Saturday, September 30, 2017

ALE Evolution Syllabus


ALE Evolution: Maturation 
Inquiry into ALE’s primary and secondary growth processes



Instructor: Thomas




ALE EVOLUTION: MATURATION COURSE DESCRIPTION

Inquiry into the basic nature of autonomous living energy. This course will cover the processes of growth and methodology by which the ALE Body exists and undergoes maturation. Also, the proper growth (maturation) of ALE will be charted using standard measurements based on hertz “beats.” The means by which an ALE Body accesses and retains memories, finds a way to process radiation and see color, change in operational speed, and also how individuals use resources to advance in awareness, eventually leading to discrete states of awareness and sentience will all be discussed to a great extent in class. Existence will be covered heavily in this course, including all growth processes related thereto as a means of understanding the very nature of autonomous living energy, even going so far as to reexamine its origin.



Texts & materials

1.       ALE Evolution

2.       Handouts and supplementary readings available on Blackboard

3.       Why Is There Gravity?

4.       How Life Began On Earth

5.       Synchronized Living

Useful resources

1.       The Purdue Online Writing Lab (OWL): https://owl.english.purdue.edu/  

2.       SDSU Writing Center, located in the library dome, LLA-1103 (next to the Circulation Desk).

For hours and more information visit http://writingcenter.sdsu.edu/. Appointments can be made online.

 


REQUIREMENTS Essays: You will write two major essays of five to eight pages in length for this course. Most papers will require at least one rough draft or conferencing (meeting) with me.  


Portfolio: You will compose a number of informal, shorter texts - blog posts, homework, in-class writing, reflections, reading responses, and peer reviews.  Altogether, this is your “portfolio.” Most of this work will help you draft the 2 major papers. I will review the work over the course of the semester. Some of it should be printed and brought to class so we can work on it. This work should always be published on your blog.  You will thus a) do a lot of writing in this class, b) need to keep track of your portfolio work. The portfolio will count for 15% of the course grade.

Blog Posts: Homework, readings responses, reflections, etc., should be posted to your blog. You can easily set up a blog at the popular blogging site http://wordpress.com/ If you already have a blog that uses a different platform, you can use that.

Presentations: You will occasionally be asked to give a brief presentation in class, either individually or as part of a group.

Participation: Participation is important to your final grade. Much of the course involves in-class discussion and as such, depends on you to regularly contribute your insights.  The participation grade includes homework, preparatory reading, attendance, effort invested in class discussion and presentations, and peer review. Since this is a discussion-based class, it is vital that you listen and speak respectfully to others at all times. I encourage you to express your opinions, of course – they will help inspire good discussions. Your participation in class, peer review and at scheduled conferences is important and counts for 10% of your grade.

AssignmentS
%
Due
Assignment 1
20
Week 4
Assignment 2
20
Week 8
Assignment 3
20
Week 12
Assignment 4
20
Week 16
Portfolio/blog posts and homework
10

Participation
10

Total
100%


 





Grade

%

A
93-100%
A-
90-92%
B+
87-89%
B
83-86%
B-
80-82%
C+
77-79%
C
73-76%
C-
70-72%
D+
67-69%
D
60-66%
F
Below 60%

 


ALE Evolution: Maturation Assignments
Assignment 1:


Using what we’ve learned in class and read in our textbook, you should write about the three agents of population control. Why are they ordered in this fashion, and how do they relate to the ALE Body? How far is Heaven/planets in the LDEL from earth/planets in the HDEL, and why are they at such a distance? What is the point of population control? What is the concept of self-population control? When will such be possible to do on our own? Why is that important to human beings?




Assignment 2:

You will need to explain the point of Camcorder Targeting and Synchronization cycles. What is the defining feature of a “cycle,” and why is it so important to measure cycles by using seconds? For this reason, how do cycles and reverse cycles relate to ALE growth processes? What is the Awareness Formula, and how do you apply it to completing Synchronization cycles? Finally, what is the PLF Beat, and what is its primary purpose? Is it a good thing that a single individual is attempting to control the human population—or just necessary in certain ways for the time being? How do we become in control of our own population?



Assignment 3:

For this assignment, please indicate the purpose of a maturity cycle. What is the Matrix Particle and how is it different from other energy particles? What are alignment cycles and what do they produce on the ALE Body? What is the Operator, the Present Operator, and why are they called by these names? What are the States of Awareness, and, using specifics, how do they relate to the ALE Body? What’s the significance of indicating different hertz levels?



Assignment 4:

In this assignment, you will draw on everything we’ve covered throughout the course to write an essay of five to eight pages on a chosen topic. You can either write another essay based on the last five chapters, discussing sentience and the processes of existence that eventually become our choices, decisions of action, decisions of identity, etc., and you might include the way to explain moments of brilliance, ebullience, or omniscience. Otherwise, you can write a final essay incorporating any of the elements of the course you found interesting. What were the easiest topics to discuss? Which ones held the most fascination when writing about the subject or issue? How aware do you feel in the morning when compared to the middle of the day? Does undergoing Synchronization cycles add to your level of alertness, and what does that say about the ALE Body? How do you intend to engage in population control? How will that lead eventually to self-population control? 


 



COURSE POLICIES
Attendance:  There is no substitute for attending class. Since this is a discussion-oriented course, your attendance is crucial and key to doing the portfolio work. Regular attendance will greatly elevate your chances of performing well.  Simply showing up for class, however, will not be enough.  I expect the class to be the site of lively intellectual activity, discussion, debate and critical, respectful exchange. If you are absent you are still responsible for knowing what was covered in class, what the homework is, and when it is due.  I suggest you exchange phone numbers and/or emails with at least two of your classmates.  In addition, check Blackboard and the course wiki regularly. 


Essays:  All essays are due as a hard copy in class on the date specified. All essays must be typed and adhere to MLA format and must be stapled. Late assignments will lose a letter grade per week. For documented extenuating circumstances, late work may be accepted up to one week following the printed deadline without losing points.

Wiki & Electronic Texts: I will sometimes ask you to access the wiki to view or print materials to bring to class. Please check the wiki regularly.

Electronics: Your active participation is required in this course. As such, our classroom will be a largely “cell-free zone.”  Please turn off your cell phones and similar electronic equipment when you come to class. On occasion, if we need a device to help with class work, I will let you know. If you are in class listening to music or texting, I will mark you absent.

Plagiarism: All work in this course must be original. Plagiarism will result in serious consequences ranging from grade reduction to failure in the class to expulsion from the college. For more information on the university cheating and plagiarism policy, please visit: http://www-rohan.sdsu.edu/dept/senate/ policy/pfacademics.html.  SDSU’s library also has an excellent tutorial on how to avoid plagiarism.

Respect:  Since this is a discussion-based class, it is vital that you listen and speak respectfully to others at all times. I encourage you to express your opinions, of course – they will help inspire good discussions.

Problems
:
If you run into problems or emergencies, talk to me as soon as possible

Office hours:
There will be no office hours, but you can always email me.

Disabled students:  If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact Student Disability Services at (619) 594-6473.  To avoid any delay in the receipt of your accommodations, you should contact Student Disability Services as soon as possible.  Please note that accommodations are not retroactive, and that accommodations based upon disability cannot be provided until you have presented your instructor with an accommodation letter from Student Disability Services.  SDS staff are available in the Calpulli Center in Suite 3101 or by phone at (619) 594-6473 (voice) or (619) 594-2929 (TTD/TTY).

Counseling:  There are many events and situations that put additional stress on being a student.  SDSU has an excellent center for Counseling & Psychological Services that is open to students Monday through Friday from 8am-4:30pm. To set up an initial consultation, call (619) 594-5220. For immediate or emergency help, you are welcome to use San Diego’s free 24-hour counseling access line at (800) 479-3339.  C&PS on campus also has a “Center for Well-Being” with multiple stations for relaxation if you are feeling stressed during the semester.  C&PS is located in the Calpulli Center, Room 4401.

Student-athletes:  Student-athletes have demanding, dynamic schedules. As an instructor, I am committed to helping you succeed in the course. To do so, regular and effective communication is needed. While exceptions will not be made for attendance, assignment deadlines, or exams, I’m happy to work with all student-athletes in conjunction with Student-Athlete Support Services (SASS) to help you excel in this course. For more information on SASS’ academic advising and tutoring services, please call (619) 594-4743.







Schedule


Please note that the following schedule is approximate, as dates and topics may shift as the semester continues. Please refer to the class wiki (or Blackboard) for current information regarding your assignment due dates. All readings are expected to be completed outside of class before the first class discussion date.

Week/dates
Schedule
Week 1



  • Introduction to the course  
  • Syllabus; overview of the course. Introductions.
  • What’s the difference between nature, humans, and the PLF where it concerns population control of ALE Bodies?

Week 2

  • What’s the ALE Body and how dense is it? Why?
  • What are memories? What are the levels of visibility? Level 0-1? Level 1-2? Level 2?
  • What is radiation process? Why is it relevant?
Week 3

  • PLF/Heaven
  • How is it possible to create two big bangs?
  • Why did the PLF grow large enough to interact with two “environmental layers?”
Week 4

  • What is “population control,” and how does it happen?
  • What is the difference between real and simulated population control? What are features? Qualifications? Types? Modes?
Week 5

  • Final paper 1 due.
  • What is Camcorder Targeting?
  • What are Testing and Analysis cycles?
  • Does the PLF conduct testing “alone” . . . or are the various Synchronization cycles just part of the growth processes of every ALE body? How can an individual test and analyze the growth processes of other individuals? Of Oneself?
Week 6

  • Cycles
  • What are Synchronization cycles and how do they differ from Awareness cycles?
  • How does one gain levels of awareness? How does that relate to primary and secondary growth processes? Does the ALE Body always grow, regardless of mental or physical activity?
Week 7

  • What is the Awareness Formula, and how does one practice it or apply it to achieve higher levels of awareness?
  • How will this help when we’re in the LDEL 2, even as the ALE Displacement effect occurs upon our ALE Body? 
  • What is Dimensionality? The Empty Cycle? SPM Cycle? ALE Cycle?
Week 8

  • Reverse Cycles
  • How are reverse cycles different than regular or “forward” cycles? Why do we have reverse cycles? What do they have to do with the breathing process?
  • Are the Evolving and the Devolving selves involved somehow?
  • Why does breathing at times feel better, at times, worse?
Week 9

  • Final paper 2 due.
  • What is a Maturity Cycle? How does it lead to Maturation or proper growth of ALE? Why do the terms “primary” and “secondary” relate to hertz rather than “specific” growth processes?
  • What is the most likely reason that organisms evolve?
Week 10

  • What is the matrix particle? How did the PLF reach the first state of awareness?
  • Why did it likely happen on Beat 5, as opposed to Beat 1? What does that say about cycles? In order to move to a different cycle, would it help to “jump-cut” to a different “way” of being?
  • How fast was the PLF cycling on Beat 5 before the “leap” to sentience?
Week 11

  • The Operators
  • What is the Operator? The Present Operator?
  • What are primary growth processes and which one of the Operators handles them? Why?
  • What are secondary growth processes and which one of the Operators handles them? Why?
  • What does this say about Understanding speed (4-16hz)?
Week 12

  • What is conflation? What are the states of awareness and why are they tagged by different hertz levels?
  • What do the hertz levels indicate about growth during these states of awareness?
  • Could an ALE Body go to sleep without such a mastery over conflation of signals? How else could it operate at the necessary hertz level?
Week 13

  • Final paper 3 due.
  • What is the PLF size formula?
  • Why are those specific values used?

Week 14

  • How does one measure the “age” of an ALE Body? How is it different from the way we conceive of a person’s age by calendar years?
  • What is “doubling”?
Week 15

  • Sentience
  • What is the most likely explanation for sentience?
  • What is the difference between “sentience” and “existence”?
  • What is retention? What is extension?
Week 16

  • Existence Process/Positionality
  • How many stages are there to this process?
  • What is positionality? What are the bases of operation?
  • What are Standard Probes? Current Probes? Pattern Probes?
  • What do these Probes have to do with ALE Allocation? 
Last Day of Class
FINAL PAPER DUE





Monday, July 24, 2017

SL3 Syllabus




Instructor: Thomas


Email:  rytops1@yahoo.com





SL3 DESCRIPTION
Synchronized Living Three focuses on ALE tricks and how to use them as a means of “getting by” at certain “moments” in everyday life. A portion of the course involves examining divinity and whether permanence in association with godliness is a possible goal. The primary aim of this course is to function better as members of society, design a way to document “cases of divinity,” and also examine some of the consequences of “attacking” selves.

More info: The PLF targets and attacks with weaponry any inhabited selves. Imagine the way a camcorder works, going “frame by frame,” and you’ll understand how the PLF can target us going “self by self.” This “camcorder targeting” is how the PLF toggles through inhabitable selves and tests us by them. As well, any inhabited self can be targeted by any living individual. So, watch out for “snap judgments!” Autonomous Living Energy is my scientific term for what is commonly known as “sentient material.” ALE has one of the lowest densities in existence. It very likely has a density of near to .000000001 to .00000000000000000001 grams per cubic cm. Or, 1 X 10^-9 to -20 g/cm^3 (it’s most likely around one hundred quadrillionth the density of water on earth or 1 x 10^-17 g/cm^3). The PLF is entirely composed of ALE, as all living beings, except the PLF is too large to inhabit an anatomic bodily structure. The point of Synchronized Living is to make sense of these facts by studying the evident nature of ALE bodies.

Texts & materials
1.       Synchronized Living Three
2.       Why Happens To Us in the Afterlife: The Planets, Moons, Stars, and other Cosmological Objects of Heaven?
3.       How Life Began on Earth
4.       Blogs with pictures (ex: http://howlifebeganonearth.blogspot.com/).
5.       Course handouts and supplementary readings
6.       A grammar handbook
Useful resources
1.       An online conversion calculator: http://www.translatorscafe.com/unit-converter/  
2.       Writing materials.

REQUIREMENTS

Portfolio: We ask everyone to compose a number of informal, shorter texts - blog posts, homework, in-class writing, reflections, reading responses, and peer reviews.  Altogether, this is your “portfolio.” Each aspect of the writing tasks is selected to help you understand the course concepts. I will review the work over the course of the semester. Some of it should be printed and brought to class so we can work on it. This work should always be published on your blog.  You will thus a) do a lot of writing in this class, b) need to keep track of your portfolio work.
Blog Posts: Homework, readings responses, reflections, etc., should be posted to your blog. You can easily set up a blog at the popular blogging site http://wordpress.com/

Presentations: Some might occasionally be asked to give a brief presentation in class, either individually or as part of a group.

Participation: Participation is important to your comprehension of the material. Much of the course involves in-class discussion and as such, depends on you to regularly contribute your insights.  The participation aspect of the course includes homework, preparatory reading, attendance, effort invested in class discussion and presentations, and peer review. Since this is a discussion-based class, it is vital that everyone listen and speak respectfully to others at all times. I encourage you to express your opinions, of course – they will help inspire good discussions.
AssignmentS
%
Due
Assignment 1
20
Week 4
Assignment 2
20
Week 8
Assignment 3
20
Week 12
Assignment 4
20
Week 16
Portfolio/blog posts and homework
10

Participation
10

Total
100%

 




 

SL3 Assignments
ASSIGNMENT 1: What are the versions of time?

Well, is there time? Joking! For this assignment, perhaps you could explain the three versions of time? Why do we need to break down the concept of time in this fashion? Does it make it possible to enhance our perception and accuracy in some ways?

ASSIGNMENT 2: What are your favorite ALE tricks?
Given there are thirty tricks of ALE, which ones do you find to be the easiest to use? Do you find that you’re able to “surpass” the Expectational Selves inhabited by other individuals? Which of the ALE tricks are your favorite and why?

ASSIGNMENT 3: Why are the Cool Selves important in modern society?
Which one of the Cool Selves do you inhabit the most, and why? Why is it better to document with science any “cases of divinity” rather than accept any individual’s (including the PLF) claim to permanent divinity? Is it possible to be a god figure to all individuals without documentation agreed upon by those individuals? 

ASSIGNMENT 4: What are the most detrimental attacks by individuals?
In this assignment, you will draw on your previous coursework to explain whether you’ve recognized an instance in which you felt either the attack of Studio or Operator Tampering. Also, how often do you get caught by the Smashed Operator attack? How could one perceive the point of studying ALE, using Synchronized Living Three as a guide, as a means of avoiding the Smashed Operator attack from other individuals (i.e., not including the PLF)? Does that have any consequences in society? In what ways, given "death" is simply the failure of ALE to operate the anatomic physical body,  could the "Smashed Operator" represent or be symbolic of death, using ALE resources alone to perpetuate this concept? Is this sort of symbolic death measurable? How so?

 


COURSE POLICIES
Attendance:  There is no substitute for attending class. Since this is a discussion-oriented course, your attendance is crucial and key to doing the portfolio work. Regular attendance will greatly elevate your chances of performing well.  Simply showing up for class, however, will not be enough.  I expect the class to be the site of lively intellectual activity, discussion, debate and critical, respectful exchange. If you are absent you are still responsible for knowing what was covered in class, what the homework is, and when it is due.  I suggest you exchange phone numbers and/or emails with at least two of your classmates.  In addition, check Blackboard and the course wiki regularly.
 

Essays:  All essays should be turned in as a hard copy in class on the date specified. All essays should also be typed and stapled. For documented extenuating circumstances, late work may be accepted up to one week following the printed deadline in order for a review.

Wikipedia & Electronic Texts: I will sometimes ask you to access websites to view or print materials to bring to class.

Electronics: Your active participation is required in this course. As such, our classroom will be a largely “cell-free zone.”  Please turn off your cell phones and similar electronic equipment when you come to class. On occasion, if we need a device to help with class work, I will let you know.

Plagiarism: All work in this course must be original. SDSU’s library also has an excellent tutorial on how to avoid plagiarism.

Respect:  Since this is a discussion-based class, it is vital that you listen and speak respectfully to others at all times. I encourage you to express your opinions, of course – they will help inspire good discussions.

Problems:
If you run into problems or emergencies, talk to me as soon as possible.

Office hours:
There will be no office hours, but you can always email me.

Disabled students:  If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact Student Disability Services.  To avoid any delay in the receipt of your accommodations, you should contact Student Disability Services as soon as possible.  Please note that accommodations are not retroactive, and that accommodations based upon disability cannot be provided until you have presented your instructor with an accommodation letter from Student Disability Services. SDS staff are operating differently based on campus.

Counseling:  There are many events and situations that put additional stress on being a student. For immediate or emergency help, you are welcome to use counseling.  On campus are multiple stations for relaxation if you are feeling stressed during the semester. 


SL3 Learning Outcomes

The following four outcomes describe the four major writing projects or “assignment types” for the course.  You will be able to:
1.       Discern ways to employ certain ALE tricks in your service; diversify the ALE tricks that are used to accomplish necessary tasks or participate in society. 
2.       Describe the most likely path toward finding agreement or acceptability; utilize synchronization as a means of diversifying character.
3.       Express the different ways in which individuals can be seen by others as divine; Understand how to document cases of divinity and discern “instances” from permanently attributing the character of divinity.
4.       Consider in what ways individuals engage in population control, and discuss the implications. Evaluate whether humans “taking over” is possible—directly or indirectly.




Schedule

Please note that the following schedule is approximate, as dates and topics may shift as the semester continues. Please refer to the class website for current information regarding your assignment due dates. All readings are expected to be completed outside of class before the first class discussion date.
Week/dates
Schedule
Week 1



Syllabus; overview of the course. Introductions.
What’s the difference between the three versions of time?

Week 2

What is Standard Time?

Week 3




What is Real Time?
               
Week 4

What is Alone Time?


Week 5

Final paper 1 due.
What is the difference between an ALE trick and an ALE tool?
What is the Talent trick? Accuracy trick? Communication trick?
Synchronization trick? Pacing trick? Illogicality trick?

Week 6



What is the Prediction trick? Agreement trick? Lying trick?
Dodging trick? Rearrangement trick? Motivation trick? Repetition trick? Laughing trick?

Week 7

What is the Simplicity trick? Magic trick? Exaggeration trick?
Recognition trick? Selection trick? Rhyming trick? Sexiness trick? Deflection trick?



Week 8

What is the Complexity trick? Combination trick? Distraction trick?
Sentimentality trick? Entertainment trick? Planning trick? Desire trick? Manipulation trick?


Week 9




Final paper 2 due.
What are the Cool Selves?
What is the difference between the Cool Selves and others from previous studies?
What is the Advanced self?

Week 10



What is the Divine self?
Week 11



What is the Expectational self?
Week 12



What is the Preventative self?

Week 13




Final paper 3 due.
Why do individuals employ the Attacker tool?
How does it contribute to “population control”?
Week 14

What is the Hypersensitive Individual attack? When is it used by individuals?
What’s the difference between the Sand Trap (propaganda) and the Sinking Idiot attacks (foils)?
What’s the difference between the Operator and the Studio attacks?
What is the Smashed Operator attack? When is it used?



Week 15

Why is the Marionette attack used?
How does the Brain Invader attack work? Instances?
What is the Jesus on the Rood attack? Instances?
Why is the Exaggerator attack used?
How does the Glimpse attack work? Instances?
What is the Unsolicited Advisor attack? Instances?
How do individuals transcend this attack?

Week 16

How does the Lonely Person attack work on individuals? Can it be detrimental to a “well-functioning” society?
What is the Replacement attack?
How does the Replacement attack work on individuals? Can it be detrimental to a “well-functioning” society?

FINAL PAPER DUE