Wednesday, November 23, 2011

Lucian Schools and Universities


Each day will contain:

(Note: each year contains 8 subjects, taught for a month each.  The 80 topics from literacy, numeracy, etc are divided into these 8 subjects, so that there are 10 topics per subject.  Among the 85 breasonings per subject, there will be 8 breasonings per topic.  Lucian and the teacher will write and teach the idea from a topic as an algorithm and the 8 algorithms/breasonings from the subjects will be a project based on an inter-disciplinary collection of ideas devised by the student, based on a pair of topics specified by the teacher.)

1 x 1 hour class explaining 15 line algorithm about topic.
2 x 0.5 hour breaks
5 x 1 hour class allowing work on each “breasoning” (idea about the topic),
(Note: the computer program will be written during the class and the questions and illustration will be homework.)
containing:
(Note: a student will think of a perspective based on the topic blended with another topic from the subject for that year, break it down into 7 breasonings, as follows:)

Note: the ways to think of a philosophy perspective and related computer science program are covered in http://www.youtube.com/watch?feature=player_embedded&v=UoYhc6KLx7c

The questions and computer program examples are at:

In addition, the student should draw a colour illustration of the object from the breasoning, of which he or she should measure the X, Y and Z dimensions of the breasoning itself.

Wednesday, November 2, 2011

Pedagogy: X

1. Pedagogy is the study of teaching.
Perspective and idea
Economics, buy an apple
Computer Program Description
Cut some pieces of apple and returns the others.
100% Code 1
%% cut([[1, 2], [2, 3]], [[1, 2]], RelsLeft).
Comment
The pieces of apple will be joined together after pieces 1 and 2 are cut, before which we had the joined pieces 1 and 2, and 2 and 3.
100% Code 2
%% RelsLeft = [2, 3]
Comment
The program will return that the joined pieces are pieces 2 and 3.
100% Code 3
cut(Rels1, RelsToCut, Rels3) :-
Comment
The pieces of apple, Rels3, will be joined together after pieces RelsToCut are cut from the joined pieces Rels1.
100% Code 4
RelsToCut = [Item | Items],
Comment
Among the relationships to cut, RelsToCut, take the first pair to cut, Item, and leaves the others, Items, for next time.
100% Code 5
delete(Rels1, Item, Rels4),
Comment
Delete the first Item to cut from the joined pieces, Rels1, leaving the rest, Rels4.
Extra code
cut(Rels4, Items, Rels3).
Comment
Recursively call cut/3 until all the joined items, Rels4, that we wanted to cut have been cut with the rest of the cuts to make, Items, leaving the rest of the joined items, Rels3.
Extra code
cut(Rels, [], Rels).
Comment
Stop cutting when the relationships to cut is the empty set, represented by the open and closed square brackets and return the current list of joined items, Rels, as the final list of joined items, Rels.
X (m)
0.03
Y (m)
0.01
Z (m)
0.01
Touches
Yes
Subject breathsoning
Happy
Object breathsoning
Delicious
Verb rebreathsoning
Carefully
Room
Kitchen
Part of Room
Bench
Direction
South
Time to prepare (s), reason
120, cut apple into rectangular prism
Time to do (s), reason
10, cut apple
Time to finish (s), reason
900, eat apple

2An example of a character from Pedagogy who examined the width of objects was a science teacher.
Perspective and idea
Science education, examine widths of objects
Computer Program Description
The teacher measured the width of the line of paper cubes.
100% Code 1
%% width1([x, x, x], Width).
Comment
The width of [x, x, x] is Width.
100% Code 2
%% Width = 3
Comment
The width of [x, x, x] is 3.
100% Code 3
width1(Line, Width) :-
Comment
The width of Line is Width.
100% Code 4
width2(Line, 0, Width).
Comment
Start the Width of Line at 0.
100% Code 5

width2(Line, Width1, Width2) :-
Comment

The current width of Line is Width1, and it's final width is Width2.
Extra code

Line = [_Item | Items],
Comment
The first item of Line is _item, and the rest is Items.
Extra code

Width3 is Width1 + 1,
Comment
Width3 is found by adding 1 to the line's length, Width1.
Extra code
width2(Items, Width3, Width2).
Comment
Adds the width of the rest of the items, Items to Width3, equalling Width2.
Extra code
width2([], Width, Width).
Comment
When Line is empty (the empty set), then return the current Width (the first Width in the line above) as the final Width.
X (m)
0.03
Y (m)
0.01
Z (m)
0.01
Touches
Yes
Subject breathsoning
Diligent
Object breathsoning
Useful
Verb rebreathsoning
Carefully
Room
Preparatory Classroom
Part of Room
Table
Direction
East
Time to prepare (s), reason
115 + 140 + 50 + 175 = 480 s, to draw long line in a flattened cube (cross shape) in 10 s with 5 marks taking 5 s, 4 more long lines, 5 short lines=115 s.  Then, cut the shape out  with 10 s for 14 edges = 140 s.  Then, fold 5 edges in 10 s = 50 s.  Then, take 7 pieces of tape in 10 s, then tape closed 7 edges in 15 s = 175, 480 s in total.
Time to do (s), reason
5 s to align ruler with blocks, 5 s to make measurement
Time to finish (s), reason
Take 5 s to put each of ruler and 3 blocks aside = 20 s.