Monthly Archives: March 2018

Largest part of brain is cerebrum that launches learnogram of knowledge chapters

Learnogram of human brain is more advanced working mechanism for book to brain knowledge transfer. The largest part of brain is cerebrum, known as the forebrain of central nervous system. There are three basic parts of cerebral learnogram – differential sensory learnogram, executive motor learnogram and integral temporal learnogram. In fact, the working mechanism of brain is responsible to transfer knowledge in school system. So, brain learnography must be made everything in classroom operation instead of teaching performance.

Cerebrum is divided longitudinally into left and right hemispheres by deep median fissure called cerebral fissure. These two hemispheres are connected through a horizontal sheet of nerve fibers known as corpus callosum. Each hemisphere is further divided into frontal, parietal, temporal and occipital lobes by three deep fissures known as central, parieto-occipital and lateral fissures.

Central fissure is also known as central sulcus which is important for the study of learnogram. The central sulcus separates the frontal lobe from parietal lobe and also separates primary motor cortex anteriorly from the primary somatosensory cortex posteriorly. Therfore, the motor learnogram of knowledge transfer runs in the frontal lobes of cerebral cortex anterior to central sulcus. But the sensory learnogram of knowledge transfer is processed in parietal lobes and visual cortex posterior to central sulcus.

Lateral fissure separates temporal lobe from frontal and parietal lobes. Temporal learnogram is the integral part of sensory and motor learnograms. The motor and sensory areas of brain are the main aspects of human learnogram where book to brain knowledge transfer is processed for the purpose of educational performance.

Motor learnogram deals with the functions of executive, planning, judgment and decision, so this is executive motor learnogram. Sensory learnogram receives input from different sensory systems to modulate the differential stimulus and perception of learning mechanism. Therefore, it is considered as differential sensory learnogram. These two learnograms are transmitted to temporal region where learning is modulated for the integration of knowledge transfer. This is known as integrated temporal learnogram.

Cerebral cortex is important for the cortical learning of knowledge chapters, but rehearsed practice runs in subcortical learning. We know that learning from mistakes should not be ignored. Temporal lobe plays significant roles to send the transmission of knowledge transfer in the subcortical region of brain. Here, runs cyclozeid for the rehearsal of smooth consolidated learning.

In fact, we have very large cerebrum in our brain and this is the most advanced aspect of human evolution. The learnogram of knowledge chapters is initialized in the different parts of cerebral cortex and it is processed as the cortical learning of knowledge chapters. Learnogram is not achieved from the teaching performance of classroom.

Home : Learnography

Resources :

  • Central sulcus and lateral fissure of human brain
  • Cortical and subcortical learning
  • Knowledge transfer in school system
  • Learning mechanism of brain
  • Teaching performance of classroom

Shiva Narayan Jha
Golden Star Secondary School
Rajbiraj, Nepal


Use of ancient tools and fire was delivered by the cerebellar learnography of human brain

Students are often encouraged to learn professional skills to find suitable jobs for working and earning. Education is focused on the study of science and technology that will help to achieve advanced knowledge for creativity and innovation. So, school system must be based on the working mechanism of brain to provide goal oriented learning process in classroom. The use of tools and fire is the basic drive of ancient technology which is the most important factor of human civilization. The cerebellum of brain is responsible to utilize tools and equipments efficiently in working process.

Evolution of human intelligence is derived from the brain learnography of natural events, reactance and surrounding objects. Learning of human brain is transferred through the conventional teaching of education system. But knowledge is transferred into the different parts of brain and teaching theory is not suitable for the development of smart brainpage in classroom. In fact, there are three types of brain learnography – cortical learning, subcortical learning and cerebellar learning.

Cortical learning gives the matrix and spectrum of knowledge chapters that are essential to launch the learnogram of cognitive practice in cerebrum known as forebrain. Subcortical learning modulation encompasses the rehearsed mechanism of cyclozeid processing to promote structural and behavioral plasticity in learning process. Cerebellar learning coordinates the fine-tuning of cognitive thoughts and finger mapping, and required to the improvement of procedural knowledge.

For innovative learnography, it is essential to understand how sensory information is received in the stimulus centers of brain mechanism and how motor information can be transmitted to muscles. Together these two systems allow us to detect and respond to the world around us. This is the reactance theory of cognitive development. But we have to determine the system of knowledge transfer that will be important for fast learning, productive working and happy living.

Village learnography is the origin of modern science and technology in which tools were used to build shelters and fire for lighting or cooking food. By definition, a tool is any physical item that can be used to achieve a goal, especially if the item is not consumed in working process. Tools that are used in particular fields or activities may have different designations such as instrument, utensil, machine, device or apparatus. Tool development is the result of cerebellar learnography.

Set of tools needed to achieve a goal is defined as equipment. But technology is the knowledge of constructing, obtaining and using tools to describe the functions of structural objects. The use of tools and fire contributes to human culture and was key to the rise of civilization.

Some animals are also known to employ simple tools like chimpanzees do. The use of stone tools by humans dates back millions of years. More advanced tools, such as bow and arrow began to be developed approximately 20000 years ago.

Tools are the most important items that ancient humans used to climb to the top of the food chain. By inventing tools, they were able to accomplish tasks that human bodies could not, such as using a spear or bow and arrow to kill prey, since their teeth were not sharp enough to pierce many animals’ skins.

The way humans make and use tools is perhaps what sets our species apart more than anything else. Now scientists are more and more uncovering the forces that drove our lineage to our heights of tool use, in turn, might have influenced our evolution.

It’s true that tools are the product of our brain and we have millions of stone tools. What we need are more creative ideas on how to extract understanding from them, and what they tell us about our evolution.

Living in the computer driven information age, we don’t necessarily think of fire or tools as technologies. But by definition, technology refers to the practical application of knowledge in a certain area. Learning how to tame animals and use fire proved an invaluable technological advance in human development.

Learning how to sharpen a flint, attach a flint to a piece of wood to create a spear, then understanding how to use flint on other pieces of wood to create digging tools were all technological leaps in the cerebellar learnography of human civilization.

The earliest stone tool making skill of humans developed by at least 2.6 million years ago. The early stone age began with the most basic stone implements made by early humans. Set of these toolkits includes hammer stones, stone cores and sharp stone flakes. By about 1.76 million years ago, early humans began to make hand axes and other large cutting tools. By 200,000 years ago, the pace of innovation in stone technology began to accelerate. Middle stone age toolkits included points, which could be hafted on to shafts to make spears and stone awls. These tools could have been used to perforate hides and scrapers that were useful in preparing hide, wood and other materials.

Spanning the past 2.6 million years, many thousands of archeological sites have been excavated, studied and dated. These sites often consist of accumulated debris from making and using stone tools. Because stone tools are less susceptible to destruction than bones, stone artifacts typically offer the best evidence of where and when early humans lived, their geographic dispersal and their ability to survive in a variety of habitats. Most important is that stone tools provide evidence about technologies, dexterity, particular kinds of mental skills and innovations that were within the grasp of early human tool makers.

Learnogram, cyclozeid and learnograph are the three basic parts of human learnography. The cerebral cortex of brain acts as the learnogram of knowledge chapters. It prepares human brain to launch the brainpage theory of learning mechanism for knowledge transfer. Learning from brainpage development is crucial to the performance of school system.

Cyclozeid is the second part of learnography that conducts the rehearsal practice of knowledge chapters to consolidate learning, memories and behavior. Basal ganglia, limbic system and hypothalamus launch the learning mechanism of cyclozeid to provide the efficient learning of goal oriented knowledge tasks. Brainstem and cerebellum play a vital role in the modulation of functional learnographs.

Home : Learnography

Picture and Studies : Wikipedia

Resources :

  • Use of tools and fire in ancient civilization
  • Pathways of village learnography
  • Origin of science and technology
  • Stone age and working tools
  • Brain model of knowledge transfer

Shiva Narayan Jha
Golden Star Secondary School
Rajbiraj, Nepal

Stephen Hawking was the first physicist to explain the union of general theory of relativity and quantum mechanics

Hawking’s courage and persistence with his brilliance and humour inspired people across the world. He predicted the existence of mini black holes at the time of Big Bang. These black holes would have shed mass until they vanished, potentially ending their lives in an explosion that would release vast amounts of energy. World renowned physicist Stephen Hawking died peacefully at the age of 76 at his home in Cambridge. The British scientist was famed for his work with black holes and relativity and wrote several popular science books including A Brief History of Time.

At the age of 22, Prof Hawking was given only a few years to live after being diagnosed with a rare form of motor neurone disease (ALS). He was the first to set out a theory of cosmology as a union of relativity and quantum mechanics. He also discovered that black holes leak energy and fade to nothing like a phenomenon that would later become known as Hawking radiation.

With Oxford mathematician Roger Penrose, he showed that if there was a Big Bang, it must have started from an infinitely small point known as singularity. Black holes radiate energy known as Hawking radiation, while gradually losing mass. This is due to quantum effects near the edge of the black hole, a region called the event horizon.

In the 1970s, Hawking considered whether the particles and light that enter a black hole were ultimately destroyed if the black hole evaporated. He initially thought that this information was lost from the universe. But the US physicist Leonard Susskind disagreed and these ideas became known as information paradox. In 2004, Hawking conceded that the information must be conserved.

When Hawking began his graduate studies, there was much debate in the physics community about the prevailing theories of creation of the universe such as Big Bang and Steady State theories. Inspired by Roger Penrose’s theorem of a space-time singularity in the centre of black holes, Hawking applied the same thinking to the entire universe. During 1965, he wrote his thesis on this topic and it was approved in 1966.

He received research fellowship at Gonville and Caius College. He obtained his PhD degree in applied mathematics and theoretical physics, specialising in general relativity and cosmology. His essay about Singularities and Geometry of Space-Time shared top honours with one by Penrose to win prestigious Adams Prize.

Hawking expressed concern that life on the earth is at risk from sudden nuclear war, genetically engineered virus, global warming or other dangers that humans have not yet known. Such a planet wide disaster need not result in human extinction if human race were to be able to colonise additional planets before the disaster. Hawking viewed space flight and the colonisation of space as necessary for the future of humanity.

He stated that aliens may exist in the vastness of the universe but that contact with them should be avoided. He warned that aliens might utilize the earth for resources. In 2010 he said, “If aliens visit us, the outcome would be much as when Columbus landed in America, which didn’t turn out well for the Native Americans.”

Hawking also warned that super technological artificial intelligence could be pivotal in steering humanity’s fate. Success in creating AI would be the biggest event in human history. It might also be the last, unless we learn how to avoid the risks.

We are focused on creating the life of machines in our own images. Hawking argued that computer viruses should be considered a new form of life. He stated that the virus form of life we have created so far is purely destructive. It is fact that human nature might be decisive.

In the late 1960s, Hawking’s physical abilities declined due to amyotrophic lateral sclerosis. He began to use crutches and ceased lecturing regularly. As he slowly lost the ability to write, he developed compensatory visual methods, including seeing equations in terms of geometry. This is the evidence of strong visual computation processed usually in the sensory cortex of brain.

Physicist Werner Israel later compared the achievement of unique visual computational power to Mozart composing an entire symphony in his head. Hawking was fiercely independent and unwilling to accept help or make concessions for his disabilities. He preferred to be regarded as a scientist first, popular science writer second. And in all the ways that matter, a normal human being with same desire, drives, dream and ambition as the next person deserves.

Mathematics and physics are the key subjects to understand the creation of the universe. Hawking was the first scientist to set out a theory of cosmology explained by a union of the general theory of relativity and quantum mechanics.

We can learn the mystery of genius brain and the mystery of longevity from Hawking’s life and his research work. The world will also know the mystery of brain learnography from Hawking’s working life. It is fact that genius is generated in the dorsal and ventral streams of visual cortex, but processed in the posterior region of cerebellum. The behavior of genius activities is distinct in the cerebellar learnography of brain, ultimate learning of science and technology.

Shiva Narayan Jha
Golden Star Secondary School
Rajbiraj, Nepal

High speed modular brainpage is rehearsed in learnography for the preparation of exams

Everything is learnt in brain, so the working mechanism of brain is found effective in knowledge transfer. Classroom performance must be launched on the basis of learning mechanism using the facts and findings of applied neuroscience.

Our education is running on teaching performance based school system (TPBS) and neuroscience can change it into brainpage modulation based school system (BMBS). This is the brainpage theory of learnography in which teaching is not necessary and homework is not required.

Why is the teacher everything in school system?

Most of the work related to educational research is based on the teaching theories of school system. So, the facts and findings of neuroscience are focused on the development of teaching techniques. It is believed that the teacher is only solution for the knowledge transfer of school system. Book to brain knowledge transfer is never discussed to improve the learning behaviour of students.

Therefore, educational technology has been designed to create virtual teachers in classroom for the performance of knowledge chapters. It’s true that students have to face the challenges of tasks in exams and brainpage development will help them to write answers for high academic performance.

Rehearsed practice of subject matter is focused in the preparation of exams and this is the cyclozeid of knowledge chapter running in the left temporal lobe of brain. It’s an excellent attempt to develop smart brainpage for the preparation of exams.

How could the questions of subject matter affect the learning mechanism of brain?

Query matrix is the first dimension of brain learnography used to modulate smart brainpage in learning process. Amygdala system of brain becomes rationalized while asking questions. We know that students are given a set of questions in exams to write answers from brainpage. This is the science of academic evaluation and all students have to meet the requirements of high academic performance.

Definition spectrum is the second dimension of learnography and it is processed by the visual cortex of brain. Main function of the prefrontal cortex is the rationalization of cognitive thoughts that helps visual cortex to develop the spectrum of knowledge chapter in temporal region. The dorsal and ventral streams of visual cortex are important to the learning mechanism of brain. It may be a great idea that student’s learnography will be focused in classroom instead of teaching performance.

Learning dimensions of brain should be used to modulate and make smart brainpage in school system.

Brainpage making process is launched regularly in classroom learning. Students are engaged in learning process and teachers have to moderate the learning difficulties of subject matter. Brainpage is finished in classroom performance, so students won’t be stressed during exams period.

Book to brain knowledge transfer may transform students into the small teachers of classroom. This is a great achievement of brainpage theory. Cyclozeid accelerates imaging and mapping to develop high speed modular brainpage for the preparation of exams.

Home : Learnography

Resources :

  • A classroom of small teachers
  • Preparation for the exams
  • Development of smart brainpage
  • Amygdala rationalization
  • Vital role of visual cortex in learning process

Shiva Narayan Jha
Golden Star Secondary School
Rajbiraj, Nepal

Learning behaviour of knowledge chapter deals with brain plasticity and cerebellar learnography

The working mechanism of brain deals with the learning of surrounding objects to improve cognitive knowledge and motor processing for skill development and happy livelihood. We need the specific parts of our brain to understand the words that someone is speaking. And we would need our brain to decide whether or not we like what we are hearing. We may need our brain to move our muscles to write the required solution of task processing. So brain is the rider of physical body for learning, earning and living.

Learning mechanism of brain science is never utilized in school system to know the subject matter of knowledge chapters. In fact, we need our brain to do a lot of stuff and without a brain, we can’t do much of anything at all. Students are engaged in listening to teaching performance and teacher is everything to solve learning problems in school system. But student’s brain is not encouraged in classroom to practice and learn the required tasks of subject chapter. So, literally speaking, are there really our students as no brainers?

What is the learning mechanism of knowledge chapters that induces neuroplasticity in the working mechanism of brain?

Every time we learn a new fact or skill, we change the physical structure of our brain. This change is retained in brain mechanism for further use and called neuroplasticity. It is the most interesting transformative idea to describe the brainpage theory of knowledge transfer.

Plasticity shows the remarkable amount of reorganization occurred in learning process. Brain research has shown that all of our behaviors change our brain. These changes are not limited by age and they are taking place all the time. Brain reorganization helps in the modulation of knowledge chapters to develop smart brainpage for academic studies and performance.

Neuroplasticity is the ability of human brain to change physically throughout an individual’s life as the result of working, learning and rehearsing practices. Brain activity associated with a given function can be transferred to different location for neural processing. So the proportion of grey matter can change and synapses may strengthen or weaken over time. This is also known as brain plasticity or neural plasticity that helps in the modulation of learning process and memory consolidation.

Neurogenesis is a biological process in which the birth of brain cells (neurons) takes place to enhance the working mechanism of brain. There is solid evidence that neurogenesis occurs in adult mammalian brain and such changes can persist well into the old age. The evidence for neurogenesis is mainly restricted to hippocampus and olfactory bulb, but current research has revealed that other parts of the brain, including cerebellum, may be involved in the production of new neurons.

So, how do students learn? And why do some of students learn subject matter more easily than others?

It is important that brain is physically changed in learning process to maintain book to brain knowledge transfer in school system. In neuroplasticity, our brain can change in five basic ways to support the learning of subject matter.

Chemical change is the first type of neuroplasticity. So our brain actually functions by transferring chemical signals between brain cells and this triggers series of actions and reactions to support chapter learning. The brain can increase the concentration of these chemical signaling ions that is taking place between neurons in the performance of motor skill. This kind of chemical change for motor processing can happen rapidly to support short term memory in the brainpage making process of knowledge transfer.

Five types of brain plasticity essential to the school system :

  1. Chemical plasticity
  2. Structural plasticity
  3. Functional plasticity
  4. Behavioral plasticity
  5. Productive plasticity

The second way of plasticity that the brain can change to support learning is by altering its structure. So the brain can change the connections between neurons during learning process. Here, physical structure of the brain is actually changing, so this plasticity takes a bit more time. These types of changes are related to the long term memory.

Brain plasticity can describe five types of neural changes such as chemical change, structural change, functional change, behavioral change and productive change.

For the short term memory, our brain is able to increase chemical signals between neuronal connectivity. Later these chemical changes induce structural changes that are necessary to support long term memory. Structural changes can lead to integrated networks of brain regions that function together to support learning. And it can also lead to certain brain regions that are important for very specific behavior to modulate the smart brainpage of knowledge chapters.

Most important aspect of the plasticity is that the brain can change to support fast learning by altering its function. As we use the specific region of brain, it becomes more and more excitable and easy to use again. With the increase in learning efficiency, we see that whole networks of brain activity are shifting and changing.

Dimensions of brain learnography that are required to the learning process of school system :

  1. Query matrix
  2. Definition spectrum
  3. Task formator
  4. Segment solver
  5. Learning compass
  6. Module builder
  7. Dark knowledge

The Query matrix of knowledge chapter is crucial to create proper questions for the explanation of suitable subject matter. It may also help to understand the working mechanism of brain.

  1. How can the neuroplasticity of human brain make learning pathways in the knowledge transfer of school system?
  2. So, why can’t students learn anything they choose to know with ease?
  3. Why do our kids sometimes fail in school?
  4. Why as we age do we tend to forget things? What are the limits of brain plasticity?
  5. And why don’t people fully recover from brain damage?

Smart matrix of question can activate the amygdala system of brain and this is the first dimension of brain learnography. Chemical plasticity is observed in the application of query matrix and definition spectrum. Second dimension is the definition spectrum of knowledge chapter, processed by the prefrontal cortex and visual cortex of brain.

Structural plasticity is delivered by the practice of task formator and segment solver. Task formator is third dimension and its brain region is sensory cortex. Fourth dimension is the segment solver of knowledge chapter, facilitated by the motor cortex of brain.

Learning compass and module builder can provide space for functional plasticity. Hippocampus gives knowledge compass, the fifth dimension of learnography. Module builder is the sixth dimension of learnography, processed by the modulation of basal ganglia and temporal lobe. We know that left temporal is learning school, while working school is the right temporal of cerebral cortex.

Cerebellum is the lower region of brain that provides the center for behavioral and productive changes. This is the seventh dimension of school learnography and it is also the source of dark knowledge. In this way, the ultimate plasticity of brain occurs in cerebellum to show behavioral learnography in school children. Gradually, behavioral plasticity may be shifted to productive plasticity when cerebellar learnography is modulated with the cognitive functions of prefrontal cortex.

Picture : Wikipedia, cerebellum

Resources :

  • Dimensions of brain learnography
  • Dr Lara Boyd : Brain plasticity and stroke recovery
  • Wikipedia : Definition and mechanism of neuroplasticity
  • Short term memory and long term memory
  • Development of smart brainpage in school learnography

Shiva Narayan Jha
Golden Star Secondary School
Rajbiraj, Nepal