© Alex Harter

3 /3 /99

When someone goes too fast they Hate.

 = HH (- - = Competition); leads to (+ - = Predator /Prey).

When someone goes too slow they Fear.  (pain, worry, less-than, alone, disadvantaged)

 = FF (- - = Competition); leads to (+ - = Predator /Prey).  HF (+ -); leads to more HF (+ -)

Just right = Love (stable /balanced equilbrium).

 = LL (++ = Mutualism)

Faster but not as bad = Pity.

 = FP (+ 0 = Commensalism)

Nature is random.  (averaged lack of equilibrium).

 = NN (0 0 = Mutualism)

                                                < ^ ^

Desired Competition    ->    Undesired Competition                       |

     |    H H - -    ^,        F F - -            <- = 7 Maximum differences   |

    \/            ‘-,                    <-  between relationships,       |

Desired Short-Term      ‘-  -  -  Desired Long-Term        <-  of which there were      /    Predator /Prey    ->    Parasite /Host   ,        <-  originally 5.    -    -’

    HF + -            ^-.        HF + -     ‘-  -.,

(Desired for Predator ;-’    ^            ‘    ‘    ‘    ‘    ‘:,

or Parasite)          -  -  -  -,:‘    Desired Mutualism  <-  Desired Commensalism     |

                           LL ++        ^    FP + 0    /

                                |                  /    

                        Random Neutralism        <—-:’

                        NN 0 0

        Event Type:  ->  It’s An Art                It’s Random

Event:  |            (can be made good reliably)    (mostly unrepeatable)

    \/

Economics                `/

Current Leader                            `/

Art

{Unsure of date}

Spending the “right amount of time” (3 /3 of time) on something is pointless; doing it right (2 /3 of time) is useful.

English has so many words that some are only shades of a single meaning.

I prefer:    arbitrarily by    4.  Cautious of math, overall, neither effective not

/\  L        emotion:    ineffective (F), tired    2.

|   P            1.  Fast with math, learning, being rewarded   (L) 1. 

|   H        2.  Obsessive with math, wasting time, too empathetic  (P)  3.

\/  F        3.  Hating math, hating unattached problems,

I dislike:    not doing it, bored /ignoring  (H)  4.

                1. most ^ ->  least exposure

(L)  /\  use of math favors:             to

(F)  |

(P)  |

(H) \/  disfavors:

W /reason for each emotion, have the emotion,        Urgent        Not Urgent

but lack of L -,. , lack of F <-,.                     I = F   Difficult;     II = L   Complicated

        H <-’       P - - ‘        Important   tired, frenetic           long-term planning

                               III = P   Openminded    IV = H Closeminded

                    Not Important   plastic personality          uncaring, relaxing

                            stupid /inefficient

Things to give up rather than sleep: (see the “7 Habits”) booklet

Not enough sleep:            Almost enough:            Enough:

sit similarly for a long time        wait for energy that will come    true energy

be very tired /don’t do much

wait for energy that won’t come                I = F        II = L

                        never enough work    frequent joyful interactions

                            yes-man    ignore others, relax

    ………..,                           III = P        IV = H

        <:’        ,> People at top <:,..’’:,>            

Hate <:.,,,               <:‘’’   Fear

        ………> People at bottom ,…..:>

Violence is “Fear making Hate” = Fear + Hate

Liking something is “Pity of Love” = Pity

Suspicion is “Fear of Hate” = Fear

Interest /Curiosity are “Fear of Love” = Fear (too afraid to ignore something, as ignoring

                        some things makes vulnerability)

more important > less important                  <-    past   -        the body

For me: understanding > competition > control    Un.        Con.             |

    understanding > practice                 -    future  ->            \/

    relationships > chronology                             worth of body

facilitation > contentedness > defeatism         <-    past   -        ^    ^

    expectations > hopes > desires        Un.        practice    |    |

    privacy > sensitivity > sensibility               -    future  ->    education       money

    individual truths > humans truths > group truths

[        brain > mind > body > thoughts    ]

[best condition > current condtion > initial condition > random responses ]

    realization of self > understanding of another > misunderstanding of another >

        forcing understanding on another

    ability > experience > situation

    some things > something > everything

    understanding > watching > hearing > asking

                                        ^    L    1

             speeds                Own strengths showing     |    H    1 /2

slow yawn    moderate    hyper        Own weaknesses showing    |    P    0

                                        \/    F    -1

                                             

[“money is the root of all evil”                        H    too much $]

[trust, hope , and pride are the root(let)s of money                           ]

[too much easy access to money = too much [L]                L + P    enough   ]

[too much [L] = not enough appreciation = [H]                                  ]

[then lack of money = lack of old [L] and [P], as well as newer [H] = [F]    F        too little $]

what the group thinks it needs > what you think the group needs >

    knowledge of what you need > knowledge of what the group needs

[always have 2.5 things going on in your head at the same time:

[1. what you will do when free time ends = 1 /2        ]

[2. what you will do just after this        = 1        ]

[3. what you are physically doing at the moment = 1]

the task doer > the task > the taskmaker

For me:    why people do things > what they do

why > how > who > what > when > where                show        short g

[Reasons to do things: a hablit, a prehope, an interesting process, display oneself, gain big [in short time, gain big in long time, take mind off anything {“forget” above}, be praised for [“pushing the lever”, gain from others not “doing things” even if they’re subsistent /sufficient, [help humanity advance, get paid, help {“help, self, unusual” next to} relatives.    Ways [to order: % each activity done `/ (X); % each activity hoped; % each activity expected.

{three-dot “meaning” symbol} Habit, prehope, interesting, show, short gain, long gain, forget, praised, outmaneuver, humanity, pay, help, self, unusual.

Order:    antonyms:        [L]            [F]            [F]

        [F] show, forget    self, humanity    interesting, pay    habit, unusual

        help, outmaneuver    prehope, long gain    short gain, praised

        [H]            [L]            [P]

[2 schools of though: 1. We should all be the same, work together, have the same]

[amounts of entitlements, work the same amount and just as efficiently as the rest, follow the] [same schedules, do things the same way, and have boredom but time off.]

[2. We should be individuals, doing what interests us or seems to benefit us in whatever] [terms we think of at the moment.  (I like #1 for the harmony, but since there is no clear plan,] [I follow #2).]

© Alex Harter

1 /19 /1999

Teachers, Books, and “ok” Students

Teachers and books:

    If given best “good” (not manipulative) teacher, learn 100% of what taugth; “good” books can be 200% or 100% of “ok”books - big difference.

    “Ok” (not that bad) teachers make most students get 75% of what’s taught; “bad” books teach 0% or 100% of “ok” books, another wide difference.

Students:

    Most learn 75% of what is taught by an “ok” teacher, unless jaded (mostly by TV), in which case they learn 50% with an “ok” teacher, 65% with a “good” teacher.

    Some students with an “ok” teacher will still get 50% or below - even without being jaded - on that sole basis called “bad” students.  With “good” teachers, they may go up to 75 of what is taught if not jaded, but if jaded “bad” students still score 50% or less.  With “ok” teachers, jaded “bad” students learn 35% and below.

    Other students learn 100% of the materialo with an “ok” teacher, and can’t understand being jaded, for this reason called “good” students; etc.

Being jaded can mean feeling hateful or afraid at least 50% of the time, often of real rather than irrational things, including: media violence and suffering, violence, authority, suffering due to other students, and death close to them.  A jaded person should not be “snapped into line”, or forced through any punishment, unless they show signs of being crazy or mentally unbalanced, and of being a very small minority of the population who cannot be helped or aided.

    The order of reform for jaded people should be: shut off the TV violence, stop the community and school violence, get reading and other personal interests started, and re-integrate the student into the society of other students.

Books:

    “Good” books add 25% to a course, “bad” books subtract 10% from a course.  Good books need, from most important to least important: presentation of information, description of information, excitement of information, and reasons fro arriving at information.

H.S.

{chart:}Teachers ->    Good        Ok    Bad        Good        Ok        Bad

\/ Students Books -> Good    Good    Good        Bad        Bad        Bad

“Good” students   125+25=150 100+25=125

[Crazy or Mentally Unbalanced]

[Special Ed. /Juvenile Hall]

{mainly, the chart shows a High School range of 150 - 0, giving the average of 75% with only that range - not the 100 - 0 range supposedly available.  Also, I mention grade inflation of +50% - 75% as opposed to college 25% grade deflation.  36 entries, all guesses}

© Alex Harter

99 - 00

Broken By:        [People are similar but are all different]

            10 commandments:

Power /Politics    “Don’t kill.”  Q: ok, but what about if you have a good reason?  A: No.

                 Q: Hurt them to protect yourself?  A: No.  Turn the other cheek or move.

            Q: Hurt to keep society good?  A: No.

Instinct /Hope    “Don’t commit adultery.” Q: What if everything but intercourse? A: No.

        Q: What if alone?  A: (probably) As long as fantasy does not end love, yes.

        Q: What if we can’t be traditionally married?  A: Yes.  Common law.

        Q: What if no one accepts us as married?  A: No.  You won’t either.

Boredom    “Don’t be jealous.” Q: What if it’s unfair? A: No. Turn the other cheek or move.

Politics /Popularity    “Don’t lie.”  Q: What if the truth is disastrous?  A: No.  It’s your fault.

Jealousy    “Don’t steal.”  Q: What if life’s unfair?  A: No.  Turn the other cheek or move.

Freedom /Control    “Don’t dishonor your parents.”

Power /Jealousy    “Love your neighbor as yourself”.  Q: What if I can’t trust them? A: No.

            Love, and trust as you are able.

            Q: What if I don’t love myself?  A: Love others, to feel loved yourself.

Media    “Don’t have any idols but me.”  Q: With all our ability to use and learn

        symbols, and fixate on different things, how do we know we’re obsessed?

        A: When you think the things and words will pay you back by themselves,

        you are wasting yourself.

Procrastination /Hope    “Keep Sunday holy.”  Q: Is work bad on Sunday if necessary?

                A: Should have been done earlier, so no work.”

    “Don’t take my name in vain.” Q: Can I quote you? A: Yes.  Quote correctly, please.

Power = jealousy, need, ability

© Alex Harter

11 /11 /98

        White Dot Focus        Black Dot Focus        Gray Focus

Analyzation    very much            very little            right amount

Conciousness    much            little            just enough /right amount

Automaticness    very little        much                right amount

Emotions used    H, P            F, L                N

Part of Brain        brainstem    sensory, motor, cerebellum    forebrain /frontal

Part of Body        torso, head        limbs, neck        1-2” below bellybutton

Intrapersonal        much            little                right amount

Interpersonal        little            much                right amount

Exercise (Physical)    very little        much                right amount

Knowing        little            very much            just enough

Discovering        very much        very little            right amount

Instinctive        very little        very much            right amount

Example    complicated computer games    muscle use, etc.    doing what’s needed

Forgets    body use /improvement    breathing, maintenance    forgetting

            White Circle Focus        Black Circle Focus

Analyzation        little                much

Conciousness    very little            very much

Automaticness    little                much

Emotions used    F, P                L, H

Part of Brain

Part of Body

Intrapersonal     very little            little

Interpersonal        much                very much

Exercise (Physical)    little                much

Knowing        little                much

Discovering        much                little

Instinctive        little                much

Example    talking with others, politics, drug abuse    hunting reality /truth physically

Forgets        harsh reality        purging enemies is their end rather than means

© Alex Harter

98 - 99

Uses dialogue and diagrams from The 7 Habits of Highly Effective People

(individual) personality -> (individual) choice -> (individual) preconditions

Circles of:

{outside to inside}                            (influence = power = ability)

information

knowledge                        urgent,        important,

memory                        not important        not urgent

interest

emotion                        urgent,        unimportant,

influence  {shaded darkly}                unimportant        not urgent

Are you an agitator to action or an agitator to thought?

{half-hemispheres below}

L        R        Objective brain = based on [H], strong defense = good

                offense = “dead” of feeling.  Everything affects “people like”

                yous.

L                subjective brain = based on [F, L], no defense because you

{left side shaded darkly}    take everything to heart (as affecting you personally), and

                always lose though not bad to anyone else.

        R        spiritual brain = music, God is good and in Me who is all that

                will ever be, “do not worry, my child, it is alright.”

                Often last resort (no pun intended).

    Abandonment factor: not more than 2 /3 of day:

With kids: Sleeping time · 1 /4 +                (8)

    Homework time  · 1 /2 +                (2)

    Reading time  · 1 /3 +                (1 1 /2)

    Eating time · 2 /3 + (with parents)            (1 1 /2)

    School time · 3 /5 +                    (6)

    Reading time · 1/2 + (with parents)        (1 /2)

    Time traveling · 2 /5 + (with parents)        (1 /2)

    Time looking at places · 1 /2 (with parents) = z    (2) =

Without kids:

© Alex Harter

1 /26 /1999

Progressive Phases of Tools and Evolution

(The Origin of Evolution Was With Random Events)

{Draft more curvy, not included}

Final Version:

Automatic Genetics            Randomness            Genetic Change

[r-sel. <-,

       ‘-> K-sel.]                     , -    -     -     -    -      - ,

                              , - ‘                ‘ - ,

Automatic, pseudo-”Behavioral” <-’     ,->    Random Events  -,           ‘ -    Need to Reproduce

Tool Invention (Not Discovery),  ,    ,-’        |             ‘ -,        ^

        |             ,    ,-’            \/          ‘ -,        |

        \/        ,-’          Random Strengths and Types of   ‘->    Need to Expand

(Automatic) Pre-    -’    Emotions, as in Memory or Experience  -,

Programmed Tool Use                ^            ‘->  natural selection

        ^                    |                   on phenotype

                    ,->    Behavioral Memory Capacity        |

(Automatic) Pre-        ,-’                                |

Programmed Genetics    <    -    -    -    -    -    -    ‘

    I am charting Tools to Evolution to try to determine if the possibility of behavioral change is necessary for the invention of tools, or whether evolution can use automatic genetics alone as something that is sufficient for the invention of tools.  As for the definition of the use of tools, I assume that pre-programmed genetics alone can allow the use of tools (especially if a “tool” is anything living, dead, or nonliving closely associated with, but not yet reproductively produced by, a given organism’s body; which may be directly, indirectly, or not actually producted by the given organism), just as “pseudo-’behavioral’ tool invention” does cause the use of tools.  In a side issue, I affirm that “Behavioral Memory Capacity” alone is the slowest and most experience-based way to invent tools, but that this slowest-to-invent system often invents stronger and more permanent tools because it is based on generalizable theory and not ever-increasing need ([F]) and speed ([H]); the other fact of this mentation is that, like most relatively K-selected things, it is slow and stable most of the time, but catches insect-brained “speed freaks” by apparently making “something from nothing,” unawares.

    Yet if the route from, for example, Behavioral Memory Capacity to pseudo-”Behavioral” Tool Invention, is blocked by any insurmountable kind of ecological problem, all the organisms of a given species will have to retreat, in reverse direction, to the “home” they were safe in; this is often accomplished by a progressive die-off.  Another assumption I make is that progress occurs, following the arrows, as when repeated cycles build up genetic and behavioral adaptation, and does not fall back to a neutral, no-progress-occurring, Pre-Programmed Genetics, or Need to Reproduce, strategy of any system of resources.  That is, rapidly evolving organisms do not adopt a strategy of as much change as is possible, unless it will be recompensated (neutralized, effectively, at least) once a more fulfilling goal is reached, by a return to allowing as many individual preferences, usually based on at least genetics, as is possible to retain the goal, in a world of limited and sometimes unattainable resources.

    For an example of how this interlocking cycle, both r-selected and K-selected, started, one starts with “Random Events,” the origin of all life.  From there, life cannot immediatedly go to the rather r-strategic “Need to Reproduce,” or “Automatic, pseudo-’Behavioral’ Tool Invention (Not Discovery)”, because it must first go to Random Strengths and Types of Emotions, as in Memory or Experience, to “natural selection on phenotype” to enable self-subsistence, and from that to “(Automatic) Pre-Programmed Genetics”, a major jumping-off point.  Once the organism which has persisted long enough to have genetics has “(Automatic) Pre-Programmed Tool Use” (to facilitate interactions for the organism in the environment, as, for instance, by internalizing certain atomic and compound-resulting ions), back into “Random Events”, but now also through the “Need to Expand”, to the “Need to Reproduce”, and for the first time to “Automatic, pseudo-”Behavioral’ Tool Invention (Not Discovery)”, in which this expanding r-strategist finds additional usable resources by an invention.  To get K-selection, life gets out of the relatively fast r-selected cycle by detouring through “Random Events,” to “Random Strengths and Types of Emotions, as in Memory or Experience,” to “natural selection on phenotype,” to “(Automatic) Pre-Programmed Genetics,” to the new “Behavioral Memory Capacity,” and back to “Random Strengths and Types of Emotions, as in Memory or Experience.”  The difference between the two predecessors to “Random Strengths and Types of Emotions, as in Memory or Experience”, is that one is relatively r-selected and motivated by the environment, and so tending to be based on instinct, for “Random Events”; and that the other is relatively K-selected, motivated by experiences, and the learning of an individual, for “Behavioral Memory Capacity.”  Obviously, humans need both: reaction, as in r-selection; and action, as in K-selection; which is why we both respond to and originate actions, emotions, and thoughts.

    Individuality is shown not by either the “5-step” r-selected cycle or the “4-step” r-selected cycle, because while the first is too stubborn (hardheaded), the second is too limited (airheaded); individuality is a personal life-long cycle: different for everyone, but patterned in a way the individual can understand.

[how def. of

Int. = Beh. Mem. Cap.;

“smart” = Tool Invention]

© Alex Harter

6 /16 /99

We Think, Feel, and Act

    I have used [FLHP] to try to prove that we are not just wind-up dolls with erratically controlling genetic clocks.  I have tried to prove that we are under the control not of genetic clocks but of our concious, though often status-quo, minds.  I will add that I think sometimes we look for differences where there are none because we are used to greater territorial distance than we constantly see around us.  I do not understand how even from the religionist viewpoint we specifically went “astray”.  Is it that we’re not inert enough?

© Alex Harter

98 - 99 - 00

What is My Agenda?

    With regards to dealing with others, other people seem to be more or less of the opinion that everyone should achieve certain goals and follow certain rules while doing so, whether or not these goals are likely to be met in the future by anyone.  Others apparently do not believe the goals should neccessarily satisfy, or that the rules should necessarily be necessary!

    I do not like that many people criticize each other for not following the rules which no one understands in an explainable way, and I wish that people will be left alone to follow their own different paths.  Ignoring criticizers is the second-best approach; it saves time but does not decrease threatening.  It often makes other people nervous that they’ll have to intervene.  But taking blame rather than soving the problem which you care about also does nothing but satisfy another person’s sense of revenge.

    Taking pity on them for their misconceptions falls under “love thy neighbor” at first, but when applied to the usual critic it becomes “turn the other cheek”, just a sign of weakness.

    Scaring off the commentator usually will not work in decent society, and is hard to keep up, while issuing a challenge is always bad.

    If you can fall back on associates who agree with you, or want the discussion to stop, take that path as soon as you can.

    But fixing the critical speaker is highly complicated, since most appear to be crazy, and that is partially true, yet they soon turn out to be envious, self-aggrandizing, and indifferent, immune to anything but neglect and force.

    A good reply essentially is “that is not needed”, giving them a lead to drop the funk and not feel the need to be defensive, as well as avoid the stupidity of aggressiveness.

    people  /\

troop /herd        |

    herd       \/  dependence

phil. discussion H /L

making a joke    H

disputing an untrue claim F

life expectancy  \

education         >  Human Development Index

wealth        /

© Alex Harter

3 /17 /99

Why Do People Adopt?

    Why do childless people who consider themselves effectively incapable of giving birth adopt?  Not the question of why people with offspring or the possibility of personal offspring adopt, which can be explained biologically by saying that they are making the world safe for their offspring (most human relations tend to be mutualistic rather than competitive).  An answer to adoption is: because people are people.  This common response is significant because people are very similar genetically.

    Since all known people are at some time in their lives able or not able to produce offspring together - those who are infertile alone, or with another, being small parts, but never a true characteristic of a population - reproductive capability should seem to be a significant measure of one’s worth, and it is in many rapidly increasing societies /populations.  Culture also plays a big part in the behavior both alone and interpersonally, being a dominant force in slowly increasing societies as well.  Culture plays such a big part that though actual reproduction may be less common in many slow-increasing societies, the desire to at least act like reproduction is highly possible and desirable, and to fit in, drive many people as a reinforcing kick in the pants.

    What does culture reinforce - it can’t all be a (social value) system dictated by the top to concentrate their wealth and therefore their freedom at the expense of the masses and their freedom of choice?  Yet culture also is not the most intelligent and happy thing; it does not reflect the genetic needs of every different individual.  Culture is an addition to emotions, and, yes, lastly, but more definitively measured, genetics.  Emotions that are good drive people to actively do good things, which if considered genetically are simply human extensions of natural tendencies, those human extensions being determined by genetic tendencies and not culture.  Emotions that are bad drive people to actively do bad things, which are also human genetic extensions and not completely determined by culture.

    However, culture can more easily influence emotions than genetics and so concentrates on the emotion-based interpretation of genetics and averageness rather than the genetics-based interpretation of genetics.  So emotions are determined both by genetics (inescapable, universal presences) and by culture (elusive, individual absences and weakening previous learning of confusion).  One would expect that in a situation of any sort, a person would follow the cultural preference if it helped them in a genetic way, and that they would also follow the genetic preference if it helped them in a genetic way.  As I like to say, there’s the right way, the wrong way, and the genetic way, which is a little of both from the cultural point of view.  Of course, what do we say is happening when the culture does something, like adoption, ahich does not follow the genetic way?

    Since we are still determining “genetically” through culture, and since part of that culture says the point of humanity is to reproduce successfully, we still do not know what genetics would tell permanently child{-}less people to do if they are left to themselves.  If those who cannot reproduce successfully were left to themselves and unpressured by culture to have children by any means possible, even adoption, no one knows what they would do genetically; there is no operable “self-destruct” button genetics pushes in long-lived humans whose only fault is that they cannot reproduce genetically.  In the elderly, females live longer than males in order to help their children reproduce successfully.  In the young, so could the childless for their relatives’ children.  At that rate, if they are orphaned, they can care for other orphans in the “adoption pool” and be more likely to care for their relatives, especially in a smaller-than-average modern human community, and genetically be better off.

    Cultural fear and hate of childlessness are motivations to not be child{-}less, and minor tokens of love and pity are given to those who follw culture, but the just-slightly-greater of positive emotions emanating from oneself and one’s child, resulting from genetic releasers in humans of being the present parent for any child, make a human trait of adoption a reminder of our similarities between one another.

© Alex Harter

2 /18 /1999

Competition: War, Attack, Aggression, Lack    - -    = HH    or FF; (1 H: 1F)/2 =.5H+.5F

Predator /Prey: Exploitation /? Slavery /Abuse    + -    = (1 H: 9 F) /10 = .1 H + .9 F

Neutralism: Impersonally species-specific    00    = NN; N /1    =    1 N

empathy /sympathy    Commensalism: Giving a little extra    +0    (1 N: 1 P) /2

                                            =0.5N + 0.5P

synergy /synthesis    Mutualism: Best of Botth Worlds, Free to be You and me.    ++

                                        =    LL; L /1 = 1 L

[Assumptions: relying on something is usually good; perfection /an ideal is usually bad.]

                                        N  |  F  |  L  |  H  |  P

                                    freq.:    1.5|1.4|1.0| 0.6 | 0.5

Competition: bads

    Both indivs. are hurt, no goals involving helping others, random and must be defended against physically, infinite progression, never satisfied, causes someone to lose a resource when they lose a competition, unfair, a high price on everything, xenophobia causing “show first, ask..”.

    goods

    Less indivs. trying to use the same resources, more choice, causes one eventual winner.

Predator /Prey: bads

    At least 9 victims for every predator; encourages: defensiveness, fear, running away in the prey; prey have to compete among themselves to escape, prey loses self-esteem at least, systematic exploitation of weak, slavery, use until death, depletes prey populations, overuse, nonrenewable, prey may escape more easily in future, more fragile and temporary than competition, bullying.

    goods

    Prey used completely, less often; less prey indivs. competing for resources, less wasteful than competition; is specific and repeatable, therefore quicker; allows prey to nobly sacrifice rather than be randomly targeted.

Parasite /Host: bads

    May cause host to weaken until death, often worsens weaker hosts, not enough hosts, sometimes hosts revolt.

    goods

    Less prey needed, less serious harm to indiv. prey, closer distance to prey, more parasites can live than predators, “relationship” of feeding is less and longer.

    Neutralism: goods and bads