found that promoting reflection among military cadets by means of written responses in "diaries" was difficult. Cadets across three different years generally did not produce responses indicating any deep reflection. Although the results were disappointing, they are consistent with the research literature on promoting reflection that generally indicates it is difficult to accomplish (Stamper, 1996).

In their work, Gustafson and Bennett identified eleven variables that affected the cadets' lack of reflective behaviour. These eleven variables are grouped into three main characteristics:

 * 1) Learner
 * 2) Environmental
 * 3) Reflection Task

Gibbs Reflective Cycle

 * Context
 * Describe what has happened.
 * Write a description of the event/happening.
 * Explain who was involved, what you were trying to achieve, what happened.
 * Thoughts
 * What were you thinking at the time (Important to journal your thoughts at the time)
 * What were you thinking afterwards?
 * Feelings
 * What were your feelings or emotions at the time?
 * Were you feeling positive or were you experiencing negative feelings?
 * How did you feel about things afterwards?
 * Evaluation
 * How did things go?
 * Did they go well or were there problems and if there were, were you able to resolve them?
 * Analyse
 * Try to identify the factors that affected the outcome?
 * What helped and what proves a hindrance?
 * Can you make sense of why certain things happened?
 * What were you trying to achieve?
 * Can you make sense of this experience in the light of past experiences and future practices?
 * Reframe
 * What might you have done differently?
 * What other choices did I have?
 * Could you have adopted an alternative strategy or approach?Could you dome something to lessen the possibility of negative events?
 * Future Action
 * What will you do in this kind of situation in the future?
 * How do you feel about this experience now?
 * What have you learnt?

title: Wiki Resources/ePortfolio


text:
Wiki Resources/Instructional Design & eAuthoring

Home | Learning Theories | Instructional Design & eAuthoring | ePortfolio | Storyboard | Wiki Analysis | Communication Tools | Resources Analysis | Group Work | Teaching Philosophy | Accessibility | Glossary

The Instructional Design and eAuthoring Module
This is undoubtedly the most important module in the MSc. in Applied eLearning course. Your expectation as students should be enormous and the possibility to learn about how to use the available technology in education and how to create an effective and attractive elearning course. Through this section you will know about the learning outcomes and the assessment necessary for his module.

Learning Outcomes
As successful students in this module we should be able to fill in these requirements:
 * 1) Design a  pedagogically  sound  and  accessible  e-learning  resource/activity, informed    by    relevant    theories    and    using    appropriate information communication technologies.
 * 2) Develop a  storyboard  to  plan  for  a  user  friendly,  technically  robust  and pedagogically effective e-learning resource/activity.
 * 3) Justify decisions  relating  to  the  selection,  design  and  use  of  elearning technologies  taking  into  account  the  impact  of  local,  national  and  global contexts.
 * 4) Apply principles  of  learning  orientations  to  an  identified  elearning  situation within their own working context.
 * 5) Evaluate critically the pedagogical value and usability of e-learning materials in a range of different contexts.
 * 6) Show evidence of active engagement with peers in learning about the end product and also about the process of working in a team.

We would appreciate if you give us your contribution in this project. If you have any query, suggestion or feedback, don't hesitate to contact us sending a message to our email: wikiresourcesgroup@gmail.com

Module Assessment
The students must demonstrate and justify their understanding of the theories of learning and instructional design. They must select appropriate tools to create resources/activities that are technically sound and educationally effective.

Group's assessment:
 * 1) A Storyboard showing evidence  of  careful  planning  and  rationale.
 * 2) A elearning resource which should adhere  to  standards  of  usability  and accessibility.
 * 3) An oral presentation of the project be made to peers and tutors.

Individual's assessment:
 * 1) An annotated bibliography with evidence of research for this project describing the literature researched and referred to.
 * 2) A reflection of 1000 words providing a rationale for the design process and informing by literature (learning theories, instructional design theory and pedagogical rationale for use of technology). The reflection also should contain reflection on group work, how they contributed to the group work, or worked individually.

The Art of Instructional Design

 * "There are three principal means of acquiring knowledge available to us: observation of nature, reflection, and experimentation. Observation collects facts; reflection combines them; experimentation verifies the result of that combination. Our observation of nature must be diligent, our reflection profound, and our experiments exact. We rarely see these three means combined; and for this reason, creative geniuses are not common." (Diderot, 1713-84).

Definitions
Instructional Design models or theories may be defined as frameworks for developing modules or lessons that increase and/or enhance the possibility of learning, and encourage the engagement of learners so that they learn faster and gain deeper levels of understanding.

Instructional Design (ID) models have a broad scope and typically divide the instruction design process into five phases:

 * 1) Analysis
 * 2) Design
 * 3) Development
 * 4) Implementation or Delivery
 * 5) Evaluation

There are three types of strategies within Instruction Design theories (Reigeluth, 1983):

 * 1) Organizational strategies are broken down on the micro or macro level and deals with the way in which a lesson is arranged and sequenced.
 * 2) Delivery strategies are concerned with the decisions that affect the way in which information is carried to the student, particularly, the selection of instructional media.
 * 3) Management strategies involve the decisions that help the learner interact with the activities designed for learning.

Merrill's Component Display Theory
M. David Merrill's Component Display Theory (CDT) (1983) describes the micro elements of instruction (single ideas and methods for teaching them). It is designed to work in conjunction with Riegeluth's theory.

CDT is comprised of three parts:

 * 1) A performance/content dimension comprised of the desired level of student performance and type of content.
 * 2) Four primary presentation forms
 * 3) A set of prescriptions relating the level of performance and type of content to the presentation forms.

Merrill further classifies learning into two dimensions:
 * Content:
 * Which consists of facts, concepts, procedures, and principles. Content ranges from facts, which are the most basic forms of content, to principles. It is the actual information to be learned. The four types of content in component display theory are:
 * Facts - logically associated pieces of information. Some examples are names, dates, and events.
 * Concepts - symbols, events, and objects that share characteristics and are identified by the same name. Concepts make up a large portion of language and understanding them is integral to communication.
 * Procedures - a set of ordered steps, sequenced to solve a problem or accomplish a goal.
 * Principles - work through either cause-and-effect or relationships. They explain or predict why something happens in a particular way.

 * Performance:
 * Made up of remembering, using, and generalities. Performance is classified with remembering as being the simplest form of performance, to finding (generalities) the most advanced. Performance is the manner in which the learner applies the content. The three types of performance are:
 * Remembering - the learner is required to search and recall from memory a particular item of information,
 * Using - the learner directly apply the information to a specific case and
 * Finding - the learner uses the information to derive a new abstraction (concepts, principles, etc.).

Watch a video clip about instructional design with Dr. David Merrill delivered at Utah State University in 1989.

Robert Gagne's Nine Steps of Instruction
According to Robert Gagnè (1985), there are nine events that are needed for effective learning. They include a sequence of events similar to the following:

 * Gain attention:
 * Present a problem or a new situation. Use an "interest device" that grabs the learner's attention. This can be thought of as a teaser (the short segment shown in a TV show right before the opening credits that is designed to keep you watching and listening). The ideal is to grab the learners' attention so that they will watch and listen, while you present the learning point. You can use such devices as: storytelling, demonstrations, presenting a problem to be solved, doing something the wrong way (the instruction would then show how to do it the right way) or why it is important.

 * Inform learner of Objective:
 * This allows the learner's to organize their thoughts and around what they are about to see, hear, and/or do. There is a saying in the training filed to: Firstly tell them what you're going to tell them, secondly tell them, and finally tell them what you told them. This cues them and then provides a review which has proven to be effective. e.g. describe the goal of a lesson, state what the learners will be able to accomplish and how they will be able to use the knowledge.

 * Stimulate recall of prior knowledge:
 * This allows the learners to build on their previous knowledge or skills. Although we are capable of having our "creative" minutes, it is much easier to build on what we already know. e.g. remind the learners of prior knowledge relevant to the current lesson, provide the learners with a framework that helps learning and remembering.

 * Present the material:
 * Chunk the information to avoid memory overload. Blend the information to aid in information recall. This is directly related to Skinner's "sequenced learning events". This allows learners to receive feedback on individualized tasks, thereby correcting isolated problems rather than having little idea of where the root of the learning challenge lies. Bloom's Taxonomy Blooms taxonomy and Learning Strategies can be used to help sequence the lesson by helping you chunk them into levels of difficulty.

 * Provide guidance for learning:
 * This is not the presentation of content, but are instructions on how to learn. This is normally simpler and easier than the subject matter or content. It uses a different channel or media to avoid mixing it with the subject matter. The rate of learning increases because learners are less likely to lose time or become frustrated by basing performance on incorrect facts or poorly understood concepts.

 * Elicit performance:
 * Practice by letting the learner do something with the newly acquired behavior, skills, or knowledge.

 * Provide feedback:
 * Show correctness of the learner's response, analyze learner's behavior. This can be a test, quiz, or verbal comments. The feedback needs to be specific, not, "you are doing a good job" Tell them "why" they are doing a good job or provide specific guidance.

 * Assess performance:
 * Test to determine if the lesson has been learned. Can also give general progress information.

 * Enhance retention and transfer:
 * Inform the learner about similar problem situations, provide additional practice, put the learner in a transfer situation, review the lesson.

Reigeluth's Elaboration Theory
What is known as "sequencing" and organizing "epitomes" in Reigeluth's Elaboration theory, is commonly referred to as "chunking" — configuring large amounts of information into smaller units of information that are scaffolded (supportive structures) in order to accommodate memory and learning limitations.

For example, "Instructional Design" is chunked or epitomized into analysis, design, development, Implementation, & evaluation.

Charles Reigeluth was a doctorate student of Merrill. He used a sequencing approach that is consistent with Merrill's Component Display Theory (that is, each theory enhances the other). Reigeluth believes that instruction is made out of layers and that each layer of instruction elaborates on the previously presented ideas. By elaborating on the previous ideal, it reiterates, thereby improving retention. This layering has a zoom lens sequencing approach that runs from simple to complex and repeated general-to-specific:

 * 1) Present overview of simplest and most fundamental ideas.
 * 2) Add complexity to one aspect.
 * 3) Review the overview and show relationships to the details.
 * 4) Provide additional elaboration of details.
 * 5) Provide additional summary and synthesis.

This zoom lens approach first looks at the subject through a wide-angle lens. That is, the subject matter is general and fundamental. This allows us to deal with the core aspects of the subject. Elaboration begins with an overview of the simplest and most fundamental ideas of the subject.

Then we start to zoom in with the lens so that we pick up some details and specifics about the subject matter. We can also observe the relationships between the wide-angle subject shot and the zoom details. This principle as applied to elaboration theory is called a cognitive zoom.

As we continue to zoom, we go into great detail with each iteration or layering. Note that we are primarily concerned with the sequencing of ideas as opposed to the individual ideas themselves. Each zoom that we make is called a sequence. Sequencing in this case relates to fundamental ideas or core principles. The basic ones are presented first, this in turn, leads to a great layer of specifics. Each sequence of ideas or principles are called epitomes in elaboration theory. The epitome serves as a foundation from which more specific information may be developed.

 The Seven Steps in Elaboration

1) Sequence

This simple to complex procedure can take many forms such as an overview, advance organizer, or spiral curriculum. This sequence is one in which the general ideas epitomize rather than summarize, and the epitomizing is organized on the basis of a single type of content:

 * 1) Conceptual - Concepts are certain sets of objects, events, or symbols that have certain common characteristics.
 * 2) Procedural - Procedures are sets of actions intended to achieve an end. Theoretical - Principles are changes in something else, generally denoting cause and effect.

One of these three contents is chosen to achieve the goals of a lesson or course. Epitomizing is structured as follows: One type of content is chosen (conceptual, procedural, or theoretical). All the organizing content in the course is then listed. The most basic and fundamental ideas are selected and presented at the application level.

Prechunks is the subject matter before the first level of elaboration. Before we epitomize (chunk) the subject matter is in a state of disarray (elaboration). When we postchunck in Instructional Design we put chaos into order when we chunk (epitomize) the subject matter. From this first layer or epitome, we can then elaborate by organizing (the second step) the content.

2) Organize

The second step elaborates upon organizing the content in the first level. This process continues in the same way as the first step of Sequence. The relationships that result between the levels are organized according to content. At each level the expanded epitome is used to create a means to elaborate upon the next level.

Epitomes can be sequenced according to the order of steps:

 * 1) Forward Chaining is presenting them in the order in which they are performed.
 * 2) Backward Chaining is presenting them in the reverse order (backwards).
 * 3) Hierarchical Sequencing is presenting all the major sub-steps separately before integrating them into a step in the sequence.
 * 4) General to Detailed Sequencing is presented by summarizing.
 * 5) Simple to Complex Sequencing is presenting them by their shortest paths (procedures) with each successive path becoming more complex.

Each epitome should be examined closely to determine if the learners have the essential knowledge that will allow them to learn the subject matter. If the necessary knowledge is not present, it must be provided.

3) Summarization

In order to systematically review what has already been learned, a "summarizer" (defined as a concise generality for each topic presented in the elaboration (Ely & Plomp, 1996)) is created. A summarizer provides a concise statement of each idea, an example. Two types of summarizers are used:

 * 1) Internal - The summary comes at the end of the lesson and deals specifically with the content of that lesson.
 * 2) Within-set - This deals with all that has been learned so far in a particular set of lessons. This can include other lessons that coordinate with that lesson.

4) Synthesize

This step integrates and interrelates the ideas taught thus far. The goal is to facilitate deeper understanding, meaningfulness, and retention in regards to the content area.

5) Analogy

Analogy is the use of a familiar idea or concept to introduce or define a new idea or concept. Analogies aid the trainer in reaching the learner's field of experience. Presenting analogies throughout the instruction helps the learners to build on their present knowledge or skills.

6) Cognitive-Strategy Activator

There are two categories of cognitive-strategy activators:

 * 1) Imbedded - Uses pictures, diagrams, analogies, and other elements that force the learner to interact with the sequence and content.
 * 2) Detached - Causes the learner to employ a previously acquired cognitive skill.

7) Learner Control

Learner Control deals with the freedom of the learner to control the selection and sequencing of such instructional elements as content, rate, components (instructional-strategy), and cognitive strategies.

Concluding Thoughts

Note that this is a macro strategy of instructional design that focus on the organization and sequencing of subject matter content by addressing the four design problem areas: selection, sequencing, synthesizing, and summarizing.

Elaboration theory is best suited for teaching causal relationships and sequences rather than problem solving or facts. It works in conjunction with component-display theory, which deals with the micro aspects of instruction and works out the details of elaboration.


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User:Graeme E. Smith/Objections to the HTM model

{{User:Graeme_E._Smith/GreySmith Article Framework| Heading = Objections to the HTM Model| Subheading = Neural Constraints and the Temporal Limitation| Author=Graeme E. Smith| Abstract = In Towards a Mathematical Theory of Cortical Micro-Circuits Dileep George, and Jeff Hawkins discuss a tentative model of memory micro-circuits based on the HTM or Heirarchical Temporal Memory Model. Although a proper histopsychological discipline has yet to be inaugerated, some pioneering work has been done, that suggests that this model is too advanced for the constraints that the neocortical micro-circuits are placed under by the fact that they are made up of Neurons. In this article some objections are raised to the Temporal aspect needed to implement Markov Chains. It is not that there are not circuits in the brain, and even some in the cerebral neo-cortex that implement Markov Chain like behavior, But instead, that this behavior is not the base case from which all Neo-cortical function is derived. An alternative interpretation is suggested for a new Model. Body= Jeff Hawkins, developed the theory of a Hierarchical Temporal Memory, and Dileep George, suggested the use of Hierarchical Bayesian Inference, and Markov Chains as a way of mathematically modeling the circuit implied. While I am sure that this is a useful model, I am also sure that it is too advanced a model for many of the neural circuits I have characterized in my work on the Neo-cortex, if only because it implies a temporal chaining of neurons that I find difficult to support under my Neural Constraints model. While it is easy to implement markov chains in a computer environment, which has an implied temporal component, I find that temporal chaining is problematic in a neural circuit. If only, because the temporal cues, that drive the neo-cortex do not do so at a sufficiently high frequency, to be incorporated into the micro-circuit operation at the individual transaction level.{{indent|8}}Further I am, I find reluctant to accept the assumption that the Bayesian inferences are coincident detections in the neo-cortical circuit. The concept of a coincident, I feel, is too discrete a function for what these neural circuits must be doing under the constraints I am exploring in my own work. {{indent|8}}Yet I do not want to discourage the ideas of these two researchers, since they are nearly correct as far as I can determine without completely understanding the Mathematics involved. Instead I want to propose a variation on their model, that would do away with my objections, and still use many of the same mechanisms in order to achieve its goals. The new model would lie in the same family of mathematical functions, but be implemented slightly differently.

Neural Constraints
Like many, computer based technical people who have looked at the Neural Network theory, I originally attempted to characterize neurons using digital gates, or transistors only to find that the model didn't quite fit. For one thing few digital gates, or transistors have thousands of inputs, and it quickly became obvious that locally at least, neurons used a more analog signal then could be implemented digitally at the gate level. I am currently exploring the idea of arrays of CAM cells, as a simulation mode, but have not yet completed a feasible circuit for testing this model. A Two dimensional CAM cell array, might easily simulate a locally analog implicit memory neural circuit, which is the basis under which I hope to implement my digital/analog hybrid simulation. However, to get where I am, I have had to deal with the constraints imposed on neural architecture by neural network limitations. The first intimation of why the neural circuits were constrained came from Jerry Fodor, in his The Mind Doesn't Work That Way: Scope and Limitations of Computational Psychology a book I found in the dustier stacks of my local University Library. In a very obscure location in the book, he discusses the fact that discrete memories can't be directly implemented by neural networks based on neo-cortex circuits. Being familiar with Neural Networks, I accepted this judgment because his arguments about the nature of storage within the Neural Network had merit. Scientists that had attempted to find orderly storage at the neural level even in artificial neural networks were sadly disappointed. He then went on to suggest that perhaps the answer lay in J.C. Eccles Column Architecture, a micro-circuit involving hundreds of individual neurons arranged within a circumference of some point that have been noted to activate the same way despite the laminae levels that were stimulated. While the Column is under study and there is a push to synthesize a Column Chip, in Switzerland. This approach seems doomed, not because the column isn't important, but because recent research has suggested that it is dependent on external organs for some of its function, and no attempt is being made to simulate the external organs yet in what little I have seen of the work being done to characterize the column. To add insult to injury, the best model of columnar activity, that I have seen, is based on the idea of a sub-component not described by Eccles, called a mini-column, which seems loosely associated with the concept of a Neural Group, an architecturally undefined concept where groups of neurons within a column seem to vote on which one of them will fire, without actually firing themselves. One of the problems I have with HTM as a model, is therefore the fact that this intermediate level of complexity is missing. The best treatment of Mini-column architecture that I have seen is done by David LaBerge, in his work on the Attention System. In an article Attentional Control, Brief and Prolonged LaBerge, suggests an Axis Model for Laminae V Neurons that seems to link Thalamus inputs to pre-activation of Neural Groups. Without getting into why I feel this is an important step in understanding Neo-cortical micro-circuits, I have suggested that this mechanism defines a separation of function between implicit memory, and explicit access to implicit memory, which suggests that discrete memories are indeed not the base function of the neo-cortex, which is why I disagree with the characterization of Coincidence detection as the mode of operation of the Bayesian function. If you can't isolate a coincidence, how can you detect it? However Similarity detection at the signal level is entirely plausible even in a naive system that has not consolidated isolated memories back into the cerebral cortex. Adding to my argument against temporal coding, is the fact that Eccles has clearly stated that Laminae I is the most prevalent internal layer for transport of information between cortex areas. Yet no connections have been defined for Laminae I and the Reticular Activation System, thought to be linked to the distribution of Brain Waves throughout the cerebral cortex. If the central clock system for the brain is not involved in defining time, one has to ask, where is the temporal connection at the micro-circuit level? Certainly there is no such involvement, (I can see) in the top three layers of the Neo-Cortex, and so, the base function, is not likely to be linked to time. There is, however an involvement in the Laminae V connection, of Dr. LaBerge suggesting that a Temporal component might leak into the explicit memory via that link, but it would be at a lower frequency than is needed to implement HTM, and seems instead to be linked to Low Level Attention functions.

The HTM circuit Model
Essentially the HTM model, has resulted in a micro-circuit prediction, that is fairly detailed. However I have problems with the characterization of some of the areas of the prediction if only because I don't feel that evolutionary evidence supports them.

Laminae IV
According to HTM, Laminae IV is the coincident detection layer, because in the higher sophistication brains, that have a Laminae IV. it is directly connected to the sensory input via the Thalamus LGN. I think that this is a little naive, in that it assumes that the circuits in Laminae IV have the sophistication to detect coincidences. In earlier animals, we can expect to find a three laminae cortex, not a four laminae cortex, does this mean that coincidence detection is outside the capacity of these earlier brains? Perhaps, however what does the earlier three laminae cortex offer that is stable enough to be conserved over a number of phyla and be built on, for the 6 layer Eccles-like cortex? HTM does not say. Consider the Olfactory Bulb which is admittedly limited in humans but which is well preserved across phyla. It consists of what I assume is the earlier three laminae cortex tissue. According to my admittedly naive histo-psychological seminal work, Laminae IV is a Processing layer, but what is it processing? My best guess is that it is processing which of the micro-circuits to associate with which signal. In other words it is a distributive function not a detection function. That it has the added cachet of linking a vertical micro-circuit to a specific signal, is not in my opinion germane because at this level of processing the micro-circuit is redundant and interchangeable with other similar micro-circuits. It is hoped that the distributive function approximates for the same type of signals so that clusters of similar signals gather in similar places, but this is the best we can do with this simple a neural circuit component. HTM suggests that the connections for Laminae IV terminate in Laminae III. But if Laminae IV is the coincidence detection layer as they suggest, then where does coincident detection go, in Agranular Tissue? What does a 5 layer cortical tissue that is without coincident detection mean, in HTM? It has been noted that there is some cross pollination of Laminae III by LGN signals, but without the granular cells that dominate Laminae IV, how could Laminae III do coincident detection? Further there seems to be a dearth of LGN signals in Agranular tissue, suggesting that Laminae III does not take up the slack. I suggest that in fact coincidence detection at this level of organization is too complex for the circuits involved, as I will discuss in my own model.

Laminae I
Eccles described Laminae I back in 1983 in his paper The Horizontal (Tangential Fiber) System of Laminae I of the Neo-cortex He did not describe connections to the thalamus. However in the spirit of support that I feel for this approach, I will not quibble about it, there might have been further work since that discovered such a connection. However, my reading, albeit slightly naive since I have not studied the thalamus, is that the undifferentiated fibers are actually, fibers that do not connect to any specific nucleus of the thalamus, because they actually project through the thalamus, possibly without connection. In other words the undifferentiated fibers are related to the thalamus more or less because they have to pass through it to get to where they are going, much like the tourist that passes through a city on the outer ring road, they see the edges of the city, but do not relate to it, because they are not trapped by any of the tourist traps in the center of the city.

Laminae II/III
Laminae II/III are often bunched together, because they are mostly made up of pyramidal cells. Marr, in his 4 layer model, described in A Theory on the Neo-cortex written in 1970, noted also that there were basket cells especially in Laminae III/IV. He assumed that these had the function of dividing the mathematical calculations of the other cells, but today we recognize the pattern of multiple inhibitive inputs to a soma as a special type of shunting that does not affect the input synapses of the cell. Shunting the cell at the soma shuts off all output from the cell without as I have said, adjusting the inputs. The outputs of laminae III project into deeper structures in the brain. The outputs of laminae II seem to have a more local effect, which, in turn might support the idea that smaller pyramidal cells, have shorter axions. many of the pyrimidal cells in the Laminae II/III area are almost granular in size, but still obviously pyramidal in shape. These small pyramidal cells do not show up well in most staining studies, unless the stain used is a pigment stain. However the laminae are clearly visible suggesting a plausible change in Neuro-Transmitter between Laminae II and III. Both laminae II and III project their Apical Dendrites to Laminae I and are thus sensitive to data from feedback mechanisms from other areas in the brain. Laminae II which is sometimes called the external Granular layer, may have granular components similar to laminae IV. It is thought by some biological computational researchers that laminae II and III define a positive or confirmational model where Laminae II proposes a theoretical model of the signal from laminae I, and Laminae III confirms that model and only then fires. If so this would be very similar to the operation of a Static Ram device where two flip flops are in series, and it is only when confirmation of the first flip flop is detected by the second, that it outputs the result. Now the HTM theory would have you believe that this is Markov (sequence) detection, circuit, but there are a couple of problems with that theory. One is the assumption of a temporal signal on laminae I, which I don't feel is accurate, 2 is the assumption that that signal would allow the simple circuit described to distinguish between events in the sequence, which I suggest, requires a higher frequency signal than is experienced anywhere in the Reticular Activation System, and Three is the assumption that laminae IV is the coincidence detection layer, and therefore that what this layer is processing is the sequencing information. Having already dealt with laminae IV, and made my objections to the interpretation of how Laminae II/III work, lets go on.

Laminae V
Now we get to the idea, that Laminae V, calculates the Markov Chain. The problem I have with this is the sophistication needed to partition the laminae II/III outputs to get Markov Chains, I simply don't see it. However what I do see is a natural voting mechanism if I take into account Dr. LaBerges Mini-column model. What this natural voting mechanism would do, is offer a mechanism by which Neural Groups could form. Essentially, output from Laminae II/III micro-circuits that I have suggested stood alone at a previous stage in evolution, that project to Laminae V, would terminate on the Axial Pyramid for a particular Neural Group. It would pre-activate that neuron, allowing it to in turn stimulate the centroid of the Neural Group, which would eventually if the pre-activation was large enough fire the Neural Group.

The Alternate Model
If the Neo-Cortical circuits are indeed as I have suggested limited by constraints, not to act in the way the HTM model suggests, then what we need is a simpler model, that operates within the constraints of Neural Circuits. What I am proposing is what I call the LHM model. LHM stands for Limited Heirarchical Memory. In LHM, what we work with is similarity detection rather than pattern detection, and we work with Transitions rather than Markov Chains. Further because the neo-cortex is highly one might say massively parallel, we work with transition clusters, rather than transitions themselves. Each similarity detection is linked to a transition cluster, in much the same way that the Markov Chains were linked to the Bayesian coincidence detection in the HTM model. The Bayesian Function can be thought of as being equivalent to the Neural Group function statistically capturing the voting effect. If this is true, then the cloud of Transitions caused by the micro-circuit, can be defined as a statistical distribution of Transitions between Hierarchical Layers. This means that instead of having a single array of transitions we will be looking at a higher dimensional array. The Attention System, can partition this higher dimensional array using Brain Waves, if the conjecture that Functional Clusters are linked together by frequency, and that frequency is controlled via a prefrontal cortex-Thalamus loop that ultimately helps the ACC to select between equivalent options is accepted. To understand this conjecture, you have to see the ACC as a switching center that operates by triggering suppression of neorcortical micro-circuits possible by activation of the basket cells. Through the involvement of the Ventro-Lateral PFC, it is thought that data passing through the ACC is detected for frequency components that act as tags, linking areas of interest. By switching out anything but one particular area of interest, the ACC can focus attention on that area. However because the senses are a stove-pipe configuration, the same area of interest in the environment may have components spread across the cerebral cortex. These areas must all resonate at the same frequency in order to be linked. The resulting cluster of disparate locations across the cerebral cortex, is therefore called a "Functional Cluster" according to Dr. Edelman, who has written a number of books including The Remembered Present, in which this idea was elaborated on. (The ACC was not mentioned nor was the Ventro-Lateral PFC.   I represent the outputs of the functional cluster of neurons with a data element that is highly parallel, redundant, and Organizationally challenged, which because of its nebulous nature I have chosen to call a Data Cloud, to stress the fact that it does not happen to have the organizational characteristics of a matrix in that Neural Groups are interchangeable, and individualized to the point where we can only approximate mapping them before the gyrus/sulcus level. In other words, the mathematical rigor of a matrix, is missing, but the same data can be represented in different ways in each version of the Data Cloud. The idea of a cloud of transitions, is therefor appropriate even though we will have to implement it as a matrix, we need to separate in our minds the fact that it is a representation, and that therefore the indexing mechanism of the matrix, cannot be used to sub-divide the matrix because then the model would exhibit levels of order that the micro-circuits in the brain can't. While we don't know exactly how implicit attention works, the concept is that this cloud of data, presents first to the Limbic System, (At least in humans) where it is evaluated for impact on the organism, and then to the Basal Ganglia where Reinforcement learning takes place, before being labeled with a system of frequency tags, that make the ACC capable of partitioning the transition cloud without needing an index to it. The implicit partitioning then directs the processing within the cerebral cortex, to areas of high Emotional, Instinctive, or Reinforced partitions within the original data cloud, by suppressing all but the highest priority functional cluster. This is all done without temporal coding if I am correct. What we end up with is not a Markov chain, but more a Markov Cluster. Something that seems related mathematically, but for which I have no idea of how to calculate. Once we have narrowed the data cloud significantly, the next step is probably the creation of a Thalamic Link to each of the active Neural Groups in the Makov Cluster. The idea being that if we can pre-activate a specific neural group, the contents of the signals that trigger that group, are actually, immaterial to the firing of the Neural Group. However they are not immaterial to the base implicit memory circuits, since feedback between the Neural Group and other areas in the brain, is activated, simulating the similarity/transition elements that made up the original Functional Cluster and thus recreating a slightly less accurate version of the Original Data-Cloud. Here we have an interesting step, essentially the cloud of transitions is represented by an array of addressable Neural Groups. I call this concept a chunk for historical reasons. If we think about it, we can see that while it doesn't contain the exact same contents, we can say that the array of addresses, is equivalent to the data cloud, if only because when it is rehearsed by sending it through the Thalamus, and selecting it again via the ACC, it presents a similar data cloud consisting mostly of the same data. Dr. Edelman has noted in The Remembered Present that the contents because they involve restimulation of the implicit memory is recategorical, in the sense that anything that falls within the Neural Group categories, will be stimulated even if it was not part of the original memory. This means that the implicit data cloud, generated from any explicit addressing involving this thalamic connection, is updated by information found out since the original signals were laid into memory. I see the chunk representation as being a representation of the implicit functional clusters data cloud, in much the same way as matrices are representations of simultaneous equations. Architectonic theory however suggests that there are at least three areas of memory that are addressable in this manner, the core, the belt and the Association areas. However Architectonically speaking each of these areas has a distinctly different micro-circuit. Further, each sensory cluster has its own unique core, belt and Associative areas associated with it. What this means is that perception processing is a stove-pipe process where each sensory modality is processed separately, in at least three different steps that require three different micro-architectures. Staining studies show that each of these areas is unique in some way in the processing it does. What we have achieved so far, is a description of the core function, and we still haven't described anything like a Markov Chain based on a coincidence detection scheme as required in the HTM. But this is where we might get an idea of how such a scheme could connect to the previous processing, because the BELT areas, seem architectonically to implement a coincident detection scheme based on the discrete memories of Functional Clusters. The circuit, here unlike other neo-cortical circuits, seems to me to imply a connection between the core and the belt areas, that might allow the factoring out of coincidentally common patterns of knowledge in the core. The way this is likely to work however, is that the micro-circuit in the belt area, has dual inputs, one from the implicit memory, and one from the core that allow it to activate neural groups that include implicit memories of past coincidences with current contents of the core. This means that a second level of Bayesian processing is required in the neurally based model in order to get to coincident detection levels. One might wonder if the belt, allows us then to link the coincident detection mechanism with Markov Chains, but unfortunately we still don't have a method of temporalizing the data. There is literally no way, at this level of processing to tell if a memory was from yesterday or last week. However there are indications of a direct link between the belt areas and the Associative areas which research has noted seem to associate memories with different aspects of the data they store. I think that the best example of how this might work is Hofstaders Slip-net concept. He used this concept to define a program called copycat, that is used to find anagrams of letter combinations. (A toy application). What he suggested is that the data was not so much temporally coded, as associated with a pseudo-sequence by linking it to the event that came before and the event that came after. While there was no sequence per-se the precedence allowed for processing into a sequence in a later processing step. In essence each node in the graph, has both a previous and a next entry pointing to another element in the sequence. These links are forged by the Associative areas (As well as a number of other links associated with other aspects that are important to the organism.) In other words, after association we can have Markov pseudo chains, but not before. Because they are pseudo chains multiple chains can have the same elements. The partitioning of the memory into particular Markov Pseudo-chains (and the transfer between each level of perception) is based on the partition of the data cloud arising from the combination of these three processing steps, and selection within them as to what elements go on to the next step. The sheer complexity of this neural model, suggests that HTM captures something much later in the processing, than suggested by the authors.

Conclusion
Although histo-psychology is in its infancy, and none of the assumptions made in this article are actually proven, I believe I have made a case that HTM is not the base case for neo-cortical function, by showing that the neo-cortical micro-circuits have to be combined, with Attention from outside the cortex, and go through a number of processes, to achieve the sophistication of the HTM model. Without fully understanding the nature of Bayesian Inference and Markov Chaining, I have suggested that there might be a similar process, I call LHM but not depending on coincident inference operating in the implicit memory system, and that the results of the output data cloud I have characterized for you, almost require that once the implicit memory is available, it has to be processed again to first form it into an explicit chunk of memory and then to factor out the coincidences, and then and only then to associate the incidences into pseudo chains, that can be modeled by Markov Chains. Because this LHM model more closely follows the architectonics of the brain, I suggest that the HTM model is too sophisticated for the Architectonics of the Neo-cortex micro-circuits but instead suggests a more complex structure consisting of at least 4 different types of attention, and three different zones of micro-circuits. category=GreySmith/Neural Computation|}}


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