Monday, January 9, 2017

Murthy's Paradigm on Education & Training through Fun & Entertainment

Murthy's Paradigm:
on Education & Training through 
Fun & Entertainment

Dance, Music, Drama, Comedy & Emotion Filled Ambiances

for all ages subjects using

dance, drama, music, animation, video games & make believe games

Education and Training becomes effective, efficient and impacting when the learners mind is at an elevated and excited state of the mind and body as in entertainment which is fun filled, which also lowers any inhibitions and fear in the learner. I will cover the brain activity aspects in the learner during fun and entertainment, as well as memory impressions, in a separate document. I have already written on video games based education applicable to age ranges from almost birth to over hundred years. I will provide references to my previous documents, articles and research papers for the benefit of readers to this document.

I will discuss specific examples and describe a variety of fun and entertainment approaches to make the learning and training different subjects, so that the readers and practitioners of education and entertainment can quickly adopt and adapt my paradigms and techniques in specific science, technology, business, economics, finance, history, literature, art, athletics and even sports.

Microbiology

My paradigm of education and training through fun, entertainment and games is applicable to the subject of Microbiology. I will discuss the application to teaching and learning different aspects of proteins as one specific example.

Proteins

Proteins are made up of amino acids, connected to each other via peptide bonds in specific series of links in specific orders, and in folded or curled pattern to give the specific properties of the protein.

The are twenty types of amino acids, with a common part of the molecular structure to all twenty amino acids and additional twenty specific and different part of the molecules called the R part of the molecule.


Amino Acids Dance Drama
Using Dance to Teach the Structure of the Amino Acids


Dance is a very effective entertainment medium to teach structure of the amino acids and the twenty varieties.

The students would be wearing different colored and patterned costumes and other paraphernalia like caps, hats, ornaments, colored bands and scarfs, plus may hold / carry colored and patterned bands in their two hands. LED lighting with ability to blink in different timing patterns could also be used to embellish the student costumes and paraphernalia. 

Amino acids are made up of molecules containing different atoms in molecular bonds between the atoms. In the amino acids, the atoms are nitrogen, carbon, hydrogen and oxygen. Different students will take the roles of these atoms with unique identifying colors of costumes for the different atoms. The bonds could the students holding each others hands to form the molecular bonds, while batons also could serve similar functions and purposes. To signify and represent the covalent bonding between the atoms, when a common electron is shared between the atoms, quickly zipping through the waist belt string of lit LEDs circling around the two students will act as the teaching tool of the covalent bonding. The LED colors in the waist belt strings and the timing patterns zippling patterns could differentiate the bonds between any two pair of atoms, as well as between the molecules. 

While entering the stage the students enter as separate atoms with their paraphernalia and LEDs not yet lit. The nitrogen, oxygen, hydrogen and the carbon atoms enter stage and even may wear caps or hats with respective letters like N, O, H and C clearly and dominantly visible to spectators. The letter representing the atoms may also be on the chest and back of the student atoms. The student atoms may even carry in their hands the respective properties like number of protons, electrons and neutrons, plus atomic properties. The student atoms may loudly announce the properties of their atom representation. Music and lyrics could embellish the different atomic properties. Announcements by an MCs (Masters of Ceremony), the director or other announcers could make the announcements to welcome the different atoms. Multiple numbers of student atoms are required for each category of the atoms, as the amino acids contain multiple hydrogens, oxygens and carbons. For example, all oxygens walk into the stage, while ceremonial quality and pomp announcements with music and unique walkin plus dance movements, that will not only make the grand entrances gloryful and also help the student and parent spectators  enjoy all aspects of the event. The fun, entertainment and pomp also especially help the student learners remember the concepts better. The spectators could clap, stand up, cheer and make noises that helps further imprint in their mind the concepts and different properties of atoms, molecules, molecular bonds and in the example all about amino acids.

The Different Molecular Bonds

After the grand entrances, the different student atoms stand in atom specific areas of the stage, where big signs could be used for the areas. The student atoms, one at a time, come to the center of the stage to demonstrate the different unique bonds between the atoms to form molecules, and in this specific example of the drama of amino acids, the two atom bonds of the OH bonds the NH, as examples. All combinations are played out, with all different atoms walk or dance to the center and repeat, or show different variations. 

In the next phase, the student atoms and bonded student molecules for the general structure are formed , that may be repeated few times. 

The 20 Amino Acids

Further phases of the Amino Acids Dance Drama include the formation of all the 20 amino acids with continuing fun, entertainment and pomp, with full spectator participation.

The Protein Structure
The four types of protein structure are demonstrated in the following phases of the dance drama, always combined with music and spectator cheering, prompted and encouraged by the cheer leaders and announcers. The amino acid chains forming the proteins, their folding patterns will be very important to be demonstrated and repeated by folding and unfolding to make sure the spectator students understand all the molecular biochemistry concepts of amino acids and proteins, in this example, are understood driving into the indelible memories of the spectator students.

Summarization Phase

A summarization of the molecular biology concepts in this dance drama would be pertinent and valuable to student spectators, with salient aspects of the whole dance drama quickly repeated when the cheer leaders make sure that the summary slogans are repeated with applause by the student spectators.

Test and Quiz Phase of the Molecular Biology

In the final phase, some test configurations and formations are done, when the student spectators have to provide the answers to correctly identify either with multiple choice quizzes or tests or let the student spectators answers with no prompting of the answer choices.

Photo Opportunities

Photo opportunities would be valuable for the dancers on the stage, cheerleaders, announcers, director and producer, along with interested student spectators and their family members.

Videography

I would strongly advise and recommend using professional videographers, for later watching and being featured on Youtube, Vimeo and also educational websites for all who could not attend to see ion demand.

Application to other Subjects and Disciplines

I will describe similar dance - music - drama approach to other subjects like physics, chemistry, mathematics, technology, arts, history, law, medicine, healthcare, nanotechnology, software, IT, computers, electrical and electronics engineering, other engineering subjects, geography, economics, finance, accounting, business, marketing, banking, sales, corporate governance, politics, philosophy, psychology and all subjects A to Z.

Dr. KRS Murthy
DrKRSMurthy2017@Gmail.Com
2016KRSMurthy@Gmail.Com
Skype: drkrsmurthy

References for additional study

http://www.sigmaaldrich.com/life-science/metabolomics/learning-center/amino-acid-reference-chart.html

http://www.genscript.com/amino_acid_structure.html





Tuesday, January 3, 2017

Murthy's Paradigms & Innovative Ideas in Games

Murthy's Paradigms & Innovative Ideas in Games
KRS Murthy
I have summarized my innovative ideas in board games; yes, applicable to games worldwide, some very old to the most recent board games. The applicability of my innovative ideas are far reaching from very ancient ethnic board games of different countries and continents of the world to the recent board games played by the millennials Therefore, just to be succinct in this document, I have shown some examples, with intentions to discuss extensive details for different board games from history to the recent times, covering all cultures, ethnicities, countries and all continents.
My innovative ideas in board games even qualifies as a novel paradigm in board games. My novel paradigms.will be applicable to sports and a variety of social interactions. 
3D Games for Popular Games in India
My novel paradigm is directly applicable and includes nor only board games and also games that are played using other tools, devices and fields, 
Indian Game of "aLa guLi mane"
To just give one example, a game using a wooden strip made up of two rows of small pits played with tamarind seeds or small marbles or any other seeds or small round stones is called "aLa guLi mane" in Kannada language of the South India. This is basically a one dimensional game with two rows. my novel paradigm would be directly applicable for extension to many rows making up a two dimensional game and further a three dimensional game stacked up to create the third dimension.
Indian Games of "pagaDe haasu"
A popular Indian game called "pagaDe haasu" in the South Indian language called Kannada, could directly become a 3D game using my novel paradigm. 
One of the thrusts in my novel paradigm is making existing games currently played in one or two space dimensions, to three and higher dimensions. I will explain my three plus dimension games with one of the most popular games in the world: Chess
Three Dimensional Chess Game
Currently and from many centuries, Chess has been played in many countries of the world. A more glorified predecessor of this game was played in the Indian subcontinent, then called Bharat, even though the region of the Asian continent is called as India or the Indian subcontinent to encompass Pakistan, Bangladesh, Srilanka, Burma (Myanmar), Afghanistan, Tibet, Nepal, Bhutan and even Cambodia, Thailand and Vietnam. This game is called "Chaduranga", popularly played by royal families. One of the famous references for the game is in the greatest epic poetry of the world known as "Mahabharata", composed by the greatest poet, a child prodigy of excellence, Veda Vyasa. 
In Mahabharata, two cousins of the royal family known as Pandavas and Kauravas play this game of Chaturanga, also called Chaduranga. I will not dwell into the royal feud that resulted in this epic Chaduranga game at this time. I will continue explaining my novel paradigm of a three dimensional chess game concept in the rest of this document, with additional examples in other games of the world, restricting to popular games, with following documents explaining applicability of my novel paradigm to few other games fortifying the impact of my paradigm to all games.
Basics of the Two Dimensional Chess Game
Chess is a game played between two opponents on opposite sides of a board containing 64 squares of alternating colors. Each player has 16 pieces: 1 king, 1 queen, 2 rooks, 2 bishops, 2 knights, and 8 pawns. The goal of the game is to checkmate the other king. Checkmate happens when the king is in a position to be captured (in check) and cannot escape from capture. Six different category of the 16 pieces have different abilities to move through the chessboard of 64 squares. Each category has distinct advantages, as well as disadvantages, different levels of power, out of which the Queen is the most powerful, with the King endowed with minimal abilities of movement of only one step at a time, where as the Queen, the two rooks, the two bishops and the two knights have lot more latitude of movement and the number of squares span in a single move. At the end of this document, I will provide references to the details of the full set of rules of the game, its history and the most famous champion players called grand masters of this game. You may look at books, videos and websites to study more.
Current 2D Version
The current Chess game is played in only two dimensions using only one chess board 
Murthy's 3D Paradigm
The current Chess game is played in only two dimensions using only one chess board. My novel paradigm is to have eight planes of a three dimensional chessboard. In this three dimensional chess game, the different pieces not only move in a plane of X and Y dimensions, and also could move in the third dimension Z, maintaining their distinct moves even while their third dimension. In this three dimensional chess game, the eight pieces can move, maintaining the rules of the game and the moving abilities of the pieces, from one plane called Z1 through eighth plane Z8.
The eight planes making up the third dimension lends each of the eight categories of pieces to move with greater latitude and also to attack aggressively and capture the opponent's pieces. The game becomes lot more interesting than the legacy two dimensional chess game. The players are also challenged to think in three dimensions in all aspects of the chess moves, with brain power needed increasing exponentially. Even the chess grand masters get challenged by my novel paradigm. Students of chess starting to play in my three dimensional chess utilize their brain power, exercising their chess move strategies to their exponential limits. The teachers of chess will have the opportunity to make their chess students lot more mentally agile, while teaching the students to think in three dimensions made up of eight planes. I bet the chess grand masters will reach their three dimensional ecstasy that would be my gift to the chess game.
Murthy's Multi-Player Chess Paradigm
Currently, the 2D Chess game is played between only two players. Challenge posed by the 2D Chess game to the two players has made this game the most popular game in the world, played in almost all countries of the world.
My novel paradigm of 3D Chess game allows up to 16 players playing the 3D Chess against each other. Instead of only Black and White colors for the chess pieces, 16 colors could be used, two for each plane of the 3D chess game. The 16 players would be playing the 3D Chess against each other, moving, attacking, capturing opponent pieces, ultimately to gain the check mate advantage. This 3D Chess game played by 16 players at a time will have elimination rounds to eliminate one player at a time, finally for one player to become the winner. The different loosing players would be ranked based on who stayed on unchallenged at different stages of elimination.
The 16 payer version of my paradigm of 3D Chess game challenges 16 players at a time, with each player playing against 15 other players through out the game, through the elimination rounds or stages, successively reducing the number of opponents, finally with the two in the final round.
Corollaries of the Multi-Player Chess Paradigm
Various corollaries are possible for the Multi-Player 3D Chess game. Out of the total 16 players, teaming between two or more of the players are possible, each team trying to eliminate the team members of the opponent teams, in stages, the individual players would be eliminated, finally a team remaining surviving at the end. This end may not have to be the real end of this Multi-Player 3D Chess game. The winning team of two or more players may continue in the second phase of the game till only one would survive at the end. The ranking orders of the total 16 players would end up with the winning team, others ranked below in the their respective order of elimination, plus the ultimate single player with in the winning team ranked above all, others in his winning team ranked based on their elimination levels.
Various Implementations of the 3D Chess game 
There are many ways to implement the 3D Chess game. Animation, 3D visualization, Virtual and Augmented Reality (VR and AR), physically stacking eight chess boards vertically with enough space between the different vertical levels for the chess moves, and also horizontal arrangement of eight 2D chess boards in a single row or in two rows of four boards each or in square of three boards in a row, with a central part used for placing the clocks and eliminated chess pieces.
Colors of the sixteen players could be just be black and white with plane numbers from 1 to 8 written on the pieces respectively There are other colors like green, red, blue, yellow, orange, Indigo, violet, pink, white and black, plus additional stripes and numbers possible for the 16 X 16 pieces in total
References to 2D Chess
https://www.chess.com/learn-how-to-play-chess - This reference gives the basics of the 2D Chess Game
http://www.listchallenges.com/92-best-board-games-of-all-time - 76 Best Board Games of All Time Ranked by users at ranker.com, this is a list of the best 76 board games ever made. Card games and role playing games are excluded. From wikipedia: A board game is a game that involves counters or pieces moved or placed on a pre-marked surface or "board", according to a set of rules. Games can be based on pure strategy, chance (e.g. rolling dice), or a mixture of the two, and usually have a goal that a player aims to achieve.
Other Board Games
Here is a selected list of board games popular in USA, for each of which my 3D paradigm will apply. making each game exponentially more challenging and interesting profoundly amplifying the fun for each player and observer, challenging the player brains to also increasing their memory power, visual thinking in the three dimensions, energising beginners, avid players and experts, in a party, adding a serious gaming dimension to the brains of all players and enthusiasts.:
  1. Checkers
  2. Monopoly
  3. Scrabble
  4. Yatzee
  5. Uno
3D Versions of the other board games will be described in another document.
How the Pieces Move in Murthy's 3D Chess Game Paradigm
Each of the 6 different kinds of pieces moves differently. Pieces cannot move through other pieces (though the knight can jump over other pieces), and can never move onto a square with one of their own pieces. However, they can be moved to take the place of an opponent's piece which is then captured. Pieces are generally moved into positions where they can capture other pieces (by landing on their square and then replacing them), defend their own pieces in case of capture, or control important squares in the game.
The King
The king is the most important piece, but is one of the weakest. The king can only move one square in any direction - up, down, to the sides, and diagonally.
In Murthy's 3D paradigm, the King can move from one plane to the adjacent plane, up or down. The King when in the first Z plane could move to either the 2nd plane or the 8th plane.
The Queen
The queen is the most powerful piece. She can move in any one straight direction - forward, backward, sideways, or diagonally - as far as possible as long as she does not move through any of her own pieces. And, like with all pieces, if the queen captures an opponent's piece her move is over. Notice how the white queen captures the black queen and then the black king is forced to move.
In Murthy's 3D paradigm, the Queen can move from one plane to any plane, up or down and diagonally or sideways.. The Queen when in the any plane could move to any plane and also within the current plane.
The Rook
The rook may move as far as it wants, but only forward, backward, and to the sides. The rooks are particularly powerful pieces when they are protecting each other and working together!
In Murthy's 3D paradigm, the Rook can move as far as it wants, but only forward, backward, and to the sides, as well as to any other plane.
The Bishop
The bishop may move as far as it wants, but only diagonally. Each bishop starts on one color (light or dark) and must always stay on that color. Bishops work well together because they cover up each other’s weaknesses.
In Murthy's paradigm, the bishop may move as far as it wants, but only diagonally and also to other planes diagonally. Each bishop starts on one color (light or dark) and must always stay on that color.
The Knight
Knights move in a very different way from the other pieces – going two squares in one direction, and then one more move at a 90 degree angle, just like the shape of an “L”. Knights are also the only pieces that can move over other pieces.
In Murthy's paradigm, the Knights could additionally move in a very different way from the other pieces – going two squares in one of the X or Y dimension, or two squares in the Z direction and then one more move at a 90 degree angle in X or Y dimension, or Z dimension, just like the shape of an “L”. Knights are also the only pieces that can move over other pieces in through the Z dimension.
The Pawn
Pawns are unusual because they move and capture in different ways: they move forward, but capture diagonally. Pawns can only move forward one square at a time, except for their very first move where they can move forward two squares. Pawns can only capture one square diagonally in front of them. They can never move or capture backwards. If there is another piece directly in front of a pawn he cannot move past or capture that piece.
In Murthy's Paradigm, the Pawns could move in Y and Z dimensions one square or one plane at a time, and including rapped around between Z 1 Plane and Z 8 plane. In Murthy's paradigm, the Pawns could capture diagonally in the Y direction and also Z direction, also rapped around between Z 1 and Z8 planes

Murthy's 3D Paradigm for India Games

There are many board games that have originated in India, I will give quick overviews for each game, and references for readers to review the game rules and some historical backgrounds. I will then explain my novel 3D paradigm for each game, and some additions pertinent to the my 3D Game paradigm rules for the respective games.

Snake and Ladder Game

Reference: http://www.gamepandit.com/games/snake_ladder.html

Overview of the legacy game. This is a very popular game in India played in all parts of the country for many centuries. This is the only game, in which each of us is a player acting out one’s role, and the game is “PARAMAPADA SOPANAM” or GYANA CHOUPAD the universal play of cosmic energy. It is this playful nature, creates the world of names and forms – the phenomenal world.

The essence of the player is his ability to assume a role; can enter into any role. But once the player enters the game, assumes the identity of the personality he adopts, he looses his true nature, and gets caught by maya (illusion). He fails to remember the spirit of how to play the game. The karma “dice” decides his moves.

The motivation of this game is to help the player gain the ability to withdraw his identifications and decide how he might become a better player. Contained within the 72 or 108 spaces of the game-board is the quintessence of thousands of years of self-exploration, the heart of Indian tradition.

As the player moves from space to space, square-to-square, he begins to see patterns in his own existence, emerging with ever-deepening clarity as his understanding of the game broadens. His sense of detachment grows as he watches each stage as temporary. And once the temporality of any space becomes a reality for the player, he detaches from that space.

As with all games, here too there is a goal, an object to be attained. Because the essence of the player is his ability to identify, his only chance of “winning” the game is to identify with that which is his Source.

This is Cosmic Consciousness, the essence of pure being, which transcends time and space and knows no limits, infinite, absolute, eternal, changeless, the All, without attributes, beyond both name and form. The game ends when the player becomes himself, the quintessence of Play. This is nirvana or moksha.The creators of the game saw it foremost as a tool for understanding the relationship of the individual self to the Absolute.
Murthy's 3D Paradigm of Snake and Ladder
In the 3D Snake and Ladder game, the number of squares, the number in the X dimension and Y dimension, plus the added Z dimension could be chosen from variable options to suit the time available for their play. The number of players may not be limited to two, with multiple people allowed to play and enjoy the mutual interactions. 
When the turn arrives, the player plays or throws the dice to see a number. In my novel paradigm, the players could choose to play more than two dices to move faster through the squares and many planes through the game. Physical dice could also be replaced by a digital dice, enabled by a random or pseudo random number generator.
In the 3D paradigm, the current game of 2D version of many squares laid out in an X - Y plane is transformed into a 3D by adding many layers in the Z dimension, thus making the player to traverse in three dimensions. When the player comes across snakes and ladders throughout the 3D traverse, the up or down. When the player lands at the starting point of a ladder, the traverse accelerates, so that the player zips up a ladder or escalator or crazily winding ride. When the player reaches the bottom of the ladder, the ladder may take the player to any plane in the Z dimension and to any square in that dimension. When the player reaches the mouth of a snake, the player is swallowed by the snake, when the player is practically blindfolded to traverse through the snake, which could be a short and brief ride or a very long ride. Going through the snake will always lead the player back many squares and many planes closer to the starting point.
In Murthy's 3D paradigm, the ladder may not just be a straight ladder, but a winding or helical ladder, similar to a theme park ride, which could have winding in any direction, up or down, sideways or twisting, ultimately to reach a square in another plane and square, up or down with respect to the starting point, through complicatedly winding ladder, escalator or ride.
This game could be implemented in virtual reality (VR) or augment reality (AR), to make the up and down rides, the winding path through a ride up, or through a snake down the squares and planes.
In addition to snakes and ladders, a variety of ghosts, wilderness, dragons, dungeons, volcanoes, oceans and seas, wormholes through the earth, or up a rocket, drone, angelic voyage into heavenly path could be added. The players may pick or unpick any of these based on their emotional appetite, age, psychological profile.
The most important value added by VR and AR is the reality or virtual reality, wild or pleasant.

Mancala  or Chenne mane ata or Vamana guntalu (Telugu) or aaLa guLi mane (Kannada)

This game is for two players. They are played on a board with fourteen pits, which are scooped out of the ground. The playing pieces could be stones, seeds, or shells, in rare cases precious stones, gems or pearls.

In Anegondi village, children often play without a board, but instead create their own playing area by scooping out holes in the ground and collecting stones or seeds (whatever is close at hand) each time they want to play.  Near the Tungabhadra River, the game is played with smooth pebbles and in agricultural areas, with seeds. Commonly used seeds are tamarind, kemiri, sawo and even corn kernels.

The widespread popularity of this game, ‘chenne mane ata’ around this area, played by ladies and girls, can undoubtedly be attributed in part to the simplicity of the materials used, to play the game. This game, in all its variations attracted the royal ladies and their assistants. Playing pieces indicated their class or caste they belong.

Based on the version of the game, there is a preliminary distribution of counters (beans, nuts, seeds, stones etc.) in the board's depressions. Players move alternatively in a series of "laps". A lap involves each player in turn selecting all of the counters in a depression and lifting these and placing counters in each depression in a prescribed direction and manner. What happens then is dependent upon the version of the same being played.

The following Five varieties are played at Hampi:
  • Karu baruva ata- ‘getting calf” out of the game- play with 4 seeds
  • Katte ata also called as ‘seenya Mukya’ – also with 4 seeds but little variation in the  rules
  • Tara timbata
  • Hegge timbata
  • Mule ata – ‘constructing houses at the corners’- played with seven seeds
2D and 3D Paradigms for the Game

In the 2D paradigm, the legacy version of two rows each of seven pits could be extended to more pits per row and also many rows to make the game a real 2D version both lond and wide in X and Y dimensions.

In the 3D version, implemented in VR or AR, or simple animation, many planes in the Z dimension enable the players to traverse in all three dimensions. 

Saturday, March 19, 2016

Murthy has gone incurably insane

Murthy has gone incurably insane
(This is a HLP Episode)
KRS Murthy

Yes, it is true. Murthy’s insanity is not just episodic. He is now permanently and incurably insane. If you think Murthy was already insane, you are not completely correct. He was only partially insane. His parents, especially mother and all siblings, and most friends, knew that he was becoming insane day by day, year by year and decade by decade.


Now his insanity is up to the brim. He dreams inventions. His brain is a paradigm change mode even while dreaming.


Murthy now believes that his Human-like Processor (HLP) paradigm is capable of cloning every human, animal, objects and all simple and complex processors of nature, not just on earth, and all extraterrestrial part of the universe.


Is there enough silica, purified sand, on the earth to accomplish his insane ideas? He does not know. He does not care!
Should Murthy be admitted to a nut house? You should not even try such a thing. Why? Please don’t torture the nut house doctors. His thinking paradigm is Kaleidoscope brainstorming. In his novel paradigm of brainstorming, multiple brainstorming participants develop multiple reflections of other participants. During the Kaleidoscope brainstorming, made up of a series of sessions, the participants progressively replicate in their brain and thinking modes the thinking personalities of other participants in the session. This is similar to a Kaleidoscope which creates a beautiful pattern from only two or few pieces, each piece seemingly having no complicated pattern. Murthy’s brain alone behaves like multiple participants, as if his brain is made up of an array of virtual machine (VM) processors. If you understand this paradigm, developed by Murthy for HLPs, a network of HLPs can perform and participate in Murthy’s paradigm for creativity, emotion and the list of all thinking modes and personality traits listed in one of his blogs titled


“HLP Taxonomy of personality & thinking modules in Human-like Processors (HLP)”


Is it all implemented in semiconductors? Probably not all of the functions could be implemented. He thinks he will figure out as it is needed in time.


What is his glorious idea?
You need to first understand that Murthy does not have a single idea. He has a chain reaction of ideas as in a nuclear chain reaction. The ideas give birth to more ideas, in an exponential and accelerated growth rate. His ideas are not the run of the mill ideas that you mere mortals get! He loves and breathes paradigm shifts. His heart beats in a paradigm of very complicated rhythms, multiple beats at this same time in synchronicity. Murthy has created a paradigm in music called Rhythmic Diversity.


The Human-like Processor (HLP) paradigm can be adapted to animals also. In this paradigm, human and animal personalities are replicated or cloned in HLPs and a network of HLPs. The degree of replication may vary, based on the application needs and environments. The degree of replication is chosen, and in terms of the specific components and modules of the HLPs and the network of HLPs. With the first set of components and modules configured, additional components and modules could be added or augmented, based on the need, downloaded from a cloud. Alternatively, particular components and modules could be exchanged between the different HLPs in the network. How well these functions could be accomplished depends on the different personality quotients of the participating HLPs. Examples out of an exhaustive thinking and personalities characteristics with associated quotients are teaching and learning quotients, while degree of compatibility between them also plays a significant part.


Another important mode of infusing and inducing the components and modules into the HLPs, and also a network of HLPs is initiated by humans, in place of from other HLPs. In the human to HLP interaction and interface, the HLPs utilize the audio, video and other communication modes. The request may come from an HLP or a HLP network to a human or a group of humans, when the human “teaches” and the HLPs “learn”, in natural and native way of the human, instead of the computing legacy programming paradigm. The teacher and the learner (student) may verify and validate the knowledge transfer at intermediate and progressive stages. At the end, the human may certify the participating HLPs and even give a learning quotient rating. Reciprocally, the certification and rating process could by from the HLPs to the humans participating. As a result, the central auditing modules in the cloud, acting as the central brain of the different processes may initiate self improvement regiment to both humans and HLPs.


Examples of the teacher – learner events would be between a human driver and an automobile, between a pilot and a UAV or drone, a manufacturing machine and an operator - trainer, military trainer and the military HLP. In general, the teacher – learner and also the participating teams of HLPS and humans would be in everyday activities in our life, or HLPs life, in all industry verticals, market verticals, businesses, including education, government, military, home and public life, on the earth and underground, on the ocean and submarines, rivers and dams, sky and aerospace.


At home, one of the family member or more in numbers would be HLPs along with parents, grandparents, sons, daughters and babies. In schools, colleges and universities, HLPs will be one among the students, teachers, professors and staff. At work, libraries, policing, parks, roads, skies and waters, HLPs would play hand-in-hand with humans.


The way schools and colleges serve the educational needs of the citizen, and future citizens, HLP academies may serve the educational needs of the HLPs.


Expect courts would have attorneys and judges along with HLPs capable of performing with equal or better expertise. Expect HLP lobbyists, and also HLPs sitting in the congressional and senate activities. Expect HLPs in all levels of CIA and other spy cells and organizations, homeland security, national and international organizations like the United Nations, WHO, USAID and UNESCO.


If you think that the HLPs will not be in religious institutions, not in churches, mosques, synagogues, temples and monasteries, congratulations to your limited imagination! HLPs could be better in religious conversions than the best missionaries. HLPs will make its way into the Vatican, the Mecca, and Dalai Lama’s monastery. HLPs will join the chorus in the churches and Royal Philharmonic symphonies swinging and swaying with the singers, instrumentalists and also the conductor. HLPs will also enjoy sitting in the spectator’s galleries and boxes.


If you have the right imagination, the HLPs will enter your bed to entertain you and be reciprocally entertained.


To learn to enjoy the omnipresence of the HLPs, contact me, as I am the original father of HLP paradigm.


Expect more documents in the following days and weeks from me. I also request, encourage and welcome any contributing and reviewing team members.


Please contact me by email, phone and Skype:


KRS Murthy
BigDataExpert@Gmail.Com or Dr.Sri.Murthy@Gmail.Com (408)-464-3333

Skype: DrKRSMurthy

Human-like Processor (HLP) Taxonomy - by KRS Murthy

HLP Taxonomy
of personality & thinking modules in Human-like Processors (HLP)
KRS Murthy

I will be describing the different personality and thinking modules in HLP in this blog document. I will also discuss the metrics of measurement of the efficacy of the modules. I will be discussing the correlation factors between the different modules and the quotients, which refers to the correlation benefit between the different modules. For example, a think module or a personality module may have a natural correlation with another personality or thinking module. An intelligent thinker may also have associated creativity thinking ability. Higher the quotient in one thinking or personality may correlate to a higher level of quotient in another quotient. Another example is of emotional thinker module may also have an associated correlation in the artistic thinking and personality, which correlation reflects in the correlation of quotients. To be able to correlate, we need to breakdown the different thinking and personality characteristics and modules into its constituent components. The common and relatable components and their weights and scores could be used for correlation formula and calculations. The components need to be tested using a test framework and routine to measure and derive the component level metrics that are further aggregated to obtain the personality and thinking module level quotients. We also need to establish quality, reliability and compliance standards framework.

Robust development, growth and adaptation in the developer and user community require many talented and committed team members. This is most efficient in an open source framework. The thinker and personality modules will be developed in English first followed by other leading languages of the world, further followed by aggressive development in all international languages.

Here is the initial list. You may send me your suggestions to add to this initial list.

Type of Thinker           Quotient for Measurement and Rating
Intelligent Thinker                    Intelligence Quotient
Creative Thinker                        Creativity Quotient
Emotional Thinker                     Emotional Quotient
Peaceful Thinker                       Peacefulness Quotient
Learning Thinker                       Learning Quotient
Teaching Thinker                       Teaching Quotient
Friendly Thinker                        Friendliness Quotient
Artistic Thinker                         Artist Quotient
Charitable Thinker                     Charity Quotient
Spiritual Thinker                       Spirituality Quotient
Cynical Thinker                          Cynicism Quotient
Poetic Thinker                           Poetic Quotient
Comic Thinker                           Comic Quotient
Iconic Thinker                           Iconic Quotient
Pessimistic Thinker                    Pessimism Quotient
Optimistic Thinker                    Optimism Quotient
Playful Thinker                          Playfulness Quotient
Leadership Thinker                    Leadership Quotient
Entrepreneurial Thinker             Entrepreneurial Quotient
Greedy Thinker                         Greediness Quotient
Selfish Thinker                         Selfishness Quotient
Opportunistic Thinker               Opportunism Quotient
Wise Thinker                            Wisdom Quotient
Perverted Thinker                     Perversion Quotient
Positive Thinker                         Positivity Quotient
Negative Thinker                       Negativity Quotient
Tenacious Thinker                     Tenacity Quotient
Thrifty Thinker                         Thriftiness Quotient
Extravagant Thinker                  Extravagance Quotient
Musical Thinker                         Musical Quotient
Dramatic Thinker                      Histrionic Quotient
Articulate Thinker                     Articulation Quotient
Public Speaker                           Oratory Quotient
Judging Thinker                         Judgment Quotient
Debating Thinker                       Debate Quotient
Team Thinker                            Teaming Quotient
Follower Thinker                       Follower Quotient
Argumentative Thinker              Argument Quotient
Numerical Thinker                     Numerical Quotient
Abstract Thinker                      Abstraction Quotient               

I am looking contributors to this growing knowledge and product definition in the first phase, followed by component and module development. The products need to be tested for reliability, quality, compliance, interoperability and robustness. Most of the work and contribution will be done by remote teams. We will also organize and conduct caucuses virtually in beginning. I also want to form regional and functional chapters that meet as needed in working meetings, caucuses, training, symposia and workshops.

We need experts not only in components, modules, systems and networks, and also experts in different science, technology, development, testing, metrics, reliability, quality and compliance. We need physicians and healthcare professionals to apply the HLP concepts to the medical, pharmaceutical, biotech and healthcare. We need building architects. We need semiconductor industry experts. We need nanotechnology and MEMs experts. We need experts in manufacturing, supply chain, logistics, accounting, finance, business, marketing, public relations, retail, wholesale, airline, aerospace, defense, data processing, big data, IoT, smart buildings, human resources and organizational design. This list is exhaustive and all inclusive of all industries, markets and vocations. I envision that we will together create a new world in which legacy computers, legacy computing devices and equipment, human-like equivalents to all legacy computers working together and coexisting in the future decades and centuries, one step at a time in adoption.

Expect more documents in the following days and weeks from me. I also request, encourage and welcome any contributing and reviewing team members.

Please contact me by email, phone and Skype:

KRS Murthy