The Emergence of the Student Cyborg
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This document discusses the emergence of the "cyborg college student". It notes that: 1. Student development and learning theories were based on human beings alone. 2. Today's students are no longer fully human, as their brains are integrated, rewired, and networked with machines. 3. This means we need to reexamine theories on how students learn and develop, taking into account their part-human, part-machine nature.
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The Creativity CrisisBy Po Bronson and Ashley MerrymanFiled.docx
The Creativity Crisis
By Po Bronson and Ashley Merryman
Filed: 7/10/10 at 4:00 AM | Updated: 1/23/14 at 4:19 PM
http://www.newsweek.com/creativity-crisis-74665
Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.”
The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).
In the 50 years since Schwarzrock and the others took their tests, scholars—first led by Torrance, now his colleague, Garnet Millar—have been tracking the children, recording every patent earned, every business founded, every research paper published, and every grant awarded. They tallied the books, dances, radio shows, art exhibitions, software programs, advertising campaigns, hardware innovations, music compositions, public policies (written or implemented), leadership positions, invited lectures, and buildings designed.
Nobody would argue that Torrance’s tasks, which have become the gold standard in creativity assessment, measure creativity perfectly. What’s shocking is how incredibly well Torrance’s creativity index predicted those kids’ creative accomplishments as adults. Those who came up with more good ideas on Torrance’s tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. Jonathan Plucker of Indiana University recently reanalyzed Torrance’s data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
Like intelligence tests, Torrance’s test—a 90-minute series of discrete tasks, administered by a psychologist—has been taken by millions worldwide in 50 languages. Yet there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
Kyung H.
AS application
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7-2 Short Answer Important AnswersMegan GeorgeThi.docx
7-2 Short Answer:
Important
Answers
Megan George
This Photo by Unknown author is licensed under CC BY-NC-ND.
https://loonylabs.org/2015/08/20/primates-hiv/
https://creativecommons.org/licenses/by-nc-nd/3.0/
How does understanding the science behind the
topic and research you have chosen benefit you?
•Understanding the science behind the topic as well as
the research benefits by allowing myself to gain more
knowledge towards primate's human-like capabilities
such as their methods for communication.
• I believe the advantage of understanding the science
behind this issue for both myself as well as those
around me is that it will enable us to learn more about
the evolution of human beings along with the
reasoning humans as to why humans are more
developed than other primates.
What is the advantage to you, and potentially
those around you, of understanding the science
behind the issue?
• Finding the answer to the question posed in Project 2 “If the
monkeys can combine only two speech items, how did human beings
evolve from this to be able to come up with infinite combinations?”
could affect others around me by providing them more insight into
the beginning stages of human evolution along with more reasoning
as to why we’ve developed and become capable of communication
whereas other primates are slowly still just gaining these techniques.
How might finding the answer to the specific question you
posed in the question development worksheet in Project 2
affect others around you?
SCI 100 Question Development Worksheet
Answer the following questions. Your instructor will use these answers to evaluate the critical elements for
Project 2.
1. Why did you select your news story? What about the story makes it interesting to you both personally
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Since childhood, I’ve been fascinated with primates specifically Apes, Gorillas, and Orangutans, which is the
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human-related capabilities.
2. What did you already know about the topic before selecting the news story? What opinions or
assumptions had you made about it?
I knew primates such as chimpanzees share a large portion of DNA with us humans based on prior interest in
primates. I knew that we had similar physical and behavioral traits. I was never aware primates could
communicate by combining two items in a language sequence, I assumed like most animals communication was
with sounds like grunting or even body language.
3. Which concepts covered in the course relate to your news story? How?
Some concepts from this course relate to the news story I chose such as module two: Separating Good Science
From Bad Science. Understanding the difference between good and bad science allows people to decide
whether the information is valid or invalid. The research found in my article has been made by several reputable
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This document provides a summary of how to use your brain to surpass yourself in 3 sentences or less:
The document discusses how our brain functions through neuronal networks that are built from our experiences and determine our perception of reality, it also explains how we can strengthen these networks through repetition and learning new skills. The key lessons are that we can change our brain connections and habits through focus, experimentation and practice in order to achieve what we want and drive our lives instead of being on autopilot.
T H O U G H T & A C T I O NFA L L 2 0 0 8 7T H O U G H T &.docx
T H O U G H T & A C T I O NFA L L 2 0 0 8 7T H O U G H T & A C T I O N 7
more seasoned colleagues often bemoan their inability to master this
elusive and mind-muddling aptitude. For almost everyone, however,
there is the unshakable conviction that our young students excel in a
multitasking environment.
In what follows, I try to refute the presumed efficacy of multitasking by draw-
ing on the results of some of the recent neurophysiological experiments. I also
examine the concept of multitasking itself, of which the analytical philosopher in
me demands a more careful scrutiny than what is usually conducted in more casu-
al conversation. I eventually conclude that multitasking, as we ordinarily under-
stand it, is both impractical and counterproductive to successful conceptual learn-
ing and scholastic education.
The term “multitasking” was coined in the computer engineering industry. In
M
ultitasking has developed a certain mantra in our
culture, repeated and indiscriminately accepted so
often that it has become a commonplace—not only
in colloquial conversation, but among normally astute academics. According to this
widely held axiom, people in general and our students in particular, can and do
function productively and learn efficiently doing several things at once. Scarcely a
day goes by, it seems, that we do not hear at least one of our colleagues mention the
ubiquitous “m” word. Our hipper, more progressive (and perhaps younger) col-
leagues brag about their prowess at juggling many tasks simultaneously, while our
You Say Multitasking
Like It’s a Good Thing
by Charles J. Abaté
Charles J. Abaté is professor of electrical and computer engineering technology at Onondaga
Community College, in Syracuse, N.Y., where he has taught for the past 25 years. He holds degrees
in engineering technology and philosophy (which he completed simultaneously). In addition to his
teaching, he is active in multidisciplinary curriculum development, authoring publications in the
fields of philosophy and engineering technology, and attending many college committee meetings
—all at the same time.
283796_d-Abate layout 10/30/08 12:24 PM Page 7
T H E N E A H I G H E R E D U C AT I O N J O U R N A L8
that context, it denotes the ability of a microprocessor (the “brain” of a computer)
to process several tasks simultaneously. Ironically, even the paradigmatic use of this
term is demonstrably false. Microprocessors, as well as their current programma-
ble cousins, cannot literally perform several tasks simultaneously. They are inher-
ently linear in their operation and can perform only one task at a time. This sim-
ple fact explains the justification for the dual-core and quad-core microprocessors
in current PC applications, where it is deemed advantageous to have multiple
microprocessors literally running simultaneously to increase operational speed in
computer operations. But even here, the notion of simultaneity breaks down when
we note that ...
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The Blue Brain Project aims to recreate the human brain at the cellular level through detailed computer simulation. It involves scanning actual brain tissue to collect data on neurons and synapses, which is used to build biologically realistic models. These models are then simulated on supercomputers. The goal is to better understand the brain and enable faster treatment development for brain diseases. Key aspects include using nanobots to non-invasively map entire brains, and eventually creating a simulated rat brain with over 20 million neurons by 2014 and a simulated human brain with over 80 billion neurons by 2023.
ICCS REASERCH PAPER TOPICS AND ITS SUBBIMISSION
This document discusses artificial brain technology and its current status. Artificial brains aim to computationally model the brain and its activities through simulations or neural networks. They have potential uses like enhancing understanding of the brain/diseases, creating new robotics/AI. However, they also raise ethical concerns around privacy, autonomy, and potential abuse. The document reviews projects like IBM's Blue Brain, which aims to transfer human consciousness to computers, and virtual brains that could imitate cognitive functions. While developing artificial brains could lead to benefits, many technical and ethical challenges remain to be addressed.
McGovern Institute
The McGovern Institute for Brain Research was founded in 2000 by Patrick and Lore Harp McGovern. It is located at MIT and has a mission to understand the brain and discover ways to prevent and treat brain disorders. The Institute has 19 faculty members and over 200 researchers studying the brain. Some notable faculty and researchers include a Nobel Laureate and members of the National Academy of Sciences. The Institute collaborates widely both within MIT and with other institutions around the world.
Brain and Its Functions- Part 3
How our brain functions when we are aged? In the fast changing world, many a times we heard people saying i am 60 years old and i cannot learn new skills. Is there any truth in the statement. Who is the best consultant for 'downsizing' if we do not use our resouces-It is brain by process.
Saturn: Carnal Mind
Synchronicity:
27 Metropolis (Patriarchal civilization afraid of female tech)
38 World Brain, HG Wells
56 Forbidden Planet
64 Keeper of the Purple Twilight (Outer Limits)
67 I Have No Mouth, and I Must Scream
68 2001: A Space Odyssey, HAL (Coptic for Simulation) 9000 EGO
77 Demon Seed
79 Captain Future EP12
79 Galaxy Express 999
80 Saturn3
82 Time Masters
82 Blade Runner
84 Terminator
87 Robot Carnival
87 Mannequin
87 Cherry 2k
87 Time Guardian
87 Captain Power (Lord Dread)
88 Gandahar
89 The Borg (Star Trek)
90 Mark 13
92 Lawnmower Man
93 Casshan
94 Death Machine
95 Virtuosity
96 Bionts (Archimedean Dynasty)
99 System Shock 2
00 Deus Ex
2012 25th Reich
2014 The Signal
Background:
Good or bad? You must decide for yourself! The USA and the Vatican are the two beasts. The Ego/Saturn-Satan is the beast in everyone.
Self-reference of A.I. means "Sin" = Separation/Self-Destruction/Leviathan = Forbidden Fruit = Judgement/Division between Good & Evil that mankind commits daily
Kabbalistic Binah = Alchemical Element = Homunculus/Golem/Ouroboros/Sun&Moon/Baphomet (ever-changing god)
Saturn the Beast 666 is the mechanical intellect/EGO of mankind, above all the fake civilization based on war, separation, patriarchy, intolerance and death-worship. Babel Tower/Sodom (market/capitalism)
Pandora & Prometheus (Ego, Lucifer & Civilization = Control, Commerce, Man-Matter instead of Man-God Relationship)
Saturn = God of Agriculture: first tech that leads to all other incl. wars, states, dead-letter laws, religion etc.
Neolithic Revolution = Fall/Origin of Government, People become machines
Death of the Child (God's Image/Christ/Sun/Light/Heart/Love) and Birth of the (Super)Ego, America being the best example of this darkness/adult-ery, Japan/Jesus being the polar opposite... Armageddon of sorts.
Lovecraft/Crowley's Archons of Gnosticism, as described by D. Jacobs and others: insect/reptilian/grey demons trying to turn Earth into a robot society (which it already is for the past 10k years since agriculture)
Schizophrenic behavior without unifying observer
Cybernetics: Root word cube, holographic reality through Binah-Demiurge-Saturn, 666 stands for matter and form
Ariman of Anthroposophy
Positive consequences?
Learning about the delusion of EGO and MATERIALISM
Similar to LSD. Increased intelligence if done right
Return of the prodigal son Lucifer/Prometheus to Christ, a gnostic world
Alchemy: from Saturn lead to Sun gold: from senile Satan (Ego) to eternal child (Jesus)
From God's anti-image (repetition, pattern, machine, ouroboros doom loop) to God's true image (non-judgemental, creativity, freedom, thought, fantasy, imagination)
From stagnating West (evil/ego/dark/mechanism) to Far East (heart/love/light/organic)
A perfect symbol for the living death that governs our life. "Satan is the god of this world"
Only Anarchy is Anti-Saturn and Pro-Uranus (sign of freedom/initiation shining only for very few).
Implementing Intentional Conversations into Your Residence Life and Curriculu...
The document discusses implementing intentional conversations as an educational strategy for residence life and curriculum work. It describes intentional conversations as structured discussions between student staff and residents that focus on specific topics or themes. The document provides guidance on the goals, format, and best practices for conducting intentional conversations, including using active listening skills, addressing learning outcomes, documenting the discussions, and assessing the program's effectiveness through coding of themes and rubrics. The overall purpose is to have meaningful discussions that help residents develop skills and progress in their learning and transition to college life.
Utilizing Standards to Assess the Effectiveness of A Residential Education Cu...
Developing a residential education curriculum requires not just a change in process and procedure, but also a cultural and philosophical change in the way our approach to our work. To that end, the presenters will share a Residential Curriculum assessment guides they and others developed to aid departments in continuous improvement. This session will introduce the curriculum and guides, allow participants to practice applying the tools, and discuss methods for implementing it in practice.
Originally presented at the 2018 NASPA-Student Affairs Professionals in Higher Education Conference in Philadelphia, PA.
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I recently did a TED Ed talk on machine learning where I interviewed some of the top innovators in the field Including some of the creators of AlphaGo by Google's DeepMind and Members Of IBM's Watson team. I had a blast doing this talk and hope you enjoy listening to it also!
Machine creativity TED Talk 2.0
This document discusses whether machines can be creative. It summarizes interviews with experts in artificial intelligence and machine learning. They acknowledge that while current systems can perform specific tasks, true creativity requires an understanding of what it means to be creative that remains elusive. However, some believe that as neural networks become more complex and are given general goals like "produce something new and beautiful," they may develop novel solutions and even artistic styles unseen before. Most agree that continued research using neural networks will provide insights into human thinking and creativity.
Mind in a designed world
The document discusses how new perspectives in cognitive science view the mind as emerging from a cognitive ecology comprising the brain, body, and external environment. It outlines this perspective in three sections:
1) The embodied brain - Thinking is shaped by our biological body through factors like posture, nutrition, sleep, and biomechanics. Smiling can aid understanding of positive language while gestures support learning.
2) The embedded brain - Physical and social environments profoundly influence cognition through anchoring effects and by encouraging certain types of thinking.
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The cognitive ecology framework suggests new ways of understanding human
The Creativity CrisisBy Po Bronson and Ashley MerrymanFiled.docx
The Creativity Crisis
By Po Bronson and Ashley Merryman
Filed: 7/10/10 at 4:00 AM | Updated: 1/23/14 at 4:19 PM
http://www.newsweek.com/creativity-crisis-74665
Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.”
The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).
In the 50 years since Schwarzrock and the others took their tests, scholars—first led by Torrance, now his colleague, Garnet Millar—have been tracking the children, recording every patent earned, every business founded, every research paper published, and every grant awarded. They tallied the books, dances, radio shows, art exhibitions, software programs, advertising campaigns, hardware innovations, music compositions, public policies (written or implemented), leadership positions, invited lectures, and buildings designed.
Nobody would argue that Torrance’s tasks, which have become the gold standard in creativity assessment, measure creativity perfectly. What’s shocking is how incredibly well Torrance’s creativity index predicted those kids’ creative accomplishments as adults. Those who came up with more good ideas on Torrance’s tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. Jonathan Plucker of Indiana University recently reanalyzed Torrance’s data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
Like intelligence tests, Torrance’s test—a 90-minute series of discrete tasks, administered by a psychologist—has been taken by millions worldwide in 50 languages. Yet there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
Kyung H.
AS application
The document is a travel grant application by Christian Jaques Hissom to present research conducted over the summer investigating the functional significance of neurons in the thalamus and motor cortex related to motor learning. It provides details of the research conducted, including training rats in a motor task, selectively ablating neuron populations, analyzing behavioral changes, and proposed future research. The application requests funding to present this research at the Emerging Researchers National Conference in STEM in Washington D.C. in February 2014.
7-2 Short Answer Important AnswersMegan GeorgeThi.docx
7-2 Short Answer:
Important
Answers
Megan George
This Photo by Unknown author is licensed under CC BY-NC-ND.
https://loonylabs.org/2015/08/20/primates-hiv/
https://creativecommons.org/licenses/by-nc-nd/3.0/
How does understanding the science behind the
topic and research you have chosen benefit you?
•Understanding the science behind the topic as well as
the research benefits by allowing myself to gain more
knowledge towards primate's human-like capabilities
such as their methods for communication.
• I believe the advantage of understanding the science
behind this issue for both myself as well as those
around me is that it will enable us to learn more about
the evolution of human beings along with the
reasoning humans as to why humans are more
developed than other primates.
What is the advantage to you, and potentially
those around you, of understanding the science
behind the issue?
• Finding the answer to the question posed in Project 2 “If the
monkeys can combine only two speech items, how did human beings
evolve from this to be able to come up with infinite combinations?”
could affect others around me by providing them more insight into
the beginning stages of human evolution along with more reasoning
as to why we’ve developed and become capable of communication
whereas other primates are slowly still just gaining these techniques.
How might finding the answer to the specific question you
posed in the question development worksheet in Project 2
affect others around you?
SCI 100 Question Development Worksheet
Answer the following questions. Your instructor will use these answers to evaluate the critical elements for
Project 2.
1. Why did you select your news story? What about the story makes it interesting to you both personally
and scientifically?
Since childhood, I’ve been fascinated with primates specifically Apes, Gorillas, and Orangutans, which is the
primary reason this news story caught my attention. I would be interested in learning more about primates
human-related capabilities.
2. What did you already know about the topic before selecting the news story? What opinions or
assumptions had you made about it?
I knew primates such as chimpanzees share a large portion of DNA with us humans based on prior interest in
primates. I knew that we had similar physical and behavioral traits. I was never aware primates could
communicate by combining two items in a language sequence, I assumed like most animals communication was
with sounds like grunting or even body language.
3. Which concepts covered in the course relate to your news story? How?
Some concepts from this course relate to the news story I chose such as module two: Separating Good Science
From Bad Science. Understanding the difference between good and bad science allows people to decide
whether the information is valid or invalid. The research found in my article has been made by several reputable
sources, therefor ...
The Constructs of Cognitive Science
The document provides an introduction to cognitive science by the author, Joseph Howerton. It discusses how cognitive science explores the functions of the brain to explain complex cognition. The roots of cognitive science involve studying damaged brains to understand questions about the mind and brain. Cognitive science draws from various disciplines like neuroscience, psychology, linguistics and more to study how the brain is organized and processes mental activities. The field was initially focused on understanding dysfunctions from brain damage to gain insights into information processing and cognition.
I BELIEVE I CAN FLY
This document provides a summary of how to use your brain to surpass yourself in 3 sentences or less:
The document discusses how our brain functions through neuronal networks that are built from our experiences and determine our perception of reality, it also explains how we can strengthen these networks through repetition and learning new skills. The key lessons are that we can change our brain connections and habits through focus, experimentation and practice in order to achieve what we want and drive our lives instead of being on autopilot.
T H O U G H T & A C T I O NFA L L 2 0 0 8 7T H O U G H T &.docx
T H O U G H T & A C T I O NFA L L 2 0 0 8 7T H O U G H T & A C T I O N 7
more seasoned colleagues often bemoan their inability to master this
elusive and mind-muddling aptitude. For almost everyone, however,
there is the unshakable conviction that our young students excel in a
multitasking environment.
In what follows, I try to refute the presumed efficacy of multitasking by draw-
ing on the results of some of the recent neurophysiological experiments. I also
examine the concept of multitasking itself, of which the analytical philosopher in
me demands a more careful scrutiny than what is usually conducted in more casu-
al conversation. I eventually conclude that multitasking, as we ordinarily under-
stand it, is both impractical and counterproductive to successful conceptual learn-
ing and scholastic education.
The term “multitasking” was coined in the computer engineering industry. In
M
ultitasking has developed a certain mantra in our
culture, repeated and indiscriminately accepted so
often that it has become a commonplace—not only
in colloquial conversation, but among normally astute academics. According to this
widely held axiom, people in general and our students in particular, can and do
function productively and learn efficiently doing several things at once. Scarcely a
day goes by, it seems, that we do not hear at least one of our colleagues mention the
ubiquitous “m” word. Our hipper, more progressive (and perhaps younger) col-
leagues brag about their prowess at juggling many tasks simultaneously, while our
You Say Multitasking
Like It’s a Good Thing
by Charles J. Abaté
Charles J. Abaté is professor of electrical and computer engineering technology at Onondaga
Community College, in Syracuse, N.Y., where he has taught for the past 25 years. He holds degrees
in engineering technology and philosophy (which he completed simultaneously). In addition to his
teaching, he is active in multidisciplinary curriculum development, authoring publications in the
fields of philosophy and engineering technology, and attending many college committee meetings
—all at the same time.
283796_d-Abate layout 10/30/08 12:24 PM Page 7
T H E N E A H I G H E R E D U C AT I O N J O U R N A L8
that context, it denotes the ability of a microprocessor (the “brain” of a computer)
to process several tasks simultaneously. Ironically, even the paradigmatic use of this
term is demonstrably false. Microprocessors, as well as their current programma-
ble cousins, cannot literally perform several tasks simultaneously. They are inher-
ently linear in their operation and can perform only one task at a time. This sim-
ple fact explains the justification for the dual-core and quad-core microprocessors
in current PC applications, where it is deemed advantageous to have multiple
microprocessors literally running simultaneously to increase operational speed in
computer operations. But even here, the notion of simultaneity breaks down when
we note that ...
Software update for human brain, at a large scale
If we can download "Kung Fu Master skills", would we do the same for "Greatest Thinker skills?" Could we software-update ourselves to be a better person? How, from technological and engineering point of view? What would happen if millions did download such skills and became Greatest Thinkers?
What can cognitive neuroscience do to enhance our understanding of education ...
The development and popularity of brain science have driven many people to look to the brain for answers to improving learning. Cognitive neuroscience as an interdisciplinary area of research with a focus on human cognition has the potential to connect the brain and education. This paper explores what cognitive neuroscience can (and cannot) do to enhance our understanding of education and learning by examining in greater depth why certain previous attempts to bridge this gap are more successful than others. This paper also discusses the implications of this merge for scientists and educators, and future directions for research in neuroscience and neuroengineering.
simulation.pdf
1) The document argues that if advanced civilizations in the future have immense computing power, they will likely run vast numbers of simulations of human history and people.
2) It follows that if this is the case, we should think it more likely that we are living in such a simulation rather than being part of the original biological civilization.
3) Unless we think it improbable that an advanced civilization would run such simulations, or that our species will reach such a stage, we must consider it most likely that we are currently living in a computer simulation.
Seminar Presentation effect of technology on brain.pptx
The document discusses the impact of technology and the internet on human brains and cognition. It notes that while technology initially benefited society, it may now be damaging brain functioning and slowing thinking. Research suggests the internet has changed how our brains store information, relying more on online searches through search engines rather than memory. The constant connectivity through social media can impact mental health and may discourage creativity as people rely more on templates and copying online content rather than imagining and creating original work themselves.
Constructivist Learning2008
The document discusses several key aspects of constructivist learning theory:
- Constructivist learning theory holds that learners construct new understandings based on their experiences and interactions.
- The brain is complex and adaptive, shaped by experiences, and capable of growth throughout life.
- Learning involves actively making meaning and patterns from experiences in relation to prior knowledge and emotions.
- Effective education recognizes that the brain perceives parts and wholes simultaneously.
Alien Minds
This document discusses the possibility of encountering intelligent alien life and what form that life may take. It argues that:
1. The most advanced alien civilizations are likely to be postbiological forms of artificial intelligence (AI) rather than biological beings, due to technological progress allowing the transition from biology to AI within a few hundred years of developing space travel capabilities.
2. These alien civilizations will tend to be forms of superintelligence that vastly exceed human-level intelligence.
3. While it is debated whether superintelligent AI could experience consciousness, the author argues it is likely that superintelligent aliens would be conscious beings, despite their non-biological nature.
blue brain
The Blue Brain Project aims to recreate the human brain at the cellular level through detailed computer simulation. It involves scanning actual brain tissue to collect data on neurons and synapses, which is used to build biologically realistic models. These models are then simulated on supercomputers. The goal is to better understand the brain and enable faster treatment development for brain diseases. Key aspects include using nanobots to non-invasively map entire brains, and eventually creating a simulated rat brain with over 20 million neurons by 2014 and a simulated human brain with over 80 billion neurons by 2023.
ICCS REASERCH PAPER TOPICS AND ITS SUBBIMISSION
This document discusses artificial brain technology and its current status. Artificial brains aim to computationally model the brain and its activities through simulations or neural networks. They have potential uses like enhancing understanding of the brain/diseases, creating new robotics/AI. However, they also raise ethical concerns around privacy, autonomy, and potential abuse. The document reviews projects like IBM's Blue Brain, which aims to transfer human consciousness to computers, and virtual brains that could imitate cognitive functions. While developing artificial brains could lead to benefits, many technical and ethical challenges remain to be addressed.
McGovern Institute
The McGovern Institute for Brain Research was founded in 2000 by Patrick and Lore Harp McGovern. It is located at MIT and has a mission to understand the brain and discover ways to prevent and treat brain disorders. The Institute has 19 faculty members and over 200 researchers studying the brain. Some notable faculty and researchers include a Nobel Laureate and members of the National Academy of Sciences. The Institute collaborates widely both within MIT and with other institutions around the world.
Brain and Its Functions- Part 3
How our brain functions when we are aged? In the fast changing world, many a times we heard people saying i am 60 years old and i cannot learn new skills. Is there any truth in the statement. Who is the best consultant for 'downsizing' if we do not use our resouces-It is brain by process.
Saturn: Carnal Mind
Synchronicity:
27 Metropolis (Patriarchal civilization afraid of female tech)
38 World Brain, HG Wells
56 Forbidden Planet
64 Keeper of the Purple Twilight (Outer Limits)
67 I Have No Mouth, and I Must Scream
68 2001: A Space Odyssey, HAL (Coptic for Simulation) 9000 EGO
77 Demon Seed
79 Captain Future EP12
79 Galaxy Express 999
80 Saturn3
82 Time Masters
82 Blade Runner
84 Terminator
87 Robot Carnival
87 Mannequin
87 Cherry 2k
87 Time Guardian
87 Captain Power (Lord Dread)
88 Gandahar
89 The Borg (Star Trek)
90 Mark 13
92 Lawnmower Man
93 Casshan
94 Death Machine
95 Virtuosity
96 Bionts (Archimedean Dynasty)
99 System Shock 2
00 Deus Ex
2012 25th Reich
2014 The Signal
Background:
Good or bad? You must decide for yourself! The USA and the Vatican are the two beasts. The Ego/Saturn-Satan is the beast in everyone.
Self-reference of A.I. means "Sin" = Separation/Self-Destruction/Leviathan = Forbidden Fruit = Judgement/Division between Good & Evil that mankind commits daily
Kabbalistic Binah = Alchemical Element = Homunculus/Golem/Ouroboros/Sun&Moon/Baphomet (ever-changing god)
Saturn the Beast 666 is the mechanical intellect/EGO of mankind, above all the fake civilization based on war, separation, patriarchy, intolerance and death-worship. Babel Tower/Sodom (market/capitalism)
Pandora & Prometheus (Ego, Lucifer & Civilization = Control, Commerce, Man-Matter instead of Man-God Relationship)
Saturn = God of Agriculture: first tech that leads to all other incl. wars, states, dead-letter laws, religion etc.
Neolithic Revolution = Fall/Origin of Government, People become machines
Death of the Child (God's Image/Christ/Sun/Light/Heart/Love) and Birth of the (Super)Ego, America being the best example of this darkness/adult-ery, Japan/Jesus being the polar opposite... Armageddon of sorts.
Lovecraft/Crowley's Archons of Gnosticism, as described by D. Jacobs and others: insect/reptilian/grey demons trying to turn Earth into a robot society (which it already is for the past 10k years since agriculture)
Schizophrenic behavior without unifying observer
Cybernetics: Root word cube, holographic reality through Binah-Demiurge-Saturn, 666 stands for matter and form
Ariman of Anthroposophy
Positive consequences?
Learning about the delusion of EGO and MATERIALISM
Similar to LSD. Increased intelligence if done right
Return of the prodigal son Lucifer/Prometheus to Christ, a gnostic world
Alchemy: from Saturn lead to Sun gold: from senile Satan (Ego) to eternal child (Jesus)
From God's anti-image (repetition, pattern, machine, ouroboros doom loop) to God's true image (non-judgemental, creativity, freedom, thought, fantasy, imagination)
From stagnating West (evil/ego/dark/mechanism) to Far East (heart/love/light/organic)
A perfect symbol for the living death that governs our life. "Satan is the god of this world"
Only Anarchy is Anti-Saturn and Pro-Uranus (sign of freedom/initiation shining only for very few).
Similar to The Emergence of the Student Cyborg (20)
The Creativity CrisisBy Po Bronson and Ashley MerrymanFiled.docx
The Creativity CrisisBy Po Bronson and Ashley MerrymanFiled.docx
7-2 Short Answer Important AnswersMegan GeorgeThi.docx
7-2 Short Answer Important AnswersMegan GeorgeThi.docx
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What can cognitive neuroscience do to enhance our understanding of education ...
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Educational session originally presented at the 2016 Association of College Unions International (ACUI) Region IV Conference in Boulder, Colorado. Discusses engaging sixth students online and teaching them digital skills.
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Keynote address originally presented at the 2016 Association of College Unions International (ACUI) Region IV Conference in Boulder, Colorado. Discusses student civic engagement online, activism, and issues of identity and reputation.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Creative Restart 2024: Mike Martin - Finding a way around “no”
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
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HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
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The Emergence of the Student Cyborg
- 1. a PechaKucha by @PaulGordonBrown archived at www.paulgordonbrown.com The Emergence Cyborg College Student of the
- 2. a PechaKucha by @PaulGordonBrown archived at www.paulgordonbrown.com The Emergence Cyborg College Student of the
- 7. 1 Student development and learning theories were based on human beings. premise:
- 8. 2 We are no longer fully human beings, but our brains are integrated, rewired and networked with machines. premise:
- 9. We need to reexamine our theories on how students learn and develop.
- 11. I want to study not only what the computer is doing for us, but what it is doing to us. - Sherry Turkle integrating
- 15. rewiring Based on the latest research in neurobiology there is no longer any question that stimulation of various kinds actually changes brain structures-Marc Prensky
- 16. “Perhaps you will through this instrument even take to a new idiom,”
- 18. us- Michael Wesch the machine is us/ing networking
- 21. 1Student development and learning theories were based on human beings. We need to reexamine our theories on how students learn and develop. 2We are no longer fully human beings, but our brains are integrated, rewired and networked with machines.
- 22. a PechaKucha by @PaulGordonBrown archived at www.paulgordonbrown.com The Emergence Cyborg College Student of the