Summary- To Block To Continue- M. A. Strand- October 3, 2009

To summarize, the resultant vector which is expected from the data analysis of the time input factors from the individual class sections should yield, what I will term the "impactivity" vector. The contexual analyses is measure the course and instructional effectivity. The impactivity vector, which is the result of vectorially combining the "Interest" vector, the "Perception" vector, and the "Effectivity" vectors, is what allows the expression of the Instructor and course Impact on the student. It does not measure the course content. This is a way of mathematically deriving the semiotically derived material in that the data yields the student expression of the course experience.

In the case of the expository derived expression, we may see that the Abstract material can be assessed through the application of the "preconditionals" and that these conditionals, of which I have 15 at hand, can be used to guide the context analysis to "open the window frame" so that the student, as well as the Instructor discussion threads can be referred to an area of "shading" where the greying attributes of the measures of the effectivities can be allowed to be exposed by the analyzer. The importance of these methods is that the Abstract areas of concern can be investigated into an area of Instructor as well as student knowledge of variable assessment where typically these types of information are not so easy to discern, as in the case of the more concrete block-types of information as in the areas of the Sciences.