Idea-'Light Bulb' Micro-Moment

8/9/2019 Idea-'Light Bulb' Micro-Moment

1/18

The InaudibleThe InaudibleThe InaudibleThe Inaudibleah-ha

Idea-Bulb Moment

Or the ShoutedOr the ShoutedOr the ShoutedOr the ShoutedRIGHT or YES Fist-Pumping Acclamation & Demonstration

Of a Personal Moment of TriumphOf a Personal Moment of TriumphOf a Personal Moment of TriumphOf a Personal Moment of Triumph

whilewhilewhilewhileKnowledge-Questing

OnApril 3, 1983, I created the first PCS Center for EnhancedLearning in Nampa, Idaho. As long as I had three hots and a cot Ididnt worry about being paid ($$$) for working with students. I alwaysfelt like I was privileged to have the opportunity to work with youngboys and girls who were thirsty and on a quest for knowledge.Payment, for me, came in the form of being invited, by the student, toaccompany them on their personal Knowledge Quest. It wasnt somuch a formal invitation to an awakening, but rather an allowed

access to personal space for a particular period of time.

One of a few principles for PCS Centers that I created and setdown, on paper, describes the Principle of the Knowledge-Quest.

Every PCS Student has the RIGHT to seek, safely examine allphysical components, should they exist, and understand any body ofknowledge that he/she desires to acquire and understand. There areNO AGE RESTRICTIONS for Knowledge-Questing, but the student,with the help of a Mentor, if required, will write down, in their ownscript, the Statement of Purpose for my Knowledge-Quest.Every PCS Student has the RIGHT to have any question answeredeither by competent person or through being Mentored to the solutionto a satisfied Knowledge-Quest within a reasonable amount of time.Adults are not allowed to tell a Knowledge-Questing student that theyare either too young to understand something or that they are notbig enough to learn that. Negations to Knowledge-Questing arestrictly forbidden.


2/18


3/18

Technik project would be unrealistic. We are visual animals. Theyoung, of the animal world (hence, man) learn more thoroughly andquickly when they can see a visual representation of the project thatthey are trying to assemble and understand. Take this principle onestep farther and say that when a student sees and does something,

they will remember that lesson for a lifetime. (I.e. Which of thefollowing examples would you determine to result in a studentremembering the simple understanding the Principle of Levers, and theClassification of Levers; and be capable of telling another student, whodoesnt know about levers, what they are, or demonstrate by buildingLego models of all three classes of levers.

1] The student is told about levers, in a classroom setting, andgiven a verbal definition, with examples of each, for the three classesof levers. The teacher draws examples of the three levers on theblackboard. The Lecture takes five minutes.

2] The student, and teacher working in a lab setting together, istold about levers and is given three different examples, preassembledwith Lego Technic components, of levers which he is encouraged tomanipulate and ask questions about. The session takes twelveminutes.

3] A student and Mentor begin discussing various principles ofMechanical Engineering. The student is unaware that the Mentor hasdirected the student towards the subject because the object of theconversation, had you asked the student, was all about Legos. Sincethe student is twelve years old and loves to play with the Legos that he

has at home, he asks what ME is all about. The Mentor tells him that, ifhe wishes, he (student) could go to the ME Information Center andwithdraw the laminated Yellow Level Requirements for MechanicalEngineering (ME). When the student returns he has both the textualand visual illustrative examples three levers, and after reading thesimple description and examples of each individual lever he is requiredto construct his own example of the Three Levers, and describe eachone as he manipulates each of them. The final step, before he/she canbe awarded the Yellow Level in ME is the requirement that he/shemust demonstrate his three levers to someone (maybe a parent orsibling) who may not know anything about levers, at all. Why, you ask? Because: He who Mentors (Teaches), Learns Twice.

Now, which of the three did you choose ?Now, which of the three did you choose ?Now, which of the three did you choose ?Now, which of the three did you choose ?

The Primary Purpose for the Knowledge-Quest is the accumulationof useful data, developed by yourself or others, into a body of valuable


4/18

information, not yet knowledge. Hopefully, after a reasonable period oftime, this knowledge will be formulated into true knowledge and thenon to Wisdom.

The Primary Pleasure derived from a Knowledge-Quest, I whole

heartedly believe, is found in the very Act of Questing. It is thePerformance of all of the tasks, trials-n-tribulations, tests-to-triumphs,required to achieve the successful quest. This realization comesunannounced and is followed, in a Nano-Second, by the spontaneousCapstone Moment of the Knowledge-Quest which we describe belowas the Micro-Moment.

Note:Lego Plans are marvelous and I, as a 63 year old man, look forward toassembling my next Lego Technik Project, #8297. (It has over 1K onthe parts list and the Visual Lego Plans are in a BOOK the size of asmall telephone book).

Micro-Moments

I suppose that it is safest to state that there must be as manydifferent forms of expressing something as there are people to expressthem. Take the moment when an individual, for the sake of mydiscussion it is a boy or girl, acknowledges that they have discoveredor created something absolutely and completely by themselves. Whata moment ! What a moment to celebrate, or maybe not to celebrate; amoment to be recognized, nonetheless.

I wish to describe two of these moments, both of which I believeeveryone will recognize. I think that everyone has been privilegedenough to have observed at least a few of these moments. They are:


5/18

Idea-Bulb Micro-Moment

Spontaneously and Properly ProclaimedEach with their own Ritualistic Capstone Performances

As a result of a Knowledge-Quest

Test-to-Triumph RealizationIn the Life of the Knowledge-Questor

There is the:

Fist-Pumping, Right or YES Shouted AcclamationOr the Private:

Index-finger-into-cheek

Inaudible ah-ha

Endorphin-PumpingOf Inspired

Self-Assured

Self-Awareness

Of a singleUnassisted

Self-Developed

Self-Taught Idea

Founded on sufficientSelf-Accumulated data

To formulate and formulize that raw dataInto a truthful, realistic, and scientifically accurate fact

that worksThe Micro-Moment is designed, by inspiration, for the conspicuous

consumption of everyone within approximately fifty meters of the

event and burst of energy. If the acclamation is properly executedeveryone will stop whatever they are doing at that moment and focustheir cumulative attentions upon the person drawing attention tohimself/herself. Other than the shout, no other words should be heardfor a few moments, or until everyone is satisfied that they have seenenough; then they will re-engage and re-connect into their previousconversations, and finish that conversation


6/18

I believe that approximately 98% of all of these Capstone Micro-Moments are of this type and magnitude. The performers will, mostlikely, be embarrassed by their outburst and a few will beat a hastyretreat sporting a reddened face. Most will linger and bask in the blissof their discovery and hopefully share their awareness with anyone

close enough who shows a facial interest and willingness tocommunicate the event with them. The entire body language of thistype of proclamation tells a story of supreme elation at the newfoundknowledge. The person usually jumps up, with both feet together, andcomes down akimbo. The favored fist will have been clinched on theupstroke, and clinched on the down stroke with elbow at a ninetydegree angle on the upper arm. The upper arm is pointed to the sky.This motion with the fist, arm, upper and lower arms is not an upwardTHRUST but rather a downward PUMP. The former is a demonstrationofaggression and the latter is a demonstration ofelation. A morerefined action does not allow the jumping but simply requires theclenched fist to be raised above the head so that the upper arm ishorizontal to the floor, and the entire arm slammed downward withthe clenched fist coming to rest directly in front of the face. The wordsare shouted as an ending punctuation to the down stroke. This pose isheld for a Micro-Second, then released, forever. If you missed it, youllnever see it repeated for the same event.

The second Capstone MicroThe second Capstone MicroThe second Capstone MicroThe second Capstone Micro----Moment isMoment isMoment isMoment is

best described as followsbest described as followsbest described as followsbest described as follows:IdeaIdeaIdeaIdeaBulb MicroBulb MicroBulb MicroBulb MicroMomentMomentMomentMoment

Private Capstone PerformancePrivate Capstone PerformancePrivate Capstone PerformancePrivate Capstone PerformanceInaudibleInaudibleInaudibleInaudibleahha

The Crowning Moment followingThe Crowning Moment followingThe Crowning Moment followingThe Crowning Moment followingUnassistedUnassistedUnassistedUnassistedTrialTrialTrialTrialandandandandError TribulationsError TribulationsError TribulationsError Tribulations

EndorphinEndorphinEndorphinEndorphinPumpingPumpingPumpingPumping


7/18

Resulting inResulting inResulting inResulting inRaisedRaisedRaisedRaisedEyelidsEyelidsEyelidsEyelids

WidenedWidenedWidenedWidenedEyesEyesEyesEyesOvalOvalOvalOvalMouthMouthMouthMouthReddenedReddenedReddenedReddenedCheeks, EarsCheeks, EarsCheeks, EarsCheeks, Ears

SmilingSmilingSmilingSmilingFaceFaceFaceFaceIndex FingerIndex FingerIndex FingerIndex FingerPoking Dimpled CheekPoking Dimpled CheekPoking Dimpled CheekPoking Dimpled Cheek

The creator and conservator of this second Micro-Moment isperforming a Personal Pageant meant for himself/herself, alone. It isnot used as a means of communicating the success of the moment butit becomes a means by which the creator makes himself/herself awarethat they are alive. It is akin to pinching oneself in an act of Self-Awareness. The Idea-Bulbing Personal-Private Micro-Moment creatordoesnt care if anyone sees himself/herself perform this Self-Acclimation. They also do not care what they may look like during thatMicro-Moment, it is theirs and theirs aloneWorld go away !

I believe that approximately 2% of all of these Capstone Micro-Moments are seldom observed, and when they are observed, it is trulya blessing for anyone who has had the opportunity to observe themhappening. This SILENT Micro-Moment is in this group. I consider thisform of Self-Acclamation to be the rarest form possible and I considerit to be a Priceless Micro-Moment. The previous type I consider to beonly a Rare Micro-Moment.

I want to share with you the only Priceless Capstone Micro-Momentthat has been my privileged to share with a young student. It has

happened to me only once and I do not expect to ever see it happenagain; you know, lightening in the same place twice. This was a once-in-a-lifetime moment.


8/18

Priceless Capstone Micro-Moment

It was a hot summer day during the month of July in 1993. I wasworking with a group of PCS Students and invited student guests whowere participating in that summers PCS Archaeology Week held atCelebration Park on the Snake River, Canyon County, Idaho. The parkis located east across the river from Guffey Butte. The park has a very

nice visitor center, several heavy duty picnic tables on concrete pads,boat and swimming dock, sandy beach, and hundreds of NativeAmerican Pictographs that adorn many of the Great Basin Basalts thatdot the high mountain desert landscape.

PCS Archaeology Week had become quite popular in that part of thestate and this particular summer we allowed admission into theprogram for students who were interested in the Native American Life-Ways aspect of the PCS Program. These visiting students worn IDBadges that showed them as PCS Visiting Students working in the fieldof Experimental Archaeology. The regular PCS Students all wore their

PCS Photo ID Status Level Badges. PCS Students were required, andinsisted upon wear, their Badges at all PCS activities because theywanted to instill a sense of personal security among the group as theyworked together. If a child doesnt have to worry about beingattacked, abducted, approached by undesirables, they are morerelaxed and can concentrate on their work more easily.

We had invited specialists from a number of museums located insouthern Idaho who were experts in working with materials like NativeAmericans did hundreds years before Whiteman arrived in the area.

They brought along large cases full of raw materials (i.e. leather,obsidian, flint knapping tools, quartz stones, raffia, sinew, Atlatl andAtlatl Darts, Bow and Arrows, piles of animal bones, stone tools, NativeAmerican Took Kits, etc.), everything needed to keep 25 students and8 staff working like Native Americans did hundreds of years ago. PCSStaff (older students) took on the task of mentoring some of theyounger and newer students in the camp as well as doing the cooking,cleanup, and mothering, as required. Campfires in the evening were


9/18

wonderful and the days were filled with the sounds of cutting,chopping, bashing, breaking, throwing, flint knapping, cooking withstones, crying, every sound imaginable. Several times a student wouldstop and listen to the sounds around themselves and remark that thesounds they were hearing must be the same sounds that the Indian

children heard when they were at camp in this same location. Therewere many occasions when a student would remark about what it musthave been like for their Native American Peers at Guffey Butte on theSnake River.

There were many awakening moments during these ArchaeologyWeek Camps, it couldnt be helped. One truth about these Micro-Moments of Idea-Bulbing is the truth that I have NEVERseen one ofthese moments FAKED. I dont think that such a moment could befaked without others in the area being aware that it was a faked event.I truly believe that should someone be caught faking the Micro-Moment of Idea-Bulbing they would have a hard time trying to explainit to their friends. I think that they would risk the loss of friends shouldthey risk faking one of those moments. Especially pre-teens would findit too terrible to try such an act because of the possibility of the loss offriend(s).

Early on the morning, of the day of observation, a nine year old boythat had enrolled in the week long activity was working with one of myfavorite students, Mathew, by name. I do not remember the name ofthe young boy, but I do vividly recall what he looked like. He was of

average nine year old height and build. He was dark skinned and hadthick jet black hair unkempt and in a normal boys summer cut. Hiseyes were black and he had two dimples on his cheeks which weretinted with a hint of red. He was wearing a pair of well worn blue jeansand a t-shirt that announced nothing important and light blue in color.His tennis shoes would not last the remainder of the season and hewas not wearing socks, like everyone else in camp that summer. Forthe sake of this story I will call him the Brown Boy.

He was a quiet boy, shy and slightly withdrawn, though quite activewhen the group was on the Atlatl Range or swimming in the SnakeRiver He took to water like you would expect a young Native Americanto donatural-like. I was a bit concerned by the end of the first daybecause he was so withdrawn and I took Matthew aside and asked himto take a special interest in the boy and help him to become moreintegrated into the activities of the group. Matthew loved to mentor,like someone had done for him the year before, and so took on theassignment with vigor. By the end of Tuesday you could not separate


10/18

the two of them from one another. Where Matthew went, so went theBrownBoy.

Matthew and the Brown Boy had started a project, earlier in themorning, that had both of them flint knapping pieces of obsidian from

Glass Butte, Oregon, red and black in color, into useful tools. They toldme that they wanted to make a Scraper, Small Personal Knife, FleshingTool, and a few Atlatl Points for the Atlatl Darts that they had madethe previous day. Since Matthew had about twenty hours of Flintknapping under his belt and the Brown Boy was a cold novice, I toldthem that they may have bitten off more than they could chew. Theyboth assured me that they were right and I was wrong and they wouldknap everything that they had determined to knap, and before dinner.They both dropped their pennies into their detritus1 holes and startedknapping.

When other students approached and attempted to engage them inconversation Matthew would politely inform them that the two of themwere busy working on a project that had to be completed before dinnerand would the intruder please leave them alone. They werent beinganti-social or rude, they were being committed to their projects andfirm in their insistence upon being left alone, excluding themselvesfrom their immediate surroundings.

The world of Matthew and the Brown Boy had just narrowed to asingle 1x2x3 meter area centered around a redwood picnic table of

rugged design. Upon this table, at the West end was a pile of oldcoyote bones, a buffalo spoon full of pine pitch glue, a meter length ofbuffalo back-strap sinew, and Brown Boys Obsidian Knife. As heturned his obsidian knife round and around in his right hand you couldsee, through his eyes, the brain working on an idea. I couldnt see theidea or the makings, I knew that the Brown Boy was brewing up oneof those rare Idea-Bulbing Micro-Moments for himself and I wouldstand there until I saw it happen, as I knew it was going to happen. Hestarted to step. Round-turning to face another, he gingerly aroundanother obstacle, then past an imaginary rock, then stop. Tossing theblade from left then back to right hand and back to the left hand much

1 DetritusName used to refer to a place where there is an accumulation of obsidian flakes created by

someone who had performed flint knapping skills at that location and buried the remains in this hole. A

US Penny is placed in the hole with the flakes which contains the present date of the flint knapping activity.

This Penny-Mark tells a future archaeologist that the obsidian flakes are the result of a recent flint knapping

activity and not one from antiquity. The word has a more refined and proper usage within the archaeological

world. This usage was for our purposes, only. PLM-PCS


11/18

like a knife fighter in an old movie. Stepping up over a log, then undera pile of brush; it surely was a test to the death for the Brown Boywho emerged bloodied on both arms due to careless knifeman-ship.While this imaginary swash buckling was fun, it came with the price ofblood, and difficulty at explaining to mum why my pants were

bloodied. More care must be taken while I experiment and think abouthow to solve my problem.

With a more refined dance movement and swinging of arms andswishing of wrist to hand through blade, the Brown Boy soon came tothe conclusion, as I observed through his movements, that there mustbe a better way to keep the cutting edge of the sharp obsidian flakefrom slicing into the palm of his hand. This was the crux of theproblem.

Sitting on a bench, he looked over the pile of old coyote bones.Picking up first a long leg bone and placing the dull edge of theobsidian flake against the dull edge of the obsidian flake near abulbous end of bone. Holding the two together, he tried to move themin unison, which was awkward, to say the least. That too was amiserable failure. The Brown Boy next sought and found a muchsmaller coyote bone that fit exactly in the boys right hand. Of whatpart of the poor coyote the bone came, I do not know; however, I doknow that as the Brown Boy held the entire length of the coyote bonein his right hand two great bulbous ends, rounded joints, protrudedabove and below his index and little fingers with about 50mm free-bole

between the top of his index finger and the bulbous-end, or joint,resting on top of that length, adding a knob width of 20-30 mm. Thebottom bulb bone, joint, sat just below the bottom of the lower fist andtight up against it and measured 20-30 mm in width. When He felt it,at eye level, he saw and knew that the coyote bone was the very bonethat was meant to be hafted to his obsidian flake. Something inside ofhim had told him so, and I knew that this had happened by the look onhis face.

Then in the telling of the matching he was told how to make thatmatch, between stone and bone, and the steps by which he was tosecure the two together forever:


12/18

The NunumBiTiny wood kerns are known only to the Shoshone and Paiute Tribes

who hunted and fished together along the length of the Great River asit passes through what is now known as Idaho a thousand years beforethe white man arrived and named this the Snake River. Some whites

who have sought and received permission to sustain the trials andtribulations of a three day ordeal known as a Vision Quest may havebeen told about the powers of the NunumBi while seated around theSweat Lodge Fire pit by older members of the clan who were alsodoing a sweat. To speak of such things outside of the circle of fire froma Sweat Lodge Ceremony would be to betray a Sacred Trust, and Iwould never do that. I will say, however, that I know that the BrownBoy had the ear of someone as he danced about within himselfdreaming dreams of the old days and old ways as performed by hisIndian Brother sitting beside of him. I could see them communicatewith their eyes, and smiles exchanged in understanding one another,then knowledge born out of performing the steps towards thecompletion of a perfectly hafted-to-bone obsidian personal knife.

Noon and lunch came, we ate and worked at the same time, andcontinued to work. I moved from table to table, making comments,here and there, and enjoying another wonderful day on the SnakeRiver. Everyone seemed to be enjoying themselves, and one another. Iwas at the Atlatl Range, honing my long range skills (50 meters) whensomething whispered into my ear, find Matthew. This whispering hashappened to me so many times while working with my PCS Students

that I have ceased to ignore those small words in my ears and heedtheir advise. Ive been told to go to this student, or to that student andI soon discovered that this internal voice was quite accurate anddirected me to engage myself with a particular student or situation. Ifound Matthew and the Brown Boy together at an isolated picnictable, located on the east bank of the Snake River, working on the flintknapping projects of earlier description.

The table was slightly crowded. In one side stood the Brown Boyand next to him, on his left, stood Matthew. Next to Matthew, on hisleft, stood another PCS Student who was working with a pile of oldCoyote Bones. Directly across from the pile of Coyote Bones stoodanother PCS Student who was sewing two pieces of white masticateddeer hide together with a Bone Sewing Needle Kit. The thread that thisstudent was using had been made, by that student, by chewing a longpiece of Buffalo Back-strap sinew fiber into long, thin threads forsewing. This sinew was used for many purposes, and we could notcomplete most of our Lifeway Projects without it.


13/18

Examples: Sinew for Bow String, Hafting obsidian onto bone and/orwood, Sewing Hide and Leather together for Clothing and Shelter,Anyplace and/or anything where string or thread is used in todaysworld. Sinew was the Duct Tape of the Native American civilization.When you needed to tie something together you used sinew for the

job. Fiber ropes made of grasses and sedges and hemp while strong,were not as strong or durable as a good sinew string or thread. Whenthe need arose for a thicker strand for binding then the NativeAmericans turned to hemp rope.

The remainder of this side of the table was void of humans, for themoment. I took up a position three steps back and slightly to my leftso that I was in front of the Brown Boy, but out of his immediatevision. Something told me that I had to be as close as I could possiblybe without invading his personal-private space. The sun was shiningfrom above and slightly to the West and the Brown Boy was facingthe West. I was facing the East. I was approximately 2 meters distantfrom the Brown Boy.

The Activity:

Throughout the morning and early afternoon the Brown Boywatched the other students that were working at his table whilekeeping an eye and hand to his own flint knapping. One student, anold pro, was making pine pitch glue to apply to a boat that he wasmaking. It was important to make the seams being joined togetherboth strong and water tight. When you boil a quart of pine pitch with a

full cup of pine ashes over a very hot fire for at least an hour, theresults become a glue, when completely dried, will be stronger thanthe strongest commercial wood glue and it will be even morewaterproof. The Brown Boy watched another PCS Student usingsinew to wrap around the flutes of an arrowhead that he was haftinginto one of his Atlatl Dart Heads. The Arrowhead was inserted into thewood detachable tip and sinew pulled through the mouth of the haftingperson, this is too moisten the sinew to help it stick with itself, as it isstretched and wound around the dart tip shaft. This locks the obsidianpoint into the tip. Spittle upon two fingers assured a roundingapplication of more cementing moisture. The completion of thisprocess was to add a hot layer of black pine pitch glue over all exposedareas where sinew is showing around the base of the obsidian point.

The Brown Boy scratched his head as he took inventory. He had theobsidian cutting flake, he had the perfect coyote bone to haft theobsidian onto. He had a meter length of Buffalo Back Strap Sinew toset the primary hafting process. He has a Buffalo Horn Spoon full of


14/18

warm, freshly made by an expert Pine Pitch made from real Pine NutSap and Pine Nut Wood Charcoal from the Shoshone Pine Nut Forrestin Northern Nevada. This Pine Pitch Glue is said to be the best of thebest and has been prized for hundreds of years and has become anhonor to possess it. The Brown Boy had received it as a gift from a

Native American friend of mine who was helping us with ArchaeologicalWeek. He told me, after the camp had ended, that something aboutthe Brown Boy had moved him to give him the gift of the Pine Pitch.When I told Willy what it was used for and why it was so important tothe Brown Boy, he was moved.

Holding the blade to the bone he looked into the Sun, and waited,and waited, and waited. After a long time he brought them both downonto the table and taking a piece of quartz stone about the size of abaseball, he put the quarts onto a large boulder of basalt and withanother piece of basalt half the size of a basketball, he slammed thesmaller basalt stone unto the boulder with the quartz stone as theintended target. There was a resounding crunch and when the dustwas gone there were some good sized sharp pieces of quartz cuttingstones. The Brown Boy had watched another PCS Student cuttingquite easily into, then through, a deer bone using a hand-sized piece ofsharpened quarts. He also saw that when the quartz became dull, yousimply smashed the edge again, another sharp edge. When the quartzstone becomes too small to be useful it is discarded in favor of a moredesirable stone. As long as you had a supply of Quartz Stones you hadplenty of cutting tools to do some heavy wood working or bone sawing.

The Brown Boy selected the joint that he decided to cut into. Hehad used his obsidian point to scribe a mark onto the bone where thetop of the obsidian blade would enter into the bone down to the placewhere the tip of the obsidian point would be buried. He then removedas much of the joint as he thought he needed to remove toaccommodate the depth and length of the obsidian that would beinserted into the hole once it had been carved into the bone with thequartz stone and the extraneous bone removed and discarded. He keptscoring and scraping and scoring again, and again, until the quartzstone dulled. The pause to reshape, re-sharpened quartz stone hardlymissed its place among the rest of the strikes and scrapes, he was ina rhythm within a rhythm, within himself. Periodically he would stop adfit the obsidian into the ever enlarging honed channel. Hed shake hishead, put the obsidian down quickly, and continue with his infernalslashing, chipping, digging. It seemed that it was getting on everyonesnerves. Just when you felt that everyone was about to shout at theBrown Boy to stop the chipping, he stopped.


15/18

Holding the Coyote Bone Handle in his right hand he inserted, withhis left hand, the Obsidian Blade into the perfectly shaped and set todepth into the bone receptacle. Holding them for a moment he spunaround once and sat down. He had to finish the knife.

He removed the obsidian blade, heated the pine nut glue until itwould pour freely, and poured the channel that he had cut into thebone, full of pine pitch glue. He immediately reset the obsidian bladeinto the slot and let the glue take hold and squish about the edges ofthe obsidian. Within a few minutes it had cooled enough to touch thesurfaces, Next the Brown Boy took the meter length of sinew rolled itinto a ball and put it into his mouth where he chewed and rolled itabout in his mouth for a good fifteen minutes. Next he took two fingersinto his mouth fishing for one of the ends of the sinew. When he foundone end he started pulling it out, under some pressure, through histeeth and lips, this stretches the sinew and helps it to stick upon itselfwhen it is being wound tightly around an object being hafted. Thisfree-end was stuck to the bottom edge of the obsidian flake where ittouches the coyote bone. Then round, and round, and round goes theentire collection. Try to imagine a strip of sinew coming out of a boysmouth as he turns a coyote bone with an obsidian blade cemented intoit with pine pitch glue using one hand on one end of the bone and theother hand turning the other end of the same bone. The string beingslowly wound round the securing points on the bone to retain theobsidian flake from being forced out of the channel.

IdeaIdeaIdeaIdeaBulb MicroBulb MicroBulb MicroBulb MicroMomentMomentMomentMomentPrivate Capstone PerformancePrivate Capstone PerformancePrivate Capstone PerformancePrivate Capstone Performance

InaudibleInaudibleInaudibleInaudibleahhaThe Crowning Moment followingThe Crowning Moment followingThe Crowning Moment followingThe Crowning Moment following

UnassistedUnassistedUnassistedUnassistedTrialTrialTrialTrialandandandandError TribulationsError TribulationsError TribulationsError TribulationsEndorphinEndorphinEndorphinEndorphinPumpingPumpingPumpingPumping

Resulting inResulting inResulting inResulting in


16/18

RaisedRaisedRaisedRaisedEyelidsEyelidsEyelidsEyelidsWidenedWidenedWidenedWidenedEyesEyesEyesEyes

OvalOvalOvalOvalMouthMouthMouthMouthReddenedReddenedReddenedReddenedCheeks, EarsCheeks, EarsCheeks, EarsCheeks, EarsSmilingSmilingSmilingSmilingFaceFaceFaceFace

Index FingerIndex FingerIndex FingerIndex FingerPoking Dimpled CheekPoking Dimpled CheekPoking Dimpled CheekPoking Dimpled Cheek

No one can FAKE the Idea-Bulbing Micro-Moment.Counterfeit Idea-Bulbing Micro-Moments DO NOT EXIST.

I do not believe that a Fake Idea-Bulbing Micro-Moment has everbeen photographed, and if it has been photographed, I could tell thedifference between a REAL and FAKE Idea-Bulbing Micro-Moment.

You cannot display two different emotions at the same time, on thesame face; You can not FAKE an Idea-Bulbing Micro-Moment at the

same time you show a FACE of TRUTH. How can someone display aface of TRUTH when they are LYING, and the rest of their bodies showthat they are lying. Note: If you want to see good examples ofsomeone obviously lying, watch five minutes of archival footage ofGeorge, Cindy, and Cayce Anthony during interviews concerning themurder of Cayle Anthony. Their stories are ALL lies, evidence disproveseverything they say, and their body language shouts out to theobserver that they are lying most of the time.


17/18

How a KnowledgeHow a KnowledgeHow a KnowledgeHow a KnowledgeQuestQuestQuestQuestleads to an Idealeads to an Idealeads to an Idealeads to an IdeaBulbBulbBulbBulb MicroMicroMicroMicroMomentMomentMomentMoment

The starting point is:

1) There is something that I do not know, and/or something that Ihave not done,and I want to know and/or do that something.

2) I must seek out and collect sufficient raw data and/or make contactwith someone who knows about the something that I am seeking toknow and/or perform and assemble the raw data into a formalpresentation. I will pursue this quest to its fullest extent possible. Iwill take full advantage of the Scientific Method of Discovery and goodold fashioned Trial-and-Error Methodology in the pursuit of theanswers to the questions that arise during the course of myinvestigations.

3) I will study the assembled Formulated Data and come to aconclusion. I will persist until I have an answer to all of the questionsthat I have even if the last answer is that there is no answer to the lastquestion, at this moment.

4) I will share my results with at least one other person who shouldknow something about what I have studied and formulated and seektheir comments upon what I have assembled and concluded.

5) In the case of a DO I will perform that something until I amsatisfied that I have mastered that particular activity, no matter howlong that might take. Yes, I have DONE IT ! I CAN DO IT !

Note: The amount of Persistence one must apply to the Knowledge-Quest is directly proportional to the amount of Patience that theindividual can maintain. This is what I call the Persistence-PatienceBalance Beam. We must maintain a balance between the twoelements. If we find them to be in conflict with one another then wewill fail in our Knowledge-Quest. If we, on the other hand, find them tobe in harmony with one another, we will find that we will achieve a/an

valuable result(s).

Youthful Persistence during a Knowledge-Quest is a thing ofbeauty to behold. I can sit and watch Patience in Action and loose alltrack of time, loose myself in the Act of Questing. It becomes a studyof motion, person, things, sounds, colors, smells, temperatures,texture, animals, surroundings, environment, all that IS within reaches


18/18

out of reach, out of sight. Here and now; When you recognize theMOMENT, that which has been seeking to grasp your soul fromMother Earth, enters and warms every molecule of body and soulandthe Light IS On.

April 4, 2009

PLM-Right Thumb Print, Rolled @ BPD

Documents

Idea-'Light Bulb' Micro-Moment