So I it myself and I enjoy it. Would you think that it would be a little bit more challenging for the students especially to speak English because of the way that you integrated different parts? For example, the molecular part and the cellular part are intertwined in the function of the circuit decoder signals. So the student, essentially, they need to have the background both with certain molecular biology, certain genetics and certain functional understanding of for example to go through to follow the journey that you are providing? >> Yeah so I mean that's another challenge of neuroscience is that neuroscience, textbook. You have a linear sequence from page 1 to page 600, from chapter 1 to chapter 13, whatever in this case. And when you give lectures, you have lecture one, lecture two, lecture three. This linear sequence are we have to do this, it's a one-dimensional space. But in neuroscience it's a highly high-dimensional network, because different subjects intertwine in different areas. So I must say, that it is a challenge to do this. And there are many linear sequences to try to capture this high dimensional scene. Nothing can be perfect. I am trying to develop a new linear sequence that I feel works the best in my, over my experience in teaching. But also, I have a lot of integrations, cross-chapter references. That's another advantage I suppose of having to write a textbook by myself. That I know where I talk about in different parts. So, I inserted a lot of cross references across different chapters. And also I have a nice chapter at the end talk about techniques that's frequently referred to by in different chapters, so that when still don't know a particular technique, in a different part of a neuroscience. They can go to chapter 13 to read that and they come back to help them understand the chapter. So, I feel that this kind of a, integration among different chapters and have a good method section, Max says chapter, which actually I think is unique among neuroscience textbooks, will help students to grapple with this modern way of integrated neural science research. Because neuroscience is no longer isolated in separate sub-disciplines. >> Right, I really appreciate this heroic effort because, as we know, neuroscience or neurobiology in modern days is a huge field. It starts form a single molecule to genes, to cells, to circuits or the hope ring and then to the cognition. So what, it must be a very challenging task for a single person to put a selective in selecting the judicious choice of materials into a single group. What is your take, what is your challenge when you are writing the book? What is the most challenging thing you feel, you encounter during the process? >> Yeah, I mean the challenge is time. You have to learn all of these things. Through the teaching, I know most of the subjects that I wrote about, but not to sufficient details. For instance, you need to, like you said, integrate all of these things into, distill them into 600 pages. You need to choose the right subject to focus on to sufficient depths to tell the discovery stories. So you can't cover comprehensive everything. So one of the challenges is to choose which aspect to cover. >> To cover. [LAUGH] >> And what not to cover, and how to write it up. So, I read a lot and talk with experts. I consulted you, for instance, on the symmetric transmission because you worked on this as a graduate student. And I consulted many others. I think that's one of the challenges is to select topics. Not everybody would agree with my specific choice, but I think overall I think I did a good coverage and there are certain aspects that may not get sufficient coverage because of their contribution, but it cannot be perfect. As my mentor, Lubert Stryer, I like one of his statement in his first edition biochemistry forward. Actually, his wife, Andrea, telling Lubert ancient Chinese quote. If you will wait for perfection before you finish your book you'll never, it'll never happen. Okay, so this is a working draft represent what I understand to this date, after five years of work. But I hope to get a lot of feedbacks from students and teachers alike, like yourself, so that I can improve them in the future. >> You bet. And we will provide our feedbacks and, as I say, read through this book and I enjoy a lot and from your current status what will be your envision for your next, second edition? I know it's just been published. >> Yeah, I'll take a break before I think about it. >> [LAUGH] >> I deserve a break. >> Yes, five years after. >> Yeah, maybe five years. Actually, probably three to four years. Because if I want to publish this five years from now, I need to start to work on it three to four years from now, right. >> Great, looking forward to it. Although this is already very good and very unique in its way to integrate and then telling your students how information or knowledge is obtained, rather than the knowledge itself. And I think that will help and mobilize or enticing a lot of students. >> Actually, I got quite a few good feedbacks, quite a few universities have adopted this textbook and, actually it was used by two universities before it was published. Three universities. One, including myself, of course. But two other universities used it because the reviewers read my chapter and they liked it, and they used it for their class.
