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I can only have learnt this from Simon Stanford who I acknowledge in the narrative accounts ofthat period of time. In addition to this, and other, fundamental bits of information, I gatheredfrom him some important building blocks of knowledge which have stayed with me and whichhave evolved and been enriched over time. Among these are the differences between Read OnlyMemory (ROM) and Random Access Memory (RAM). Reflecting now on IM1, these termsseem almost archaic and irrelevant, as if they were the property of another epoch. The onlypeople who care about such nuanced differences are those who wish to ensure that their machinehas sufficient capability to deliver the core computing functions they need in the execution oftheir work or other applications.A further piece of prior knowledge on which I drew regularly at the time is harder to describe. Ibelieve that the discipline of logical argument associated with the study of philosophy wasconvenient to the new learning context. Frequently I would apply problem-solving logic to thelearning of new technologies. For example, I had found the mental arithmetic approaches to thecreation of percentages challenging as a child and on into ‘O’ Level study at school (That whichPapert describes as 'Mathophobia' (1993) and about which I wrote in IM1), but I understood thesteps through which it was necessary to take a set of numbers and operate them to produceresults. Such logic I applied to the acquisition of skills and learned to solve my own problemsby thinking through the steps that seemed to be necessary to execute a function. Once I knewsome basic commands like , , , etc., in one program, I was able to apply thatnew knowledge in other contexts. My knowledge base increased daily.By the time I was setting up and developing RE-Net, I had accumulated considerable technicalknowledge pertinent to the domain of computer usage. I was adept at setting up computers,240Simon Hughes Ph.D. Thesis (October 2012)