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Part X: Mel May: Comparing an outsider's DES to the originator's DES

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In this extraordinary set of interviews, we have the opportunity to compare DES-as-read-about-and-implemented-by-an-outsider (Julian Bass-Krueger) to DES-as-written-and-practiced-by-its-creator (Russ). We enlisted Mel May, who had volunteered to be a DES participant....

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-------| [CHV] Error number 2 in line 145:2: The "p" element cannot be used here (in "span") because only phrasing content is allowed here. Phrasing content is the text of the document, as well as elements like "a", "b", "em", "img", "object", "span", "strong", and others. A possible solution may be to use "div" instead of "span". 146: Julian Bass-Krueger and Russ have never met. Julian had become interested in DES in about 2017 and several times over the years had contacted Russ, who had given him some suggestions. Julian became a Master�s student in cognitive science at the University of Vienna, completing a thesis using DES as he had learned it from Russ�s books, articles, and web materials. The thesis also included an extension of DES that Julian called dDES (dynamic DES). Julian sent his thesis to Russ, who responded critically--Russ was skeptical of Julian's results and doubted that dDES could be successful.

147: In 2023, Julian contacted Russ inquiring about supervision, and Russ suggested the possibility of conducting joint interviews of a DES participant and then candidly discussing any issues that might arise. That might provide the opportunity to compare DES-as-read-about-and-implemented-by-an-outsider (Julian) to DES-as-written-and-practiced-by-its-creator (Russ) which might be a win-win: Julian might learn something about DES, and Russ might learn something about what he should do to make his DES materials more effective.

148: At about the same time, Mel May, a video producer, contacted Russ saying she loved the videos in the 'Do I have inner monologue?' series and would like to produce some sort of media piece that would be much shorter than the 80 or so hours that are on the site.

149: Russ suggested to Julian that we might enlist Mel as a DES participant; and Russ suggested to Mel that she might wish to experience DES from the inside. Each thought that was a good idea, and this series of interviews was born.

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The interviews were conducted by Russ Hurlburt and Julian Bass-Krueger. Their back-and-forth commentary provides significant insight into how to investigate inner experience--like a series of DES masterclasses.

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Date	Interview	Description
September 26	Interview -1 (first meeting) Video Transcript with commentary	This is the initial meeting between the three participants. Russ had sketched out the possibilities to Julian and to Mel separately, but no specifics had, as yet, been agreed to.... 179: 180: The conversation was not scripted, and so wandered around the topics of interest. Here, for reference, is a rough outline of topics covered: ---------------\| [CHV] Error number 3 in line 180:10: The "p" element cannot be used here (in "span") because only phrasing content is allowed here. Phrasing content is the text of the document, as well as elements like "a", "b", "em", "img", "object", "span", "strong", and others. A possible solution may be to use "div" instead of "span". 181: ---------------\|\| [CHV] Message number 21 in line 181:10: Tip: Never use "ul" elements (nor "dl" elements) only to create indentation. This is bad practice, bad for accessibility, and ignores the meaning of the "ul" element. Use CSS to indent and style instead. This message is displayed only once. 182: [0:40]: About recording 183: [2:09]: About Julian 184: [4:27]: About Mel 185: [8:52]: Russ's plan 186: [15:27]: Mel�s plan 187: [19:36]: Procedure 188: [24:25]: The contract 189: [26:05]: About the beeper 190: [33:24]: More about the contract 191: 192: 193:
October 5	Interview 0 (DES introduction) Video Transcript with commentary	The beeper has arrived, and they discuss how to use it.... 203: 204: The instructions are not scripted. Here is a rough outline of topics covered: ---------------\| [CHV] Error number 4 in line 204:10: The "p" element cannot be used here (in "span") because only phrasing content is allowed here. Phrasing content is the text of the document, as well as elements like "a", "b", "em", "img", "object", "span", "strong", and others. A possible solution may be to use "div" instead of "span". 205: 206: [0:07]: Beeper operation 207: [12:19]: Beeper history 208: [17:21]: DES sampling instructions 209: [24:07]: Conversation about DES 210: 211: 212:
October 10	Interview 1 Video Transcript with commentary	This is Mel's first sampling day. We discussed four of the six samples she collected. ... 223: -------\| [CHV] Error number 5 in line 223:2: The "p" element cannot be used here (in "span") because only phrasing content is allowed here. Phrasing content is the text of the document, as well as elements like "a", "b", "em", "img", "object", "span", "strong", and others. A possible solution may be to use "div" instead of "span". 224: In general—sampling day 1: All DES interviews are some combination of iterative training (so that future sampling days can be more skillful) and description of experience. The aim of the first sampling interview (or the first several sampling interviews) is almost entirely iterative training. First-day sampling interviews appear to be inquiries into experience, but their fundamental aim is to facilitate discussions of how to do DES more skillfully. DES recognizes that participants on their first sampling day are not skillful, so DES routinely discards first-day descriptions. -------\| [CHV] Message number 22 in line 224:2: The "u" element is often rendered with an underline. Therefore, it is recommended that "u" be avoided where it could be confused for a hyperlink. This message is displayed only once. 224: In general—sampling day 1: All DES interviews are some combination of iterative training (so that future sampling days can be more skillful) and description of experience. The aim of the first sampling interview (or the first several sampling interviews) is almost entirely iterative training. First-day sampling interviews appear to be inquiries into experience, but their fundamental aim is to facilitate discussions of how to do DES more skillfully. DES recognizes that participants on their first sampling day are not skillful, so DES routinely discards first-day descriptions. -------\| [CHV] Message number 23 in line 224:2: The "u" element is deprecated in HTML 4.01 in favor of using style sheets ("text-decoration: underline"), but HTML5 brings this element back with semantic meaning. Therefore, "u" should be used if semantic meaning is desired, otherwise use CSS to underline the text. 224: In general—sampling day 1: All DES interviews are some combination of iterative training (so that future sampling days can be more skillful) and description of experience. The aim of the first sampling interview (or the first several sampling interviews) is almost entirely iterative training. First-day sampling interviews appear to be inquiries into experience, but their fundamental aim is to facilitate discussions of how to do DES more skillfully. DES recognizes that participants on their first sampling day are not skillful, so DES routinely discards first-day descriptions. -------\| [CHV] Message number 24 in line 224:2: Ensure that the "u" element is used appropriately. In most cases, another element is more appropriate than the "u" element. For example, use "em" for stress emphasis, "b" or "mark" for key words or phrases (depending on the context), "strong" for importance, "cite" for marking book titles (or other titles), and "i" for an alternate voice or mood. If only underlined text is desired, then use CSS (text-decoration: underline). Use the "u" element for semantic reasons, like representing text with an unarticulated, though explicitly rendered, non-textual annotation, such as labeling the text as being misspelt. This message is displayed only once. 224: In general—sampling day 1: All DES interviews are some combination of iterative training (so that future sampling days can be more skillful) and description of experience. The aim of the first sampling interview (or the first several sampling interviews) is almost entirely iterative training. First-day sampling interviews appear to be inquiries into experience, but their fundamental aim is to facilitate discussions of how to do DES more skillfully. DES recognizes that participants on their first sampling day are not skillful, so DES routinely discards first-day descriptions. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| [CHV] Message number 25 in line 224:341: The "em" element (for emphasized text) or the "cite" element (for citations) or the "dfn" element (for the defining instance of a term) may be more appropriate than the "i" element. The "i" element is often used when the "em" element would be more appropriate. Use the "i" element for text in an alternate voice or mood. If only italic text is desired, then use CSS. This message is displayed only once. 225: Mel's samples: 226: 227: Sample 1.1 [2:48]: [Mel was in the process of doing kitchen tasks. She had watered the plants and] at the moment of the beep was about to grab kitchen spray and wipe the kitchen. (She may or may not have directly experienced this about-to process.) 228: Sample 1.2 [20:50]: Mel was vacuuming. Nothing about the physical act of vacuuming (sound, sight, kinesthetics, etc.) was particularly experientially present . (There may have been a relaxed contentedness about it, but this may have just been Mel describing her mood or context during the overall period.) 229: Sample 1.3 [34:34]: [Mel was on the couch drinking tea.] This act wasn�t so present in her experience. (There may or may not have been a contentment aspect—a light relaxedness. But this may have been Mel�s way of characterizing the absence of negative feelings, or her impression of her general mood at the time.) 230: Sample 1.4 [45:20]: [Mel was reading a book about creativity.] At the moment of the beep, she was rereading / absorbing the meaning of a passage / or was not experiencing anything. [This may have been more her way of describing her general reading process than a description of experience at this moment.] (Mel wasn�t particularly focused on any one word, or the meaning of the text in particular. The experience was probably more automatic. This was similar to the automaticity of her vacuuming or cleaning experience, though the 'absorbing' component of reading may lend the reading a different quality.) 231: Conversation after sample discussions [1:04:20]: Don't tell participants what to do; words don't matter; discriminating between experience and all else. 232: Commentary arising after the interview [in the transcript but not on video]: On 'Mel described herself'. 233: 234: 235: 236: 237: 238:
October 17	Interview 2 Video Transcript with commentary	This is Mel's second sampling day. She described many samples where nothing or nearly nothing was experientially present; we worked to clarify what she intended by those descriptions. ... 250: 251: -------\| [CHV] Error number 6 in line 251:2: The "p" element cannot be used here (in "span") because only phrasing content is allowed here. Phrasing content is the text of the document, as well as elements like "a", "b", "em", "img", "object", "span", "strong", and others. A possible solution may be to use "div" instead of "span". 252: In general—sampling day 2: All DES interviews are some combination of iterative training (so that future sampling days can be more skillful) and description of experience. The aim of the second sampling interview is a combination of experience description and iterative training. 253: Mel's samples: 254: 255: Sample 2.1 [0:56]: [Mel was looking at a picture of a Steadicam online and was, broadly speaking, forming what to write in an email.] There was something of this present in her experience. (This process wasn�t clear and articulated. There were no words present. There wasn�t a clear thought with clear content. There wasn�t the visual experience of looking at the picture. But there was some experience present.) 256: Sample 2.2 [14:07]: [Mel was writing an email related to the Steadicam and was halfway through a sentence.] She had some experience apparently in some way related to the emailing, but there wasn�t any clear even slightly differentiated content. That is, her experience was more than nothing, but not much more and not more in any straightforwardly discernable way. 257: Sample 2.3 [21:36]: [Mel was on her phone and had just closed Instagram.] There was nothing in her experience. [We questioned her carefully but found no signs of any aspect of experience. Mel referred to her experience as being "dormant." She carefully and seemingly confidently distinguished between the more-than-nothing experience of 2.1 and the nothing of 2.3.] 258: Sample 2.4 [28:30]: [Mel was making a cup of tea and walking to fill up the kettle.] Mel was not experiencing anything. [There was apparently no distinction between the nothing of 2.3 and the nothing of 2.4.] 259: Sample 2.5 [33:45]:[Mel was getting changed and pulling off her hoodie] There was nothing in her experience 260: Sample 2.6 [44:25]: [Mel had made lunch and was about to sit down to eat it. She was also chatting with her sister and was probably mid sentence.] There was nothing in Mel�s experience (including, apparently, the conversation). [In the interview Mel was not sure whether she or her sister was talking; either way, it apparently didn�t make its way into Mel�s directly apprehended experience.] 261: 262: 263: 264: 265:
October 31	Interview 3 Video Transcript with commentary	mel text 3.... 278: 279: -------\| [CHV] Error number 7 in line 279:2: The "p" element cannot be used here (in "span") because only phrasing content is allowed here. Phrasing content is the text of the document, as well as elements like "a", "b", "em", "img", "object", "span", "strong", and others. A possible solution may be to use "div" instead of "span". 280: In general—sampling day 3: All DES interviews are some combination of iterative training (so that future sampling days can be more skillful) and description of experience. The aim of the third sampling interview is a combination of experience description and iterative training. 281: Mel's samples: 282: 283: 284: Sample 3.1 [7:45]: [Mel was looking at movie times on her phone and specifically for the movie Killers of the Flower Moon.] She was wondering: should I see that movie this afternoon. The main emphasis was whether she should see it this afternoon as opposed to on a different day. The content of the thought was clear, but there were no words, images, or feelings accompanying this thought. [Visually looking at the phone was not in her experience.] 285: Sample 3.2 [20:22]: [Mel was applying to a New York residency card form online, reading and filling in information.] Nothing was in Mel�s experience. 286: Sample 3.3 [25:00]: [Mel was still filling in the NY residency ID form and reading the screen.] Nothing was in her experience. 287: Discussion of DES: Is sample X like sample Y questions [26:22] 288: Sample 3.4 [38:57]: [Mel was looking at her bank statement online]. Nothing was in her experience. [There was some discussion of differentiating different degrees of nothingness across samples; this one may have been an even more nothingy nothingness than the previous two. But ultimately we weren�t sure and left further clarification up to the iterative process.] 289: Discussion of DES: the iterative process [43:10] 290: Discussion of DES: too much about the words [47:37] 291: Discussion of DES: about nothing in experience [55:47] 292: Sample 3.5 [57:56]:[Mel was shuffling through her mail.] She had some experience of this (it was autopilot, but still wasn�t nothingness). Seeing the mail was probably some part of it. 293: 294: 295: 296:
November10	Interview 4 Video Transcript with commentary	mel text 4.... 308: 309: -------\| [CHV] Error number 8 in line 309:2: The "p" element cannot be used here (in "span") because only phrasing content is allowed here. Phrasing content is the text of the document, as well as elements like "a", "b", "em", "img", "object", "span", "strong", and others. A possible solution may be to use "div" instead of "span". 310: In general—sampling day 4: All DES interviews are some combination of iterative training (so that future sampling days can be more skillful) and description of experience. The aim of the third sampling interview is a combination of experience description and iterative training. 311: Mel's samples: 312: 313: 314: Sample 4.1 [2:32]: [Mel was looking in the mirror and was listening to music.] She had a positive/happy/light vibe/feeling, or perhaps it would be better said that she was in a positive/happy/light vibe/state. It was not especially strong and didn�t have a felt bodily location. (She may have peripherally experienced the music, or the positive/happy/light vibe/state somehow reflected the music.) [Visually looking at the mirror was not experienced.] 315: Discussion of DES: too much about the words [8:30, 14:09] 316: Sample 4.2 [16:11]: [Mel was about to head out of her apartment and looked at herself in the mirror.] She was not experiencing anything (or much of anything). 317: Discussion of DES: too much about the words--syat [20:08] 318: Sample 4.3 [20:29]: [Mel was in a caféhaving a conversation with her friend Millie. Millie was talking.] Mel was absorbed in the conversation. (Mel was not experiencing anything else�no cafe sounds, no bodily sensations.) 319: Discussion of DES: meta-experience and over-theorizing [25:48, 34:38, 39:12] 320: Sample 4.4 [36:46]: [Mel was in a café having a conversation with her friend Millie. Millie was talking about dating in NYC.] Mel was absorbed in the conversation. (Mel was not experiencing anything else�no cafe sounds, no bodily sensations. This experience was indistinguishable to her from the previous sample.) 321: Discussion of DES: presuppositions, delusions[41:17] 322: Sample 4.5 [41:37]: [Mel was in a café having a conversation with her friend Millie. Mel was talking.] Mel was absorbed in the conversation. (This experience seemed indistinguishable to Mel from the previous two, even though here Mel was talking.) 323: Conversation after sampling discussions [48:26]: Meta-awareness, exercise for the reader (words vs. experience), iterative process, Russ wore the beeper for a year, Russ wore the beeper one time since then, diamonds vs. glass 324: 325: 326: 327: 328: 329:
November 14	Interview 5 Video Transcript with commentary	Insert text 5... 343: 344: -------\| [CHV] Error number 10 in line 344:2: The "p" element cannot be used here (in "span") because only phrasing content is allowed here. Phrasing content is the text of the document, as well as elements like "a", "b", "em", "img", "object", "span", "strong", and others. A possible solution may be to use "div" instead of "span". 345: In general—sampling day 5: All DES interviews are some combination of iterative training (so that future sampling days can be more skillful) and description of experience. The aim of the sixth sampling interview is a combination of experience description and iterative training. 346: Mel's samples: 347: 348: Sample 5.1 [1:19]: 349: 350: Sample 5.2 [9:16]: 351: 352: Sample 5.3 [14:17]: 353: 354: Sample 5.4 [18:38]: 355: 356: 357: Sample 5.5 [31:32]: 358: 359: 360: Sample 5.6 [36:31]: 361: 362: 363: 364: 365: 366: 367: 368:
November 20	Interview 6 Video Transcript with commentary	Insert text 6... 382: 383: -------\| [CHV] Error number 11 in line 383:2: The "p" element cannot be used here (in "span") because only phrasing content is allowed here. Phrasing content is the text of the document, as well as elements like "a", "b", "em", "img", "object", "span", "strong", and others. A possible solution may be to use "div" instead of "span". 384: In general—sampling day 6: All DES interviews are some combination of iterative training (so that future sampling days can be more skillful) and description of experience. The aim of the sixth sampling interview is a combination of experience description and iterative training. 385: Mel's samples: 386: 387: Sample 6.1 [1:19]: 388: 389: Sample 6.2 [9:16]: 390: 391: Sample 6.3 [14:17]: 392: 393: Sample 6.4 [18:38]: 394: 395: 396: Sample 6.5 [31:32]: 397: 398: 399: Sample 6.6 [36:31]: 400: 401: 402: 403: 404: 405: 406: 407:
	More interviews coming...

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For more information:
427: Russell T. Hurlburt, Ph.D.
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436: 437: 438: 439: [CHV] Error number 12 in line 439: Terminating validation due to too many warnings. Please correct the warnings and recheck the document. Checking is stopped after 30 warnings (this can be changed in the 'Message Output' page of the Validator Engine Options). [CHV] Comment number 1: Accessibility checking is off. This program can help you make your web pages more accessible. An accessible page is one that more individuals can use, such as individuals who are blind or deaf. It can also increase the usefulness of your web page for individuals who browse the web using slower devices like older computers or wireless devices like mobile phones and PDAs. An accessible website makes good business sense (and possibly good legal sense as well) and may even improve search engine rankings. You can enable or disable accessibility checking in the Validator Engine Options. [CHV] Comment number 2: WCAG 2.0/2.1 accessibility checking is off. [CHV] Comment number 3: For help improving your website's search engine rankings, visit https://www.htmlvalidator.com/seo.html [CHV] Comment number 4: Keyword density: experience (47x - 2.1%), mel (45x - 2.0%), DES (37x - 1.7%), Sample (36x - 1.6%), sampling (28x - 1.3%), about (26x - 1.2%), Interview (17x - 0.8%), Russ (16x - 0.7%), iterative (15x - 0.7%), Nothing (15x - 0.7%), Description (13x - 0.6%), interviews (13x - 0.6%), Julian (13x - 0.6%), day (12x - 0.5%), training (12x - 0.5%), combination (11x - 0.5%), conversation (11x - 0.5%), read (11x - 0.5%), commentary (10x - 0.4%), video (10x - 0.4%). Remember: Don't write SEO optimized content. Write for people, which is what search engines want. List limited to first 20 unique words. Note: Validation terminated so not all words were checked. 890 words excluded. [CHV] Comment number 5: HTML 4.0 Transitional document detected. [CHV] Comment number 6: It is recommended that this HTML 4.0 document be updated to HTML 4.01 or to HTML5. Updating to HTML 4.01 can easily be done in most cases by simply replacing the HTML 4.0 DOCTYPE with an HTML 4.01 DOCTYPE. HTML DOCTYPEs can be inserted from CSS HTML Validator's Editor's Tag Inserter. [CHV] Comment number 7: Use CSS class names that describe the nature of the content instead of names that describe the presentation of the content. For example, don't use class="red" or class="bold", instead use something like class="important". [CHV] Comment number 8: This document does not have a viewport meta tag like . Not having this tag may result in a poor mobile experience. Visit https://developer.mozilla.org/en-US/docs/Mozilla/Mobile/View port_meta_tag for more information. [CHV] Comment number 9: This document's title is 23 characters long. Consider adding a tag to the head section. This shorter title will be used when an iOS user adds the page to their Home Screen, otherwise the page title will be used and will be chopped off after the 13th character. The title is: "Inner experience of mel". [CHV] Comment number 10: [133] Mobility Tip #10 - Avoid fixed widths and absolute units (like "px") in favor of relative widths (like percents and "em") wherever possible. [CHV] Comment number 11: [113] Random Search Engine Tip #35 - STAY FAST AND RELIABLE. Ensure that your webserver is fast and reliable with as close to 100% uptime as possible. Slow or unreliable servers could negatively affect search engine rankings (and of course your visitors' experiences too!). Consider whether using a dedicated (instead of shared) server would be beneficial. [CHV] Comment number 12: 0.03s, 12 errors, 31 warnings, 25 messages, 12 validator comments, 439 lines, 273 elements (with 237 end tags), 22 document comments, 91 character references, 2225 words spell checked (0 in comments). -------------------------------------------------- --- partial structure because validation terminated --- (3) | (4) | | (8) (8) | | (10) | | (11) | | (12) | | (13) | | (21) | | (22) | | (125) | (126) | (127) | |

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(301) \| \| \| \| \| \| \| (301) (301) \| \| \| \| \| \|	(302) \| \| \| \| \| \| \| (302) \| \| \| \| \| \| \| \| (302) \| \| \| \| \| \| \| \| (302) (302) \| \| \| \| \| \| \| \| (302) \| \| \| \| \| \| \| \| (302) (302) \| \| \| \| \| \| \| (302) \| \| \| \| \| \|	(307) \| \| \| \| \| \| \| (307) \| \| \| \| \| \| \| \| (307) (307) \| \| \| \| \| \| \| (307) \| \| \| \| \| \| \| (307) \| \| \| \| \| \| \| \| (309) \| \| \| \| \| \| \| \| \| (310) (310) \| \| \| \| \| \| \| \| (310) \| \| \| \| \| \| \| \| (311) \| \| \| \| \| \| \| \| \| (311) (311) \| \| \| \| \| \| \| \| (311) \| \| \| \| \| \| \| \| (312) \| \| \| \| \| \| \| \| \| (314) (314) \| \| \| \| \| \| \| \| \| (315) (315) \| \| \| \| \| \| \| \| \| (316) (316) \| \| \| \| \| \| \| \| \| (317) (317) \| \| \| \| \| \| \| \| \| (318) (318) \| \| \| \| \| \| \| \| \| (319) (319) \| \| \| \| \| \| \| \| \| (320) (320) \| \| \| \| \| \| \| \| \| (321) (321) \| \| \| \| \| \| \| \| \| (322) (322) \| \| \| \| \| \| \| \| \| (323) (323) \| \| \| \| \| \| \| \| (327) \| \| \| \| \| \| \| \| (328) (328) \| \| \| \| \| \| \| (329) \| \| \| \| \| \| \| (329) \| \| \| \| \| \|
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(375) \| \| \| \| \| \| \| (375) (375) \| \| \| \| \| \|	(376) \| \| \| \| \| \| \| (376) \| \| \| \| \| \| \| \| (376) \| \| \| \| \| \| \| \| (376) (376) \| \| \| \| \| \| \| \| (376) \| \| \| \| \| \| \| \| (376) (376) \| \| \| \| \| \| \| (376) \| \| \| \| \| \|	(381) \| \| \| \| \| \| \| (381) \| \| \| \| \| \| \| \| (381) (381) \| \| \| \| \| \| \| (381) \| \| \| \| \| \| \| (381) \| \| \| \| \| \| \| \| (383) \| \| \| \| \| \| \| \| \| (384) (384) \| \| \| \| \| \| \| \| (384) \| \| \| \| \| \| \| \| (385) \| \| \| \| \| \| \| \| \| (385) (385) \| \| \| \| \| \| \| \| (385) \| \| \| \| \| \| \| \| (386) \| \| \| \| \| \| \| \| \| (387) (387) \| \| \| \| \| \| \| \| \| (389) (389) \| \| \| \| \| \| \| \| \| (391) (391) \| \| \| \| \| \| \| \| \| (393) (393) \| \| \| \| \| \| \| \| \| (396) (396) \| \| \| \| \| \| \| \| \| (399) (399) \| \| \| \| \| \| \| \| (405) \| \| \| \| \| \| \| \| (406) (406) \| \| \| \| \| \| \| (407) \| \| \| \| \| \| \| (407) \| \| \| \| \| \|
(412) \| \| \| \| \| \| \| (412) (412) \| \| \| \| \| \|	(413) \| \| \| \| \| \| \| (413) (413) \| \| \| \| \| \|	(414)

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(429) | | | | (431) | | | | | (431) | | | | (431) | | |

(432) | | |

(433) | | | |
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(434) | |

(435) | (437) (438) --- partial structure because validation terminated ---

(166) \| \| \| \| \| \| \| (166) (166) \| \| \| \| \| \|	(167) \| \| \| \| \| \| \| (167) (167) \| \| \| \| \| \|	(168) \| \| \| \| \| \| \| (168) (168) \| \| \| \| \| \|
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(271) \| \| \| \| \| \| \| (271) (271) \| \| \| \| \| \|	(272) \| \| \| \| \| \| \| (272) \| \| \| \| \| \| \| \| (272) \| \| \| \| \| \| \| \| (272) (272) \| \| \| \| \| \| \| \| (272) \| \| \| \| \| \| \| \| (272) (272) \| \| \| \| \| \| \| (272) \| \| \| \| \| \|	(277) \| \| \| \| \| \| \| (277) \| \| \| \| \| \| \| \| (277) (277) \| \| \| \| \| \| \| (277) \| \| \| \| \| \| \| (277) \| \| \| \| \| \| \| \| (279) \| \| \| \| \| \| \| \| \| (280) (280) \| \| \| \| \| \| \| \| (280) \| \| \| \| \| \| \| \| (281) \| \| \| \| \| \| \| \| \| (281) (281) \| \| \| \| \| \| \| \| (281) \| \| \| \| \| \| \| \| (282) \| \| \| \| \| \| \| \| \| (284) \| \| \| \| \| \| \| \| \| \| (284) (284) \| \| \| \| \| \| \| \| \| (284) \| \| \| \| \| \| \| \| \| (285) (285) \| \| \| \| \| \| \| \| \| (286) (286) \| \| \| \| \| \| \| \| \| (287) \| \| \| \| \| \| \| \| \| \| (287) (287) \| \| \| \| \| \| \| \| \| \| (287) (287) \| \| \| \| \| \| \| \| \| (287) \| \| \| \| \| \| \| \| \| (288) (288) \| \| \| \| \| \| \| \| \| (289) (289) \| \| \| \| \| \| \| \| \| (290) (290) \| \| \| \| \| \| \| \| \| (291) (291) \| \| \| \| \| \| \| \| \| (292) (292) \| \| \| \| \| \| \| \| (294) \| \| \| \| \| \| \| \| (295) (295) \| \| \| \| \| \| \| (296) \| \| \| \| \| \| \| (296) \| \| \| \| \| \|
(301) \| \| \| \| \| \| \| (301) (301) \| \| \| \| \| \|	(302) \| \| \| \| \| \| \| (302) \| \| \| \| \| \| \| \| (302) \| \| \| \| \| \| \| \| (302) (302) \| \| \| \| \| \| \| \| (302) \| \| \| \| \| \| \| \| (302) (302) \| \| \| \| \| \| \| (302) \| \| \| \| \| \|	(307) \| \| \| \| \| \| \| (307) \| \| \| \| \| \| \| \| (307) (307) \| \| \| \| \| \| \| (307) \| \| \| \| \| \| \| (307) \| \| \| \| \| \| \| \| (309) \| \| \| \| \| \| \| \| \| (310) (310) \| \| \| \| \| \| \| \| (310) \| \| \| \| \| \| \| \| (311) \| \| \| \| \| \| \| \| \| (311) (311) \| \| \| \| \| \| \| \| (311) \| \| \| \| \| \| \| \| (312) \| \| \| \| \| \| \| \| \| (314) (314) \| \| \| \| \| \| \| \| \| (315) (315) \| \| \| \| \| \| \| \| \| (316) (316) \| \| \| \| \| \| \| \| \| (317) (317) \| \| \| \| \| \| \| \| \| (318) (318) \| \| \| \| \| \| \| \| \| (319) (319) \| \| \| \| \| \| \| \| \| (320) (320) \| \| \| \| \| \| \| \| \| (321) (321) \| \| \| \| \| \| \| \| \| (322) (322) \| \| \| \| \| \| \| \| \| (323) (323) \| \| \| \| \| \| \| \| (327) \| \| \| \| \| \| \| \| (328) (328) \| \| \| \| \| \| \| (329) \| \| \| \| \| \| \| (329) \| \| \| \| \| \|
(336) \| \| \| \| \| \| \| (336) (336) \| \| \| \| \| \|	(337) \| \| \| \| \| \| \| (337) \| \| \| \| \| \| \| \| (337) \| \| \| \| \| \| \| \| (337) (337) \| \| \| \| \| \| \| \| (337) \| \| \| \| \| \| \| \| (337) (337) \| \| \| \| \| \| \| (337) \| \| \| \| \| \|	(342) \| \| \| \| \| \| \| (342) \| \| \| \| \| \| \| \| (342) (342) \| \| \| \| \| \| \| (342) \| \| \| \| \| \| \| (342) \| \| \| \| \| \| \| \| (344) \| \| \| \| \| \| \| \| \| (345) (345) \| \| \| \| \| \| \| \| (345) \| \| \| \| \| \| \| \| (346) \| \| \| \| \| \| \| \| \| (346) (346) \| \| \| \| \| \| \| \| (346) \| \| \| \| \| \| \| \| (347) \| \| \| \| \| \| \| \| \| (348) (348) \| \| \| \| \| \| \| \| \| (350) (350) \| \| \| \| \| \| \| \| \| (352) (352) \| \| \| \| \| \| \| \| \| (354) (354) \| \| \| \| \| \| \| \| \| (357) (357) \| \| \| \| \| \| \| \| \| (360) (360) \| \| \| \| \| \| \| \| (366) \| \| \| \| \| \| \| \| (367) (367) \| \| \| \| \| \| \| (368) \| \| \| \| \| \| \| (368) \| \| \| \| \| \|
(375) \| \| \| \| \| \| \| (375) (375) \| \| \| \| \| \|	(376) \| \| \| \| \| \| \| (376) \| \| \| \| \| \| \| \| (376) \| \| \| \| \| \| \| \| (376) (376) \| \| \| \| \| \| \| \| (376) \| \| \| \| \| \| \| \| (376) (376) \| \| \| \| \| \| \| (376) \| \| \| \| \| \|	(381) \| \| \| \| \| \| \| (381) \| \| \| \| \| \| \| \| (381) (381) \| \| \| \| \| \| \| (381) \| \| \| \| \| \| \| (381) \| \| \| \| \| \| \| \| (383) \| \| \| \| \| \| \| \| \| (384) (384) \| \| \| \| \| \| \| \| (384) \| \| \| \| \| \| \| \| (385) \| \| \| \| \| \| \| \| \| (385) (385) \| \| \| \| \| \| \| \| (385) \| \| \| \| \| \| \| \| (386) \| \| \| \| \| \| \| \| \| (387) (387) \| \| \| \| \| \| \| \| \| (389) (389) \| \| \| \| \| \| \| \| \| (391) (391) \| \| \| \| \| \| \| \| \| (393) (393) \| \| \| \| \| \| \| \| \| (396) (396) \| \| \| \| \| \| \| \| \| (399) (399) \| \| \| \| \| \| \| \| (405) \| \| \| \| \| \| \| \| (406) (406) \| \| \| \| \| \| \| (407) \| \| \| \| \| \| \| (407) \| \| \| \| \| \|
(412) \| \| \| \| \| \| \| (412) (412) \| \| \| \| \| \|	(413) \| \| \| \| \| \| \| (413) (413) \| \| \| \| \| \|	(414)

Part X: Mel May: Comparing an outsider's DES to the originator's DES

(130) | | | (130) | | | (130) | | | (131) (131) | |

(136)

(130) | | |
(130) | | |
(130) | | | (131) (131) | |