CONTACTS 

SUBJECTS
Studies, Santa Clara University

0503 -    ..
0504 - Summary/Objective
0505 -
050501 - Follow up ref SDS 10 0000, ref SDS 6 0000.
050502 -
050503 - Patty needs help drafting a letter on behalf of the University to
050504 - explain the initial effort to do a study on SDS.
050505 -
050506 -
050507 -
0506 -
0507 -
0508 - Discussion
0509 -
050901 - Patty called to schedule follow up for the study we are contemplating,
050902 - ref SDS 6 line 129.  I offered to meet with her to assist in forming
050903 - a study plan.  She will be very busy for a few weeks until Christmas
050904 - break.  She suggests working by internet.
050905 -
050906 -
050907 -
050908 -  ..
050909 - Collaboration
050910 -
050911 - Patty was unable to generate interest from others at the recent
050912 - psychologist convention she attended, in joining the SDS study, per
050913 - ref SDS 6 line 135.  She feels we should inquire at other universities
050914 - and asked if I have done this.  I said I stopped looking after SCU
050915 - indicated interest.  Patty suggested I call Cal and other campuses
050916 - about joining this effort.  I asked if she can supply names of people
050917 - who might be interested in this kind of thing.
050918 -
050919 - We considered the need to associate with someone who has experience
050920 - doing these studies so we can figure out what kind of team is needed
050921 - and the level of effort.
050922 -
050923 -
050924 -
050925 -  ..
050926 - Funding
050927 -
050928 - She feels funding from Intel is important.  I
050929 - advised our meeting has been rescheduled to 960103.  It would be
050930 - helpful to get a letter from Santa Clara University indicating the
050931 - considerations for a study, for review with Intel at the 960103
050932 - meeting.
050933 -
050934 -     Patty will draft a letter and submit via internet.  I will edit
050935 -     and return to SCU for finalization.
050936 -
050937 -       [As of 960103, this has not been done; see follow up with Intel
050938 -       at ref SDS 12 line 193.]
050939 -
050940 -
050941 -  ..
050942 - Study Objectives
050943 -
050944 - Patty asked about the goals of the study.  We reviewed understandings
050945 - from our initial meeting that the study would evaluate the ability to:
050946 -
050947 -      1.  Lift the capacity to think, remember and communicate. ref SDS
050948 -          4 8888.
050949 -
050950 -      2.  Publish papers, ref SDS 4 7488.
050951 -
050952 -             Alphabet, Grammar and SDS as "Knowledge Tools"
050953 -             Time and Information
050954 -             Mental Blindspots, Murphy's Law, Aristotle
050955 -             Converting Information into Knowledge
050956 -             Knowledge Creep
050957 -             Communication Metrics
050958 -          ..
050959 -      3.  Develop mainstream educational curriculum to apply
050960 -          automation to support "Continual Learning" per ref SDS 4
050961 -          4444.
050962 -
050963 -      4.  Define and evaluate efficacy of new academic discipline of
050964 -          "Communication Metrics" as a new class of work that can be
050965 -          performed by people being "reengineered" out of a job, see
050966 -          ref SDS 4 5976.
050967 -
050968 - The initial concept is that the alphabet lifts the capacity to think,
050969 - remember and communicate.  SDS raises that leverage an equal order of
050970 - magnitude by shifting from a paradigm of "documents" to "knowledge" as
050971 - a stream of continuous information connected by time and subjects.  If
050972 - so, SDS should be taught like the alphabet as a fundamental tool of
050973 - civilization, ref SDS 4 5592.
050974 -
050975 -
050976 -
050977 -  ..
050978 - Patty's Involvement
050979 -
050980 - She asked about the role of the psychologist.
050981 -
050982 - I explained the need to design the study.  This requires defining
050983 - terminology and diagnostics.  Papers need to be published.  Teachers,
050984 - administrators, parents must be given orientations.  These tasks
050985 - require academic support.  Patty said Cognitive Science is not her
050986 - field.  The study proposal will formulate the level of participation.
050987 -
050988 -
050989 -
050990 -  ..
050991 - How Long to Learn SDS
050992 -
050993 - Patty asked if students can learn SDS in a weekend so we could do some
050994 - near term analysis of improvement?
050995 -
050996 - I explained that is not possible anymore than we can teach children to
050997 - write in a weekend.  If we could teach SDS in a weekend, it would not
050998 - be necessary to do a study and engage learned academics.  Market
050999 - forces would be adequate.  This is a longer term investment to make a
051000 - big improvement.  It takes months of training to learn SDS because it
051001 - improves a lot of capacities, ref OF 1 line 143.  This is necessary to
051002 - reach the critical mass of skills that lift performance.  That is why
051003 - our initial meeting discussed giving 10th grade children a semester to
051004 - learn the skills of SDS, ref SDS 4 line 613.  SDS is not like learning
051005 - Wordprocessing which implements things children already know.  It is
051006 - extending their skill set with capabilities that have not existed
051007 - before.  This is like teaching writing.  It takes time to learn the
051008 - symbols and how they are related like spelling and grammar.
051009 -
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0511 -
0512 -
0513 - Analysis
0514 -   ..
051401 - Launching a project like this requires a little front end
051402 - effort.  If we can initially obtain substantial finance, then people
051403 - will jump on board. To get financial support often requires a showing
051404 - of adequate participation by researchers, because this lends
051405 - credibility to the project.  We initially need volunteers.
051406 -
051407 - Maybe therefore, the first effort would be to publish a paper to
051408 - define potential and layout the need for a study.  This may engender
051409 - wider interest in participating.
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