text:
ICT in Education/The Uses of ICTs in Education

Education policymakers and planners must first of all be clear about what educational outcomes (which is discussed above) are being targeted.These broad goals should guide the choice of technologies to be used and their modalities of use.

The potential of each technology varies according to how it is used. Haddad and Draxler identify at least five levels of technology use in education: presentation, demonstration, drill and practice, interaction, and collaboration.

Each of the different ICTs—print, audio/video cassettes, radio and TV broadcasts, computers or the Internet—may be used for presentation and demonstration, the most basic of the five levels. Except for video technologies, drill and practice may likewise be performed using the whole range of technologies. On the other hand, networked computers and the Internet are the ICTs that enable interactive and collaborative learning best; their full potential as educational tools will remain unrealized if they are used merely for presentation or demonstration. ICTs stand for information and communication technologies and are defined, for the purposes of this primer, as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.” [4] These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. to be used and their modalities of use.

The potential of each technology varies according to how it is used. Haddad and Draxler identify at least five levels of technology use in education: presentation, demonstration, drill and practice, interaction, and collaboration.

Each of the different ICTs—print, audio/video cassettes, radio and TV broadcasts, computers or the Internet—may be used for presentation and demonstration, the most basic of the five levels. Except for video technologies, drill and practice may likewise be performed using the whole range of technologies. On the other hand, networked computers and the Internet are the ICTs that enable interactive and collaborative learning best; their full potential as educational tools will remain unrealized if they are used merely for presentation or demonstration. ICTs stand for information and communication technologies and are defined, for the purposes of this primer, as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.” [4] These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony.

How have radio and TV broadcasting been used in education?
Radio and television have been used widely as educational tools since the 1920s and the 1950s, respectively. There are three general approaches to the use of radio and TV broadcasting in education:

 * direct class teaching, where broadcast programming substitutes for teachers on a temporary basis;

 * school broadcasting, where broadcast programming provides complementary teaching and learning resources not otherwise available; and

 * general educational programming over community, national and international stations which provide general and informal educational opportunities.

The notable and best documented example of the direct class teaching approach is Interactive Radio Instruction (IRI).This consists of “ready-made 20-30 minute direct teaching and learning exercises to the classroom on a daily basis. The radio lessons, developed around specific learning objectives at particular levels of mathematics, science, health and languages in national curricula, are intended to improve the quality of classroom teaching and to act as a regular, structured aid to poorly trained classroom teachers in under-resourced schools.” IRI projects have been implemented in Latin America and Africa. In Asia, IRI was first implemented in Thailand in 1980; Indonesia, Pakistan, Bangladesh and Nepal rolled out their own IRI projects in the 1990s. What differentiates IRI from most other distance education programs is that its primary objective is to raise the quality of learning—and not merely to expand educational access—and it has had much success in both formal and non-formal settings. Extensive research around the world has shown that many IRI projects have had a positive impact on learning outcomes and on educational equity. And with its economies of scale, it has proven to be a cost-effective strategy relative to other interventions.

Mexico’s Telesecundaria is another notable example of direct class teaching, this time using broadcast television. The programme was launched in Mexico in 1968 as a cost-effective strategy for expanding lower secondary schooling in small and remote communities. Perraton describes the programme thus:

 * Centrally produced television programs are beamed via satellite throughout the country on a scheduled basis (8 am to 2 pm and 2 pm to 8 pm) to Telesecundaria schools, covering the same secondary curriculum as that offered in ordinary schools. Each hour focuses on a different subject area and typically follows the same routine—15 minutes of television, then book-led and teacher-led activities. Students are exposed to a variety of teachers on television but have one home teacher at the school for all disciplines in each grade.

The design of the programme has undergone many changes through the years, shifting from a “talking heads”approach to more interactive and dynamic programming that “link[s] the community to the programme around the teaching method. The strategy meant combining community issues into the programs, offering children an integrated education, involving the community at large in the organization and management of the school and stimulating students to carry out community activities.”

Assessments of Telesecundaria have been encouraging: drop out rates are slightly better than those of general secondary schools and significantly better than in technical schools.

In Asia, the 44 radio and TV universities in China (including the China Central Radio and Television University), Universitas Terbuka in Indonesia, and Indira Ghandi National Open University have made extensive use of radio and television, both for direct class teaching and for school broadcasting, to reach more of their respective large populations. For these institutions, broadcasts are often accompanied by printed materials and audio cassettes.

Japan’s University of the Air was broadcasting 160 television and 160 radio courses in 2000. Each course consists of 15 45-minute lectures broadcast nationwide once a week for 15 weeks. Courses are aired over University-owned stations from 6 am to 12 noon. Students are also given supplemental print materials, face-to-face instruction, and online tutorials..

Often deployed with print materials, cassettes and CD-ROMS, school broadcasting, like direct class teaching,is geared to national curricula and developed for a range of subject areas. But unlike direct class instruction, school broadcasting is not intended to substitute for the teacher but merely as an enrichment of traditional classroom instruction. School broadcasting is more flexible than IRI since teachers decide how they will integrate the broadcast materials into their classes. Large broadcasting corporations that provide school broadcasts include the British Broadcasting Corporation Education Radio TV in the United Kingdom and the NHK Japanese Broadcasting Station. In developing countries, school broadcasts are often a result of a partnership between the Ministry of Education and the Ministry of Information.

educational programming consists of a broad range of programme types—news programs, documentary programs, quiz shows, educational cartoons, etc.—that afford non-formal educational opportunities for all types of learners.In a sense,any radio or TV programming with informational and educational value can be considered under this type. Some notable examples that have a global reach are the United States-based television show Sesame Street,the all-information television channels National Geographic and Discovery,and the radio programme Voice of America.The Farm Radio Forum, which began in Canada in the 1940s and which has since served as a model for radio discussion programs worldwide, is another example of non-formal educational programming.

What is teleconferencing and what have been its educational uses?
Teleconferencing refers to “interactive electronic communication among people located at two or more different places.” There are four types of teleconferencing based on the nature and extent of interactivity and the sophistication of the technology: 1) audioconferencing; 2) audio-graphic conferencing, 3) videoconferencing; and 4) Web-based conferencing.

Audioconferencing involves the live (real-time) exchange of voice messages over a telephone network. When low-bandwidth text and still images such as graphs, diagrams or pictures can also be exchanged along with voice messages, then this type of conferencing is called audiographic. Non-moving visuals are added using a computer keyboard or by drawing/writing on a graphics tablet or whiteboard.

Videoconferencing allows the exchange not just of voice and graphics but also of moving images. Videoconferencing technology does not use telephone lines but either a satellite link or television network (broadcast/cable). Web-based conferencing, as the name implies, involves the transmission of text, and graphic, audio and visual media via the Internet; it requires the use of a computer with a browser and communication can be both synchronous and asynchronous.

Teleconferencing is used in both formal and non-formal learning contexts to facilitate teacher-learner and learner-learner discussions, as well as to access experts and other resource persons remotely. In open and distance learning, teleconferencing is a useful tool for providing direct instruction and learner support, minimizing learner isolation. For instance, an audiographic teleconferencing network between Tianjin Medical University in China and four outlying Tianjin municipalities was piloted in 1999 as part of a multi-year collaboration between Tianjin Medical University and the University of Ottawa School of Nursing funded by the Canadian International Development Agency. The audio-graphic teleconferencing network aims to provide continuing education and academic upgrading to nurses in parts of Tianjin municipality where access to nursing education has been extremely limited. Other higher education institutions using teleconferencing in their online learning programs include the Open University of the United Kingdom, Unitar (Universiti Tun Abdul Ruzak) in Malaysia, Open University of Hong Kong, and Indira Gandhi National Open University.

Figure 4.

How have computers and the Internet been used for teaching and learning?
There are three general approaches to the instructional use of computers and the Internet, namely:

 * Learning about computers and the Internet, in which technological literacy is the end goal;

 * Learning with computers and the Internet, in which the technology facilitates learning across the curriculum; and

 * Learning through computers and the Internet, integrating technological skills development with curriculum applications.
 * use for doing different kind of research

What does it mean to learn about computers and the Internet?
Learning about computers and the Internet focuses on developing technological literacy. It typically includes:

 * Fundamentals: basic terms, concepts and operations

 * Use of the keyboard and mouse

 * Use of productivity tools such as word processing, spreadsheets, data base and graphics programs

 * Use of research and collaboration tools such as search engines and email

 * Basic skills in using programming and authoring applications such as Logo or HyperStudio

 * Developing an awareness of the social impact of technological change.

Figure 5.

What about learning with computers and the Internet?
Learning with the technology means focusing on how the technology can be the means to learning ends across the curriculum. It includes:

 * Presentation, demonstration, and the manipulation of data using productivity tools

 * Use of curriculum-specific applications types such as educational games, drill and practice, simulations, tutorials, virtual laboratories, visualizations and graphical representations of abstract concepts, musical composition, and expert systems

 * Use of information and resources on CD-ROM or online such as encyclopedia, interactive maps and atlases, electronic journals and other references.

Technological literacy is required for learning with technologies to be possible, implying a two-step process in which students learn about the technologies before they can actually use them to learn. However, there have been attempts to integrate the two approaches.

What does learning through computers and the Internet mean?
Learning through computers and the Internet combines learning about them with learning with them. It involves learning the technological skills “just-in-time” or when the learner needs to learn them as he or she engages in a curriculum-related activity. For example, secondary school students who must present a report on the impact on their community of an increase in the price of oil for an Economics class may start doing research online, using spreadsheet and database programs to help organize and analyze the data they have collected, as well using word processing application to prepare their written report. Therefore, learning through computer is a vital way to be defined as ICT, adhered to computer literacy.

How are computers and the Internet used in distance education?
Many higher educational institutions offering distance education courses have started to leverage the Internet to improve their programme’s reach and quality. The Virtual University of the Monterrey Institute of Technology in Mexico uses a combination of print, live and recorded broadcasts, and the Internet to deliver courses to students throughout Mexico and in several Latin American countries. Similarly, the African Virtual University, initiated in 1997 with funding support from the World Bank, uses satellite and Internet technologies to provide distance learning opportunities to individuals in various English-speaking and French-speaking countries throughout Africa.

At the University of the Philippines Open University, course materials are still predominantly print-based but online tutorials are becoming a convenient alternative to face-to-face tutorials especially for students unwilling or unable to go to UPOU’s various physical learning centres. About 70-90% of UPOU’s degree courses offer online tutorials as an option, while in several of its non-degree courses tutorials are conducted only online.

But even in Korea, where infrastructure is among the best in the world, and government has put considerable financial and other resources behind an ambitious ICT-based re-tooling of its educational system, challenges to online education persist. (See Box 3.)

Internet- and Web-based initiatives have also been developed at the secondary education level. The Virtual High School is a result of efforts of a nationwide consortium of school districts in the United States to promote the development and sharing of Web-based courses. In Canada, Open School offers a wide range of courses and resources to grades K-12 teachers and students that meet the requirements of the British Columbia curriculum. Course delivery is done through a mix of broadcast and video, while some courses are delivered totally online.

The biggest movers in e-learning, however, are not found within academe but in the private sector. John Chambers, CEO of Cisco, famously predicted that e-learning would be the next big killer application, and corporations are moving aggressively to fulfill this prediction. Merrill Lynch estimates that the combined higher education and corporate e-learning markets in the US will grow from $US2.3 billion in 2000 to US$18 billion in 2003, with corporate training accounting for almost two thirds of that growth. Indeed, the number of corporate universities have grown from 400 to 1,800 over the last 13 years. Corporate universities are primarily in-house organizations in large multinational companies that make use of videoconferencing and the Internet for employee training. If this rate of growth continues, the number of corporate universities will exceed the number of traditional universities by 2010. A parallel development in business is the growth of a new breed of companies that offer online training services to small- and medium-sized enterprises.

What is telecollaboration?
Online learning involving students logging in to formal courses online is perhaps the most commonly thought of application of the Internet in education. However, it is by no means the only application. Web-based collaboration tools, such as email, listservs, message boards, real-time chat, and Web-based conferencing, connect learners to other learners, teachers, educators, scholars and researchers, scientists and artists, industry leaders and politicians—in short, to any individual with access to the Internet who can enrich the learning process.

The organized use of Web resources and collaboration tools for curriculum appropriate purposes is called telecollaboration. Judi Harris defines telecollaboration as “an educational endeavor that involves people in different locations using Internet tools and resources to work together. Much educational telecollaboration is curriculum-based, teacher-designed, and teacher-coordinated. Most use e-mail to help participants communicate with each other. Many telecollaborative activities and projects have Web sites to support them.” The best telecollaborative projects are those that are fully integrated into the curriculum and not just extra-curricular activities, those in which technology use enables activities that would not have been possible without it, and those that empower students to become active, collaborative, creative, integrative, and evaluative learners (see Table 1).There are currently hundreds of telecollaborative projects being implemented worldwide and many more that have either been completed or are in development.

One example is the Voices of Youth project developed by UNICEF. It encourages students to share their views on global issues, such as HIV/AIDS and child labour, with other youth and adults around the world through an electronic discussion forum. The Voices of Youth website also provides background information on the different discussion topics as well as resource materials to help teachers integrate the Voice of Youth discussions in their other classroom activities.

The International Telementor Program (ITP) links students with mentor-experts through email and discussion forums. Founded in 1995 with support from Hewlett Packard, ITP provides project-based online mentoring support to 5th to 12th grade and university students, especially from at-risk communities. The ITP telementor typically meets online with the student at least once every two weeks to answer questions, discuss key issues, recommend useful resources, and comment on student output. The teacher’s role, on the other hand, is to provide support to both student and telementor, monitor the telementoring process, and track the student’s progress.

Perhaps the most widely cited telecollaborative project is the Global Learning and Observations to Benefit the Environment (GLOBE) Program. GLOBE is a U.S. Government-sponsored programme launched in 1994 that links primary and secondary students and teachers from over 10,000 schools in more than 95 countries to the scientific research community. GLOBE gives students the opportunity to collaborate with scientists in conducting earth science research. Participating students periodically take measurements of the atmosphere, water, soils, and land cover at or near their schools, following strict protocols designed by GLOBE scientists. They then enter this data to a central Web-based database. The database may be accessed by scientists, researchers and the general public. GLOBE also provides teachers with guidelines and materials for structured learning activities that take off from the students’ hands-on experience. Students can also go to the GLOBE website for visualizations of the data they and other students have collected.


text:
User talk:Will.i.am

Transwikis completed
We brought them over, moving them to the namespace is up to you. See Transwiki.

Good luck on the dancing book! -- SB_Johnny | talk 01:05, 20 October 2006 (UTC)

Transwiki:Sugar push has arrived. -- SB_Johnny | talk 20:29, 20 October 2006 (UTC)

Re: tagging on wikipedia
I did list them on the outgoing transwiki log at wikipedia, so they'll be taken care of by the admins there within a few days. -- SB_Johnny | talk 20:10, 20 October 2006 (UTC)
 * oops... you know what? I actually didn't do that yet, but I will now (I didn't realise that they were marked with the copy tag on the wikibooks side). -- SB_Johnny | talk 20:16, 20 October 2006 (UTC)

dance books...
There's a few others, actually... recently someone did a lot of work on Rueda de Casino. See Category:Dance for others. -- SB_Johnny | talk 21:07, 20 October 2006 (UTC)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User talk:Will.i.am


text:
User talk:Robinson0120~enwikibooks

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * If you're a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Staff Lounge with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 16:03, 27 December 2006 (UTC)

Trigonometry
What courses are you taking at your school? I mean, are they really teaching you Trigonometry already? And when you say yuo edited Trigonometry what sections? All? A few? One?

Hope to speak soon, PatPeter 02:20, 20 March 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Robinson0120. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Robinson0120~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:25, 19 April 2015 (UTC)

title: User talk:Robinson0120~enwikibooks


text:
User:Moondyne

Hi, if you need to contact me, try here.

Regards Moondyne 06:33, 20 October 2006 (UTC)

PHP/MYSQL

 * PHP Programming
 * MySQL
 * :

HTML

 * HyperText Markup Language
 * HyperText Markup Language/CSS

Linux

 * Linux Guide
 * Linux For Newbies

title: User:Moondyne


text:
Statistics/Summary/Quantiles

Quantiles
Quantiles are statistics that describe various subdivisions of a frequency distribution into equal proportions. The simplest division that can be envisioned is into two equal halves and the quantile that does this, the median value of the variate, is used also as a measure of central tendency for the distribution.

When division is into four parts the values of the variate corresponding to 25%, 50% and 75% of the total distribution are called quartiles. The difference between the 1st and 3rd quartiles is called the inter-quartile range. It embraces the central 50% of the distribution and gives a measure of the dispersion of the distribution. The 2nd quartile is just the median under another name.

Other quantiles that may be encountered include quintiles (distribution divided at 20%, 40%, 60% and 80%), deciles (inter-decile range from 1st decile to 9th decile holds 80% of the distribution) and percentiles.

Division into irregular-sized quantiles can be encountered in a "normal quantile plot", used as a graphical test for the "Normality" of a sample.

title: Statistics/Summary/Quantiles


text:
Linear Algebra/Linear Dependence

In this chapter, we will briefly treat the case of linear dependence of columns. Later, on the section on vectors, we will see what linear dependence means in general. For now, however, we consider its relevance to determinants.

Definition
Consider m columns of numbers, each with n numbers from a field F:

$$C_1= \begin{Vmatrix} a_{11}\\ a_{21}\\ ...\\ a_{n1} \end{Vmatrix},

C_2= \begin{Vmatrix} a_{12}\\ a_{22}\\ ...\\ a_{n2} \end{Vmatrix},

..,

C_m= \begin{Vmatrix} a_{1m}\\ a_{2m}\\ ...\\ a_{nm} \end{Vmatrix}$$

We define the addition of two columns to be the column with their corresponding entries added, and we define scalar multiplication of a number in the field F with the column simply to be the column with each of their entries multiplied by that number.

We call the sum

$$ \alpha_1\begin{Vmatrix} a_{11}\\ a_{21}\\ ...\\ a_{n1} \end{Vmatrix}+ \alpha_2\begin{Vmatrix} a_{12}\\ a_{22}\\ ...\\ a_{n2} \end{Vmatrix}+ ..+ \alpha_m\begin{Vmatrix} a_{1m}\\ a_{2m}\\ ...\\ a_{nm} \end{Vmatrix}$$

with any field elements $$\alpha_1,\alpha_2,...,\alpha_m$$ as a linear combination of the columns $$C_1,C_2,...,C_n$$

Now suppose that these columns form a determinant of order n. Then we have the following result:

Theorem:

If one of the columns is a linear combination of the other, then the determinant is 0.

Proof:

By a theorem proven earlier, a determinant is 0 when one of the columns (or rows) of the determinant is a linear combination of the others. Since a column which is a linear combination of the others remains a linear combination of the others in the determinant, the determinant is 0.

The converse of this theorem is also true, and we will prove this later on this page.

title: Linear Algebra/Linear Dependence


text:
Linear Algebra/Basis Vectors

Definitions
A basis of a vector space V is a set of vectors which have the following properties:
 * They are linearly independent.
 * Their linear combinations build up every vector of V.

A vector space is of dimension d if there exists d linearly independent vectors and that any d+1 vectors are linearly dependent.

Theorem
In a vector space of dimension d, any d linearly independent vectors form a basis for that vector space.

Proof
Let there be d vectors. Let x be another vector. Then those d vectors and x are linearly dependent, so x is linearly dependent on those d vectors. Hence, those d vectors form a basis.

Theorem
If a vector space has d vectors for a basis, then it is of dimension d.

Theorem (completion)
If you have m linearly independent vectors in a vector space of dimension n (with m<=n), then you can choose n-m vectors which form a basis of the vector space along with the starting m vectors.

Proof
Those m vectors do not form a basis since it is not equal to n, so there exists a vector in the vector space linearly independent of them. Continuing choosing vectors independent of the previous ones in this fashion until one has n vectors.

title: Linear Algebra/Basis Vectors


text:
Polish/Possessive Adjectives

< Polish Adjectives < ^ Polish ^ > Comparative & Superlative Cases >

As with nouns and adjectives, possessive adjectives must agree in Polish

Rules
Possessive adjectives in English are my, your, his, her, its, our and their.

As possessive adjectives are adjectives this means that their form will differ if they are used with nouns in the nominative, genitive, datic, accusative, instrumental, locative or genitive cases. There are also some differences for feminine nouns.

The table below illustrates the use of my and your with masculine/neuter and feminine singular nouns. Nasz (our) and wasz (your, where you is a group of people) are declined the same way.

title: Polish/Possessive Adjectives


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Talk:Polish/Possessive Adjectives

Untitled
I have started to expand the Polish Course section and I hope this is OK with everyone. I am still learning Polish myself so if you find any mistakes or anywhere that might need further improvements please do so. Xania 12:08, 20 October 2006 (UTC)

Are you really shure that the form for your is the same for masculine, neuter and feminine nouns? I think these forms are similar to the corresponding forms of moja (mojej, mojej, ...). You missed the forms of his, her and its. They are jego, jej, jego and it's not possible to decline them. --91.64.242.210 17:59, 29 January 2007 (UTC)

title: Talk:Polish/Possessive Adjectives


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Transwiki:Common chemicals

Common chemicals and where to find them
Where can an average student with little to no budget find common chemical component for home use? The following table, compiled from an archive of old chemistry textbooks, lists the household equivalents of chemicals which would ordinarily need to be purchased in large quantity from a chemical supply house. While sources such as the "Anarchist's Cookbook" have given amateur chemistry hobbyists a bad name in recent years, there are many legitimate uses for the following chemicals: science fairs, homemade cleaning solvents (for silver and copper), ceramic glazes for potters, etc.

Be aware that substances here may not be perfect substitutes. Before conducting an experiment, double check data found here against other sources.

A word on safety
This is not an article on the safety proceedures you should follow while working with chemicals; however, if you are new to chemistry, there are a few basic guidelines you should keep in mind:

 * Always, ALWAYS protect your eyes when combining anything more potent than eggs and flour. ALWAYS.

 * Always make certain chemicals are clearly labeled before, during and after use. Many chemicals can cause serious injury if ingested accidentally.

 * If you are a minor, even if you are a teen, you should seek parental supervision before combining chemicals that may react dramatically.

 * Protect your skin from contact with any chemicals. This is best accomplished by wearing gloves, using tongs at all times, or both.

 * Whenever you are expecting a dramatic chemical reaction, such as in the creation of minor explovsives, you should be aware that the chemical components involved are likely to be volatile BEFORE the end of the experiment. Take care handling these chemicals.

 * Finally, know what reactions and possible complications to expect from an experiment in advance. If you are following a set of instructions that does not include this information, it is likely that the author does not have first hand knowledge of the experiment, in which case you should seek out directions from another source.

title: Transwiki:Common chemicals


text:
Heliciculture

Table of Contents

 * /History/
 * /General Information/
 * /Economic Impact/
 * /Morphology/
 * /List of Edible Snails/
 * /Mating and Egg Laying/
 * /Growth/
 * /Farming Snails/
 * /Pens and Enclosures/
 * /Cannibalism by Hatchlings/
 * /Gathering Snails/
 * /Feeding/
 * /Diseases and Pests/
 * /Population and Density/
 * /Shipping Snails/
 * /Turning Snails into Escargot/
 * /Restrictions and Regulations in the United States/

Original sources

 * Rebecca Thompson and Sheldon Cheney Raising Snails "National Agricultural Library, Agricultural Research Service, U. S. Department of Agriculture."
 * Source of this article in Russian
 * Source of this article in Italian

title: Heliciculture


text:
The Computer Revolution/Networks/Components

Network Backbones
Backbones are the basic infrastructure of the internet. They are high speed lines that directly connect large hubs, companies and academic institutes. Typically trunk line backbones are made of fibre optic cables. Many of these fibre optic cables are bundled together to increase capacity. The rating system for fibre optic cables is designated with OC for optical carrier. For example an OC-3 has a transmitting capacity of 155Mbps whereas an OC-48 can transmit 2488Mbps (2.488Gbps). An OC-48 is about 44,430 times faster than a standard 56Kbps modem still available today. This huge network of backbones between countries governments, educational institutions, research institutions and companies operate their own backbones which interconnect. The entire network is a gigantic agreement between these institutions sprawling around the world allowing the freedom of intercommunication.

Network Operating System
A Network Operating System (NOS) is software that serves the following three purposes:

 * 1) It controls a network and the messages (packets) and queues it receives
 * 2) It controls access to network resources (e.g., files) by multiple users
 * 3) It provides for certain administrative functions, such as security

A NOS is not the same as Windows XP (a networking tool provided by an existing operating system), as an example. A networking operating system is an OS that has been written to keep a network running at peak performance.

A NOS is most often used with LANs (local area networks) and WANs (wide area networks), but might also be used in conjunction with larger network systems.

NOS is an operating system that also has special functions for connecting computers and devices into a LAN or Inter-networking. Some of the more common NOS for DOS and Windows systems are Novell Netware, Windows NT and 2000, Sun Solaris and IBM OS/2. The Cisco Internet Operating System (IOS) is also a NOS that specializes in the Internet working capabilities of network devices.

Some of the features of the Network Operating System are:

 * 1) Basic operating system features such as support for processors, protocols, automatic hardware detection, and multi-processing of applications
 * 2) Security features that include authentication, logon restriction and access control
 * 3) Provide name and directory services
 * 4) Provide other services, such as file, print, web, back-up and replication
 * 5) Support Internet working (e.g., routing, WAN ports)
 * 6) Support and user management for logging off and on (remote access), system management, administration and auditing tools with graphic interfaces
 * 7) Clustering capabilities for fault tolerant and high availability systems


text:
Engineering Analysis/Print version

= License = = GNU Free Documentation License =

title: Engineering Analysis/Print version


text:
Talk:Rhetoric and Composition/Narration

poorly constructed paragraph
This is one of the most poorly written paragraphs I've ever read on Wikipedia (and ironically, it's in a section about writing):

"In close relation to the thesis of your narrative, is your awareness of audience. Because your thesis deals directly with the purpose in telling your story, a discussion of audience will inherantly follow in order to apply that purpose to a group. When storytelling, you must give thought to what you would like your audience to leave the piece with. Your purpose should relate directly to the target audience so that the implicit rhetoric does not go unnoticed."

 * unecessary comma in the first sentence
 * "the purpose in telling your story?" Should be "of" not "in"
 * inherantly is spelled inherently
 * splitting "leave...with" in "your audience to leave the piece with" sounds retarded, sorry. Why not say "your audience to obtain from the piece" or something less awkward?
 * pretentious double-negative in the last sentence

Well, now the above comment is obsolete. Whether the changes I made are up to the reader's standards is another question. Russ Markert

closing remarks
Not sure the "closing remarks" section heading is very useful. Can we make it more specific? Readers should infer from title what it contains. --Mattbarton.exe 20:19, 29 November 2007 (UTC)

changes, spring 2017
Hey, my name's Nathaniel and I think I'll be making a few changes to this page. I will likely focus on the use of narrative in argumentation, as well as some points about its general structure. There are many smaller stubs on this article that could be fruitfully expanded from a rhetorical perspective.

Side Note: Are we allowed to delete previous discussion content? Most of the material written above by Russ has been obviated by page changes, and I don't find his tone constructive. And he uses the word retarded. I mean, come on.

title: Talk:Rhetoric and Composition/Narration


text:
A-level Mathematics/OCR/FP1/Matrices

A matrix is an array of numbers (elements) presented in a standard form such as the one below. If you wish to use one in an algebraic expression, it is conventional to use a capital letter as an identifier.

$$\begin{pmatrix} 1 & 2 & 3\\ 7 & 8 & 9 \end{pmatrix}$$

The order of a matrix is the number of rows multiplied by the number of columns e.g. the order of the above matrix is $$[ 2 \times 3 ]$$ (pronounced two by three)

Intuitively, a matrix is called square if it has the same number of rows as columns, and we can also say column matrix to mean a matrix with only one column, and row matrix for a matrix with only one row.

Adding Matrices
Adding matrices is as you would expect: take a number from the first matrix and add it to the number in the corresponding position in the second matrix and place the result in the third matrix in the same position. This has the obvious limitation that only matrices of the same order can be added together.

$$\begin{pmatrix} 1 & 2 & 3\\ 7 & 8 & 9 \end{pmatrix} + \begin{pmatrix} 11 & 12 & 4\\ 1 & 3 & 5 \end{pmatrix} = \begin{pmatrix} 12 & 14 & 7\\ 8 & 11 & 14 \end{pmatrix}$$

Subtracting Matrices
Subtracting matrices is also as you would expect and is the exact opposite of adding matrices (see above).

$$\begin{pmatrix} 1 & 2 & 3\\ 7 & 8 & 9 \end{pmatrix} - \begin{pmatrix} 11 & 12 & 4\\ 1 & 3 & 5 \end{pmatrix} = \begin{pmatrix} -10 & -10 & -1\\ 6 & 5 & 4 \end{pmatrix}$$

Multiplying Matrices
Unfortunately, multiplying matrices is not as expected. The most simple way of defining multiplication of matrices is to give an example in algebraic form.

$$\begin{pmatrix} a & b \\ c & d \end{pmatrix}.\begin{pmatrix} e & f \\ g & h \end{pmatrix} = \begin{pmatrix} ae+bg & af+bh \\ ce+dg & cf+dh \end{pmatrix}$$

As above, to find the value of each element in the resulting matrix, you have to take the sum of the row in the first matrix multiplied by the column in the second matrix. Because of this, matrices can only be multiplied together if they are conformable - i.e. if the second matrix has the same number of rows as there are columns in the first matrix. A quick rule of thumb is that if you have an $$[ a x b ]$$ order matrix you can multiply it by a $$[ b x c ]$$ matrix to obtain an $$[ a x c ]$$ matrix.

$$\begin{pmatrix} 1 & 2 & 3 \\ 4 & 5 & 6\end{pmatrix}.\begin{pmatrix} 7 & 8 \\ 9 & 10 \\ 11 & 12\end{pmatrix} = \begin{pmatrix} 7+18+33 & 8+20+36 \\ 28+45+66 & 32+50+72 \end{pmatrix} = \begin{pmatrix} 58 & 64 \\ 139 & 154 \end{pmatrix}$$

The other major problem with multiplying matrices is that it is not, in general, commutative. This means that $$\mathbf{AB} \not= \mathbf{BA}$$. This is very counterintuitive as multiplication between real numbers is not like this. As an example, if we multiply the above two matrices the other way around, we get a different matrix.

$$\begin{pmatrix} 7 & 8 \\ 9 & 10 \\ 11 & 12 \end{pmatrix}.\begin{pmatrix} 1 & 2 & 3 \\ 4 & 5 & 6 \end{pmatrix} = \begin{pmatrix} 7+32 & 14+40 & 21+48 \\ 9+40 & 18+50 & 27+60 \\ 11+48 & 22+60 & 33+72 \end{pmatrix} = \begin{pmatrix} 39 & 54 & 69 \\ 49 & 68 & 87 \\ 59 & 82 & 105 \end{pmatrix}$$

Of course there exist matricies that do 'commute'. For example take the product of the identity matrix $$ \mathbf{I} $$ with any other square matrix, of the same dimension, and these clearly commute.

Multiplication by a scalar is easier; you simply multiply the number by every element in the matrix. For example:

$$3\begin{pmatrix} 7 & 8 \\ 9 & 10 \\ 11 & 12 \end{pmatrix} = \begin{pmatrix} 21 & 24 \\ 27 & 30 \\ 33 & 36 \end{pmatrix}$$

Dividing Matrices
Division of matrices is not defined. However we can multiply by the inverse matrix to achieve the same result. See below for how to find the inverse of a matrix.

Identity Matrices
The identity matrix is the matrix which when multiplied by another matrix returns that matrix - in other words it is the equivalent of the real number 1. Because this can only happen with square matrices, an identity matrix is a square matrix which apart from a diagonal line of ones from top left to bottom right consists only of zeros. The three by three identity matrix known as $$\mathbf{I_3}$$is thus:

$$\begin{pmatrix} 1 & 0 & 0 \\ 0 & 1 & 0 \\ 0 & 0 & 1 \end{pmatrix}$$

Zero Matrices
The zero matrix or null matrix is denoted $$\mathbf{O}$$, and it's simply a matrix populated exclusively by zeros.

Both of the following matrices are called $$\mathbf{O}$$.

$$\begin{pmatrix} 0 & 0 \\ 0 & 0 \end{pmatrix}$$

$$\begin{pmatrix} 0 & 0 & 0 \\ 0 & 0 & 0 \end{pmatrix}$$

Naturally, for any matrix M,

$$\mathbf{O}{M} = \mathbf{M}{O} = \mathbf{O}$$ and $$\mathbf{O}+\mathbf{M}=\mathbf{M}$$

Inverse Matrices
If you have two matrices such that $$\mathbf{AB} = \mathbf{I}$$ then you can think to yourself that A is equal to $$\frac{I}{B}$$, which is analogous to $$A=\frac{1}{B}$$. However, since we do not specifically define division for matrices, we must always use the notation B−1 instead of 1/B. So we have:

$$\mathbf{A} = \mathbf{B^{-1}I} = \mathbf{B^{-1}}$$

A matrix X−1 is called the inverse matrix of X - if you multiply the two together you get the identity matrix.

Inverse
For two by two matrices the process of finding an inverse is very simple:

$$\begin{pmatrix} a & b \\ c & d \end{pmatrix}^{-1} = \frac{1}{ad-bc}\begin{pmatrix} d & -b \\ -c & a \end{pmatrix}$$

This implies that not all square matrices do have an inverse, since if $$ad-bc$$ is zero then the inverse will be undefined. A matrix with no inverse is known as singular.

The formula above is derived as follows:

$$\begin{pmatrix} a & b \\ c & d \end{pmatrix}\begin{pmatrix} e & f \\ g & h \end{pmatrix} = \begin{pmatrix} 1 & 0 \\ 0 & 1 \end{pmatrix}$$

$$\Rightarrow \begin{cases} ae + bg = 1\\ af + bh = 0\\ ce + dg = 0\\ cf + dh = 1 \end{cases}$$

$$e = \tfrac{d}{ad - bc}$$

$$f = \tfrac{-b}{ad - bc}$$

$$g = \tfrac{-c}{ad - bc}$$

$$h = \tfrac{a}{ad - bc}$$

Taking out a factor of $$\tfrac{1}{ad - bc}$$ gives:

$$\frac{1}{ad - bc}\begin{pmatrix} d & -b \\ -c & a \end{pmatrix}$$

Determinant
This part of the equation ($$ad-bc$$) is known as the determinant of the matrix and has many other uses which will be gone into later. It is written in several different ways including:

$$det(\mathbf{M}) = |\mathbf{M}| = \begin{vmatrix} a & b \\ c & d \end{vmatrix}$$

Transpose
For the matrix $$M = \begin{pmatrix} a & b \\ c & d \end{pmatrix}$$, its transpose is denoted $$M^T$$ and is equal to $$\begin{pmatrix} a & c \\ b & d \end{pmatrix}$$

3x3 matrices
For 3x3 matrices and upward, the process of finding the determinant and inverse is considerably more convoluted. We will take the following example matrix:

$$\begin{pmatrix} 1 & -1 & 3 \\ 2 & -1 & 4 \\ 2 & 2 & 1 \end{pmatrix}$$

Determinant

 * 1. Choose any row or column of the matrix. For the example, we'll choose the last row.
 * 2. Take the first element in the row and imagine deleting the column and row it's in. This leaves you with a submatrix:

 * $$\begin{pmatrix} -1 & 3 \\ -1 & 4 \end{pmatrix}$$

 * 3. Find the determinant of this submatrix, as above. In our case, the determinant of the submatrix is

 * $$(-1*4)-(3*-1)=-4-(-3)=-1$$

 * 4. We now repeat steps 2 and 3 for the second and third elements of our chosen row:
 * Deleting row 3 and column 2 we obtain the submatrix:

 * $$\begin{pmatrix} 1 & 3 \\ 2 & 4 \end{pmatrix}$$

 * The determinant is -2.

 * Deleting row 3 and column 3 we get:

 * $$\begin{pmatrix} 1 & -1 \\ 2 & -1 \end{pmatrix}$$

 * The determinant of this is 1.

 * 5. Now we have to change the signs of some of these determinants in order to obtain values known as the cofactors of the original matrix. To do this, we recall the following matrix:

 * $$\begin{pmatrix} + & - & + \\ - & + & - \\ + & - & + \end{pmatrix}$$

 * This tells us that if we chose the first or last row in step 1, we keep the sign of the first determinant we found; we reverse the sign of the second; and we keep the sign of the last. Our three determinants were -1, -2 and 1. The cofactors are therefore -1, 2 and 1.

 * 6. The cofactor of -1 came from the element 2 in the bottom left; the cofactor 2 came from the element 2 at the bottom centre; and the cofactor 1 came from the element 1 at the bottom right. What we do now is to multiply each cofactor by the element from which we got it and add up the results:

 * $$(-1*2)+(2*2)+(1*1) = -2+4+1 = 3$$

 * 7. The determinant is 3.

Inverse
To find the inverse of a 3x3 matrix, we start off by following through our method above to find the cofactors for all of the elements in the matrix.

To reiterate, for every element of the matrix:
 * 1) Delete the row it's in and delete the column it's in to obtain a 2x2 submatrix.
 * 2) Find the determinant of the submatrix.
 * 3) Change its sign as necessary.
 * The formal method of changing the sign is to multiply the determinant by -1i+j where i is the row number and j is the column number of the element you selected. For example, with the top-left element, we get the submatrix:

 * $$\begin{pmatrix} -1 & 4 \\ 2 & 1 \end{pmatrix}$$

 * The determinant of this matrix is -9. The row number was 1 and the column number was 1, so we do -9 x -11+1 = -9 x 1 = -9.

When you have found all of the cofactors, you can put them in a 3x3 matrix. For our example matrix, we get:

 * $$\begin{pmatrix} -9 & 6 & 6 \\ 7 & -5 & -4 \\ -1 & 2 & 1 \end{pmatrix}$$

 * 4. To check that you have obtained the correct matrix of cofactors, you can take any row or column and multiply each element in it by the corresponding element in the original matrix, and add these up; you should get the determinant, regardless of which row or column you choose. Another property of the matrix of cofactors is that if you multiply each element in a row/column by the corresponding element in a different row/column, and add these numbers up, it will come out as zero.

 * 5. This is helpful to us because remember that if we multiply the original matrix by its inverse, we get the identity matrix. If we transpose the matrix of cofactors then the rows become the columns and the columns become the rows:

 * $$\begin{pmatrix} -9 & 7 & -1 \\ 6 & -5 & 2 \\ 6 & -4 & 1 \end{pmatrix}$$

 * Notice where each of the elements have moved.

 * The resulting matrix is called the adjugate or adjoint of the original matrix. If we multiply this matrix by the original, notice what we get:

 * $$\begin{pmatrix} -9 & 7 & -1 \\ 6 & -5 & 2 \\ 6 & -4 & 1 \end{pmatrix}\begin{pmatrix} 1 & -1 & 3 \\ 2 & -1 & 4 \\ 2 & 2 & 1 \end{pmatrix} = \begin{pmatrix} 3 & 0 & 0 \\ 0 & 3 & 0 \\ 0 & 0 & 3 \end{pmatrix}$$

 * As you can see, when we multiply the first row by the first column, as we do in matrix multiplication, we are doing the same that we were when we multiplied the first column of the matrix of cofactors by the first column of the original matrix - and remember that we obtained the determinant. When we multiply the first row of the adjugate by the second column of the original, we are doing the same as we were when we multiplied the first column of the matrix of cofactors by the second column of the original - i.e. multiplying by an alien column. Like before, we get zero.

 * Recall that if we multiply the inverse of a matrix by that matrix we should get the identity matrix. So far we have got a matrix similar to the identity matrix but 3 times large - that is, larger by a factor of the determinant. So now we can easily conclude the process and obtain the inverse.

 * 6. The inverse of the original matrix is the adjugate multiplied by the inverse of the determinant. In our case, this is:

 * $$\frac{1}{3}\begin{pmatrix} -9 & 7 & -1 \\ 6 & -5 & 2 \\ 6 & -4 & 1 \end{pmatrix}$$

It is far more usual to keep the inverse of the determinant outside the matrix, since it would be less elegant if we carried through with the multiplication:

 * $$\begin{pmatrix} -3 & \frac{7}{3} & \frac{-1}{3} \\ 2 & \frac{-5}{3} & \frac{2}{3} \\ 2 & \frac{-4}{3} & \frac{1}{3} \end{pmatrix}$$

Solving systems of equations
Suppose you are presented with the following simultaneous equations.

$$x-y+3z = 11$$

$$2x-y+4z = 24$$

$$2x+2y+z = 39$$

We can put the coefficients of the variables into a matrix, and represent the problem like this:

$$\begin{pmatrix} 1 & -1 & 3 \\ 2 & -1 & 4 \\ 2 & 2 & 1 \end{pmatrix}\begin{pmatrix} x \\ y \\ z \end{pmatrix}=\begin{pmatrix} 11 \\ 24 \\ 39 \end{pmatrix}$$

If we call the matrix of coefficients M and the matrix of the variables X, then we can say:

$$\mathbf{MX}=\begin{pmatrix} 11 \\ 24 \\ 39 \end{pmatrix}$$

Rearranging for X:

$$\mathbf{X}=\mathbf{M^{-1}}\begin{pmatrix} 11 \\ 24 \\ 39 \end{pmatrix}$$

We can use the inverse matrix we found in the last section to solve these equations:

$$\mathbf{X}=\frac{1}{3}\begin{pmatrix} -9 & 7 & -1 \\ 6 & -5 & 2 \\ 6 & -4 & 1 \end{pmatrix} \begin{pmatrix} 11 \\ 24 \\ 39 \end{pmatrix}=\begin{pmatrix} 10 \\ 8 \\ 3 \end{pmatrix}$$

If the determinant of the matrix of coefficients is zero, then the matrix has no inverse for obvious reasons; the matrix is said to be singular if the determinant is zero. In this case, the equations have no unique solution - that is, there might be more than one solution or there might be no solutions at all. (If there is a solution or if there are many solutions, the system is said to be consistent.)

Matrices as Transformations
Matrices represent linear transformations. For every linear transformation, there is exactly one equivalent matrix, and every matrix represents a unique linear transformation. To work out the matrix for a particular transformation, form and solve an equation as in the following example:

To find the matrix corresponding to the reflection in the x-axis, the point (x,y) will be transformed to (x,-y), thus:

$$M\begin{pmatrix} x \\ y \end{pmatrix} = \begin{pmatrix} x \\ -y \end{pmatrix}$$

where M is the matrix we want to find. Assuming we are dealing with a two-dimensional plane, M must be of the form: $$\begin{pmatrix} a & b \\ c & d \end{pmatrix}$$ and so:

$$\begin{pmatrix} a & b \\ c & d \end{pmatrix}\begin{pmatrix} x \\ y \end{pmatrix} = \begin{pmatrix} x \\ -y \end{pmatrix} \Rightarrow \begin{cases} ax+by = x\\ cx+dy = -y \end{cases}$$

As we want this to apply for all points (x,y), x and y must be independent of one another. This means that both b and c must be 0 and so we get:

$$\begin{cases} ax = x\\ dy = -y \end{cases}$$

a = 1 and d = -1, so the matrix for reflection in the x-axis is:

$$\begin{pmatrix} 1 & 0 \\ 0 & -1 \end{pmatrix}$$

An alternative to this method is as follows:
 * 1) Find the transformation of the point (1,0). In this example, the reflection of (1,0) in the x-axis is just (1,0). Call this point (x1,y1).
 * 2) Find the transformation of the point (0,1). In this example, it's (0,-1). We'll call this point (x2,y2).
 * 3) The matrix you seek is then:

 * $$\begin{pmatrix} x_1 & x_2 \\ y_1 & y_2 \end{pmatrix}$$

Invariance
An invariant point is one which is left unchanged by a transformation, i.e.:

 * $$M\begin{pmatrix} x \\ y \end{pmatrix} = \begin{pmatrix} x \\ y \end{pmatrix}$$

Some transformation matrices only have one invariant point, whilst some will have a line of invariant points. It should be noted that under the identity matrix all points are invariant, and that the point (0,0) is invariant under all transformation matrices.

A line of invariant points is where all points on a certain straight line are invariant for a specific matrix, e.g.:

Find the equation of the line of invariant points for the transformation $$\begin{pmatrix} 6 & 5 \\ 2 & 3 \end{pmatrix}$$

For the point (x,y) to be invariant it must satisfy:

 * $$\begin{pmatrix} 6 & 5 \\ 2 & 3 \end{pmatrix}\begin{pmatrix} x \\ y \end{pmatrix} = \begin{pmatrix} x \\ y \end{pmatrix}$$

 * $$\Rightarrow

\begin{cases} x = 6x + 5y\\ y = 2x + 3y \end{cases}$$

 * $$\Rightarrow

\begin{cases} 5x + 5y = 0\\ 2x + 2y = 0 \end{cases}$$

Since these are the same equation, there must be a line of invariant points:

 * $$\Rightarrow

y = -x$$

This shows that if y is equal to -x, then the point (x,y) will be invariant, so any point on the line $$y = -x$$ is an invariant point.

It is also possible to have a line which is unchanged by a transformation, but the points on the line may change positions, i.e. any point on a certain straight line will still be on the same straight line after the transformation even if the actual point has changed. For example: under the matrix representing reflection in the y-axis, any horizontal line will remain unchanged, but the points on the line will not, i.e. (1,0) will be mapped to (-1,0) but both points remain on the line y = 0.

An invariant line can be found like so:

 * $$\begin{cases}

M\begin{pmatrix} x \\ y \end{pmatrix} = \begin{pmatrix} X \\ Y \end{pmatrix}\\ y = mx + c\\ Y = mX + c \end{cases}$$

Example, if M = $$\begin{pmatrix} 3 & 2 \\ 1 & 2 \end{pmatrix}$$

 * $$\begin{cases}

X = 3x +2y\\ Y = x + 2y\\ Y = mX+c\\ y = mx+c \end{cases}$$

 * $$\Rightarrow

x + 2y = m(3x + 2y)+c$$

 * $$\Rightarrow

x + 2mx+2c = 3mx + 2m^2x+2mc+c$$

 * $$\Rightarrow

2m^2x - x + mx +2mc-c= 0$$

 * $$\Rightarrow

x(2m^2 + m - 1)+c(2m-1) = 0$$

So either $$x = 0$$ (the origin is always invariant), or $$2m^2 + m - 1 = 0$$

 * $$\Rightarrow

(2m - 1)(m + 1) = 0$$

So either $$m = \tfrac{1}{2}$$or $$m = -1$$ and $$ c = 0$$, thus there are two invariant lines:

 * $$y = \tfrac{1}{2}x+c$$

 * $$y = -x\,\!$$

title: A-level Mathematics/OCR/FP1/Matrices


text: C++ Programming/Code/Variables/Examples

title: C++ Programming/Code/Variables/Examples


text:
Linear Algebra/Row and Column Operations

Elementary Row Operation
There are three elementary row operations:
 * 1) Replacement
 * 2) Interchanging
 * 3) Scaling

The following are an explanation and examples of the three different operations. In the chapter Systems of Linear Equations we have used all of these operations, except Scaling.

An important thing to remember is that all operations can be used on all matrices, not just on matrices derived from linear systems.

Replacement
Replace one row by the sum of itself and a multiple of another row. A more common paraphrase of row replacement is "Add to one row a multiple of another row."

An example is, we are given the linear system:
 * $$x_1+4x_2=3$$
 * $$2x_1+2x_2=4$$

This can be written in matrix notation, as an augmented matrix, like this
 * $$\begin{bmatrix}1 && 4 && 3 \\ 2 && 2 && 4\end{bmatrix}$$

Now we have decided to eliminate the $$x_1$$ term in equation 2; this can be done by adding -2 times equation 1 to equation 2
 * $$\begin{matrix}-2*[equation\ 1]: & -2x_1-8x_2=-6 \\ \underline{+[equation\ 2]:} & \underline{2x_1+2x_2=4} \\ \left[new\ equation\ 2\right]: & -6x_2=-2\end{matrix}$$

which gives us the matrix
 * $$\begin{bmatrix}1 && 4 && 3 \\ 0 && -6 && -2\end{bmatrix}$$

Interchanging
Interchange two rows.

An example is as follows. We are given the matrix
 * $$\begin{bmatrix}1 && 2 && 3 \\ 2 && 3 && 1\end{bmatrix}$$

Here we have performed an interchange operation on the two rows.
 * $$\begin{bmatrix}2 && 3 && 1 \\ 1 && 2 && 3\end{bmatrix}$$

This is a useful operation when you are trying to solve a linear system and can see that it will be easier to solve it by interchanging two rows. It is a widely used operation, even though it seems like an odd and not very useable operation.

Scaling
Multiply all entries in a row by a nonzero constant.

As an example, we are given the matrix
 * $$\begin{bmatrix}1 && 2 && 3 \\ 2 && 3 && 1\end{bmatrix}$$

Now a scaling operation has been performed on the first row, by multiplying by -2
 * $$\begin{bmatrix}-2 && -4 && -6 \\ 2 && 3 && 1\end{bmatrix}$$


text:
Linear Algebra/Identity Matrix

Identity Matrix
The identity matrix, with a size of n, is an n-by-n square matrix with ones on the main diagonal and zeros elsewhere. It is commonly denoted as $$I_n$$, or simply by I if the size is immaterial or can be easily determined by the context.
 * $$I_1=[1] \quad I_2=\begin{bmatrix}1 & 0 \\ 0 & 1\end{bmatrix} \quad I_3=\begin{bmatrix}1 & 0 & 0 \\ 0 & 1 & 0 \\ 0 & 0 & 1\end{bmatrix} \quad I_n=\begin{bmatrix}1 & 0 & \cdots & 0 \\ 0 & 1 & \cdots & 0 \\ \vdots & \vdots & \ddots & \vdots \\ 0 & 0 & \cdots & 1\end{bmatrix}$$

The most important property of the identity matrix is that, when multiplied by another matrix, A, the result will be A
 * $$AI_n=A\,$$ and $$I_n A=A\,$$.

title: Linear Algebra/Identity Matrix


text:
Pro Engineer/Regeneration Failures

A regeneration failure is an error Pro/Engineer encounters in the generation of a model that forces it to halt until the problem is corrected by the user. Such failures are avoidable by careful, systematic use of the software but are unavoidable in dealing with designs handed down by less careful users.

Parent/Child Relationships
To determine whether a feature in the Model Tree is dependent on another feature, right click on it and select Info > Parent/Child. This will open a window describing what features this one depends on (its parents), and which features depend on it (its children).

When a feature of a part or assembly is a parent of other features, any changes to this parent are meant to be reflected in its children. This is enabled by careful consideration to Design Intent. For example, if a hole's diameter is intended to be the same as another hole, they should not be individually sized, but rather the child should be set equal in size to its parent so that any changes to the parent will result in robust reactionary behavior throughout the model and assembly.

The model tree, when managed carelessly, can become more of a web than a tree. Careless suppression of features is usually the root cause of regeneration failures.

Suppressing Features
To suppress a feature, select it in the viewing area or in the Model Tree and in the right-click context menu select Suppress.

Suppressing a feature is similar to hiding it from view but also causes Pro/Engineer to stop considering it in the part or assembly generation. Suppressing a feature makes the model behave as if the feature were deleted, whereas hiding makes a feature invisible. Because the feature behaves as if it were deleted, any unsuppressed children of the feature will suffer regeneration failures.

Suppression is useful in engineering applications when certain aspects of the model need to be ignored in computation. For example, in creating a mesh of a solid for finite element analysis, certain features of a model may be irrelevant to the results and may offer nothing to the model besides an increase in processing time. The solution is to create a copy of the model, and in this copy suppress the unnecessary features. This is called defeaturing. The defeatured copy of the model should then be carefully kept off limits for feature modification, because changes that happen to conflict with suppressed features are very easy to create and go unnoticed. While this careful use of the suppress function is fairly harmless, the following uses in a collaborative design environment are more dangerous:

 * The feature is likely to be deleted in the near future, but we haven't decided yet. I will suppress it for now.  The correct way to approach this situation is to hide the feature or force yourself to ignore it-- not suppress it.  It is important to maintain the functionality of a feature until it is actually removed.  Another safe approach is to simply decide whether to delete the feature.
 * I will suppress this feature because I don't know what it is. Never assume that a mysterious or invisible feature is without function until checking to be certain that it has no dependent features.  Check the parent/child relations first before suppressing anything.  Pro/Engineer will attempt to suppress child features of a suppression, but will give no warning when some children of the feature are already suppressed.  It is wise to check with the original engineer to determine what features were placed for, because many features are placed for undocumented but important future intentions, and Pro/Engineer can do nothing to predict them or inform you of the consequences.
 * I want to redesign this feature from scratch, but I don't want to delete it until I'm finished, so I will suppress it for now. This approach can create a mess of features in the model tree, made at different times by different users.  Moreover, dependent features of the existing will need to be rereferenced to the newly designed parent.  Whenever possible, a safer approach is to leave the feature in place while designing the new one.  Unfortunately, many features cannot be hidden in Pro/Engineer, and working with two visible versions of a feature can be cumbersome because they often overlap in space. Sometimes this problem can be resolved by hiding the older version, but not all features are allowed to be hidden.
 * I need both a visual and a computational model, and they are not the same, so I will alternate the suppressing of one version or the other. This is a useful application of suppression but it is safest to only do this for the finishing touches of a design.  If such an approach is necessary for any more fundamental feature of a part or assembly that needs to be referenced by others, make sure the entire tree of dependencies of this feature may be suppressed together, and that this is consistent with your design intent.
 * I'm going to leave this feature suppressed because I don't know what it is. This is the most dangerous situation of all.  Suppression should always be done for a reason and should not occur in the middle of a design process.  If given a part or assembly with suppressed features, vigorously pursue the understanding of why they are suppressed and attempt to resume as much as possible before beginning any modifications.  It is difficult to see what a suppressed feature is because it is invisible in the viewing area.  The only way to determine the nature of the feature is to resume it.  If this leads to regeneration failures, follow the steps below to get into the redefinition of a failed feature, and the nature of the feature should become clearer.

Over-Referencing
References are necessary to create robust models that intelligently update themselves in all necessary places to reflect design intent when any single change is made. Overuse of references creates a web of dependency that later becomes difficult to untangle and not only increases the likelihood of failures occurring but exacerbates the problem of mitigating the failures that do occur.

Features are often defined by sketches. Extrusions and revolutions are common examples. Before sketching begins, Pro/Engineer asks for enough references to place the sketch on the model. Often, more references are necessary for robust design. However, to minimize future frustration, only as many features as absolutely necessary should be referenced, and only very basic features that are least likely to be removed should be referenced. Absolute datum references are very effective for this purpose.

When regeneration failures occur, and references need to be reassigned, the care taken in the choice of references will repay itself many times over in ease of mitigation.

Resolve Mode
When Pro/Engineer comes to a regeneration failure, it falls into Resolve Mode which utilizes an older interface consisting of menus that generally appear along the right side of the screen. In this mode, most functions of the program are disabled, including saving and quitting. The Undo feature is limited to one attempt and is not always successful. For these reasons, Resolve Mode can be difficult to maneuver out of, and is a source of frustration for many new users.

Failures often occur upon the Resume of a features that have been suppressed in the past, and have since been neglected and lost some of their parent references. One way to get out of this situation is to resuppress the feature: Quick Fix > Suppress > Confirm > Suppress All. This usually gets the model back to where it was before Resuming the feature. A more productive approach is to fix the reference problem by reassigning appropriate new references to whatever feature is missing them. Fix Model > Feature > Confirm > Redefine > Failed Feature gets this process started. Often this brings the user to the Edit Defintion of a feature defined by a sketch, and often it is the sketch that is missing references. In the toolbar: Placement > Edit > Sketch will open up the problem sketch. In the menu, Sketch > References will open up the References dialog and with any luck this will display the problems. These broken references sometimes need to be deleted and replaced, and sometimes need to be reassigned to reflect changes. This tool can not be closed normally until issue is not resolved. Extremely not user friendly and time consuming tool.

Resolve Options

 * Undo Changes: A single opportunity to reverse the changes made, which does not always succeed.
 * Investigate: Open up the model tree to viewing in order to search for the cause of the problem.
 * Current Model/Backup Model:
 * Diagnostics [Checkbox]: Toggle display of the Failure Diagnostics window.
 * Show References: Open the Reference Information Window which contains the Parent/Child information of the failed feature. Generally there will be red bullets visible in the parents section on the left.
 * Roll Model: Rolls the model back to a particular feature in the regeneration tree. This can allow the user to trace up the tree and look for anything out of place that later leads to failure.
 * Failed Feat:
 * Before Fail:
 * Last Successful:
 * Specify: Choose a particular feature.
 * Quick Fix: Work with the failed feature or component to resolve the problem.
 * Find Component: Find and retrieve the failed feature.
 * Redefine: Redefine the feature.
 * Suppress: Suppress the feature and its children. If a failure was triggered by the resuming of a feature, this is the best way to "undo" the action and immediately get out of Resolve Mode.
 * Clip Supp: Suppress the feature and all features below it in the tree.
 * Delete: Delete the feature.
 * Fix Model: Work with other features of the model or assembly to resolve the problem. This section has hundreds of options that span much of Pro/Engineer functionality which in Resolve Mode is inaccessible through the menus.
 * Current Model/Backup Model:
 * Component:
 * Copy:
 * Insert Mode:
 * Reorder:
 * Group:
 * Merge:
 * Cut Out:
 * Assemble:
 * Create:
 * Package:
 * Delete:
 * Suppress:
 * Resume:
 * Redefine:
 * Reroute:
 * Pattern:
 * Del Pattern:
 * Adv Utils:
 * Transform:
 * Freeze:
 * Feature:
 * Intersect:
 * Pattern:
 * Copy:
 * UDF Library:
 * Group:
 * Read Only:
 * Delete:
 * Del Pattern:
 * Suppress:
 * Resume:
 * Redefine:
 * Reorder:
 * Reroute:
 * Application:
 * Cabling:
 * Piping:
 * Welding:
 * ECAD:
 * Modify:
 * Mod Part:
 * Mod Skel:
 * Mod Subasm:
 * Mod Assem:
 * Move:
 * Modify Dim:
 * Value:
 * DimCosmetics:
 * Dimension:
 * Move Datum:
 * Make Indep:
 * Geom Tol:
 * Datum/Axis:
 * PatternTable:
 * Line Style:
 * Regenerate:
 * Mod Dim (default):
 * Value:
 * DimCosmetics:
 * Dimension:
 * Move Datum:
 * Make Indep:
 * Geom Tol:
 * Datum/Axis:
 * PatternTable:
 * Line Style:
 * Scale Model:
 * Mod Expld:
 * Position:
 * Expld Status:
 * Offset Lines:
 * Regenerate:
 * Switch Dim:
 * Restore:
 * Relations:
 * Set Up:
 * Mass Props: Create a file of mass properties to be assigned to the assembly.
 * Accuracy: Modify assembly accuracy.
 * Units: Set up units to be used.
 * Dim Bound: Modify dimension bounds for analysis.
 * Dimension: Create driven dimension.
 * Ref Dim: Create reference dimension.
 * Name: Set up names.
 * Geom Tol: Specify geometric tolerances for surface/feature.
 * Surf Finish: Add/delete/modify surface finish symbols.
 * Notes: Add/delete/modify notes associated with assembly.
 * Symbol: Insert symbol instances and define symbols.
 * Parameters: Set up parameters. Opens Parameters Dialog.
 * Grid: Define model grid for referencing.
 * Tol Setup: Specify toleance standards.
 * Interchange: Obtain information or remove relational references to interchange groups.
 * Ref Control: Controlling creation of external references.
 * Comp Interface: Create/delete new component interfaces.
 * Designate: Propagate parameters, features, and geometry to BOM and PDM systems.
 * Flexibility: Define assembly as flexible.
 * X-Section: Create/delete/modify a cross-section.
 * Program:
 * Show Design:
 * Edit Design:
 * Enable Repls:
 * Disable Repls:
 * Instantiate:
 * J-Link:

title: Pro Engineer/Regeneration Failures


text:
User:Will.i.am

I've been an editor on Wikipedia for a while now, but have just started delving into the wonderful world of wikibooks.--Will.i.am 19:51, 20 October 2006 (UTC)

title: User:Will.i.am


text:
User:Jmoinian/Egyptian cats

Egyptian Cats The carvings on ancient pyramids show the head of cat on the body of a beautiful woman. The cats were worshiped as a deity in the ancient times so much that unintentional killing of a cat would have brought death sentence for the killer.

The Egyptian history shows that in a hunting trip it was a cat that accompanied his master to hunt and retrieve the game for his master.

During a recent excavation of an old ruin by the archaeologists they came across evidences showing Egyptian women’s’ jewelry s in shapes of cats. From earnings, bracelets to anklets and anything else you name has the design of a cat on it. The old paintings in pyramids showed that cats had been protectors of women and children. The picture shows of a female cat by the name of Mafdet killing a huge serpent with her bear claws.

In Baslet Temple the evidence showed that the cats were enjoying a luxurious life until their death. Later these creatures would be mummified. The fact that mummification was very expensive and only no boles and Kings could afford it shows how important the cats were for the ancient Egyptians.

When it that the cats became tamed by Egyptians was is not clear. My be the wild cats hunted the poisonous snakes and got rid of mice and other pastes for Egyptians and got reworded for their assistance by receiving foods from the households and keep coming back for their daily share until one day they came and never left. The cats played an important role in the old Egyptians daily lives.

The cats had inherited their hunting skills from their wild ancestors such as Lions, Cheetahs, and Lynxes. The hunting capabilities with the mixture of charm, beauty and intelligence made these cats only a household necessity; it also put their position with Gods.

The legend has it that the City by the Bast in Northern Egypt around the 3200 B.C. was famous for its feline God Bastet. She was associated with Goddess of Music, Pleasure, and Fertility. There was a celebrate cat festival in the honor of feline goddess. Every year on October 31 thousands of Egyptians from all over old Egypt would made a religious trip to Bastet to show their respect to her holiness. The festivities were a guy one with lots of prayers, singing, dancing, and drinking good wines. Around 350 B.C. the famous city was leveled into ruins by invading Persian forces.

The modern Bastet cats as well as other breeds may not be treating like their Egyptian predecessors but the way people are spending portion of their wealth for their pets’ health, food, and entertainments the modern cats do not live any less than old Egyptians Goddess.

title: User:Jmoinian/Egyptian cats


text:
Physics Study Guide/Cover

Dedication
'I have a friend who's an artist and he's some times taken a view which I don't agree with very well. He'll hold up a flower and say, "look how beautiful it is," and I'll agree, I think. And he says, "you see, I as an artist can see how beautiful this is, but you as a scientist, oh, take this all apart and it becomes a dull thing." And I think he's kind of nutty. First of all, the beauty that he sees is available to other people and to me, too, I believe, although I might not be quite as refined aesthetically as he is. But I can appreciate the beauty of a flower. At the same time, I see much more about the flower that he sees. I could imagine the cells in there, the complicated actions inside which also have a beauty. I mean, it's not just beauty at this dimension of one centimeter: there is also beauty at a smaller dimension, the inner structure...also the processes. The fact that the colors in the flower are evolved in order to attract insects to pollinate it is interesting -- it means that insects can see the color. It adds a question -- does this aesthetic sense also exist in the lower forms that are...why is it aesthetic, all kinds of interesting questions which a science knowledge only adds to the excitement and mystery and the awe of a flower. It only adds. I don't understand how it subtracts.' ... Richard Feynman

Physics Study Guide
This guide is meant as a supplement to a year long freshman level physics course with a trigonometry prerequisite. Some ideas from calculus are included in the book but are not necessary to understand the content. The overview of equations and definitions and eventually sample problem solutions are pertinent to an introductory, college-level physics course suitable for pre-meds. This is not a stand alone textbook rather the intent is to help the student and any other interested person quickly familiarize themselves with concepts and terminology so as to use the appropriate equations to get the desired answers to physics problems.

Contributing
Everyone is encouraged to contribute to the guide. Be bold in your edits! If you have a question about how we do things here look at the Style Guide or post your question on the talk page.

title: Physics Study Guide/Cover


text:
Wikibooks:List of class projects

Please read Guidelines for class projects. This page is a listing of all class and group projects that are using wikibooks to collaboratively write textbooks and instructional materials. ''Note that old projects have been moved to Archives. No data has been deleted and you should be able to find your project in its original location.''

Paramedic Education:
The goal of this book is to provide a constantly updating resource for students enrolled in Paramedic education and most specifically for those enrolled in New River Community and Technical College's Paramedic Program: Instructor - Paula Johnson
 * Book Title: "Strategies for Success in Paramedic School"
 * Instructional Level: Collegiate
 * Date of initial Development: 10/2014-1/30/2016
 * Moderator: pjohnson181

Perspectives in Digital Culture
1. Subject Digital Cultures

2. Wikibook Perspectives in Digital Culture

3. Educational Setting Undergraduate Module FMSU9A4, University of Stirling

4. Dates February and March 2015

5. Moderator GregXenon01 (discuss • contribs)

6. Comments Users are new to Wikipedia and related projects. Part of an Educational Assignment. Students will be working in groups of 6 towards individual and group assessment. The aim of this assessment is to get students working at different levels - as individual researchers, as research teams, and as research communities. That is to say: producing knowledge; collaboration and sharing; and peer-reviewing the work of others for the good of the community. Each group will work on a chosen theme, integrating their independent research with (fully cited) lecture materials and independent study. Hopkinson28 (discuss • contribs) 14:25, 10 February 2015 (UTC)

Educational psychology

 * Title: Cognition and Instruction
 * Educational setting: Undergraduate university class
 * Dates: September 2015 to December 2015
 * Moderator: Nesbit

An Internet of Everything?
1. Subject Digital Cultures

2. Wikibook Perspectives in Digital Culture

3. Educational Setting Undergraduate Module FMSU9A4, Spring 2016 University of Stirling

4. Dates February and March 2016

5. Moderator GregXenon01 (discuss • contribs)

6. Comments Users are new to Wikipedia and related projects. Part of an Educational Assignment. Students will be working in groups of 5 towards individual and group assessment. The aim of this assessment is to get students working at different levels - as individual researchers, as research teams, and as research communities. That is to say: producing knowledge; collaboration and sharing; and peer-reviewing the work of others for the good of the community. Each group will work on a chosen theme, integrating their independent research with (fully cited) lecture materials and independent study.

Rhetoric
1. Subject Rhetoric

2. Wikibooks The Study of Rhetoric

3. Educational Setting Undergraduate ENGL208, Fall 2016 Saint Xavier University

4. Dates September - November 2016

5. Moderator KaiserLee (discuss • contribs)

6. Comments Each student will work on a chosen rhetorical term, and will compile their independent research with fully cited entries. The class will collaborate on the introductory essay, "What is Rhetoric?" (tentative title). Textbook on the study of rhetoric, with an emphasis on the Western tradition of rhetoric.

Human Memory

 * Wikibook: Human Memory: A User's Manual
 * Instructional Level: Collegiate
 * Date of initial Development: November 2016 - May 2017
 * Moderator:  apsUH
 * Comments: The goal of this project is to offer reading material and useful links to students enrolled in the University of Hawaii's Psychology 429 Course, "Human Memory: A User's Manual":  Instructor - Art Shimamura

Open and Distance Education:
The goal of this book is to provide a constantly updating resource for students enrolled in Distance and eLearning most specifically in the International Christian University: Instructor - Insung Jung
 * Book Title: Open and Distance Education
 * Instructional Level: Graduate Level
 * Date of initial Development: 12/01/2017-2/21/2018
 * Moderator: Roberto Figueroa Jr

Fall 2018 PBSC College Algebra

 * Subject: College Algebra
 * Wikibook: College Algebra by Fall 2018 PBSC CA Students
 * Educational Setting: This book is to be written as a group by students in my College Algebra class this upcoming Fall semester.
 * Dates The timeframe for the project: Aug to Dec 2018
 * Moderator: Anuragkatyal
 * Comments This is a group project for the Fall 2018 College Algebra course at Palm Beach State College taught by me, Anurag Katyal.

Perspectives of Aquatic Toxicology

 * Subject: Aquatic Toxicology
 * Wikibook: Perspectives of Aquatic Toxicology
 * Educational Setting: Aquatic Toxicology A ECL 444/ 544X TOX 444/ 544X Course, Iowa State University
 * Dates: February 2019 - June 2020
 * Moderator: Boris Jovanovic, Evrim Baran, Dana AlZoubi
 * Comments: This is a group project performed in Aquatic Toxicology course, taught by Dr Boris Jovanovic, at Iowa State University.

Social media and communication behavior
1. Subject: Computer-mediated Communication

2. Wikibook: Social media and communication behavior

3. Educational Setting: Undergraduate Module CNM4881a, Spring 2020 National University of Singapore

4. Dates: January - May 2020

5. Moderator: Kokil Jaidka

6. Comments: Users are students and are likely new to contributing to Wikipedia. They will work in groups towards assessments. The aim of the exercise is to produce knowledge and to teach the benefits of collaboration, sharing, and peer-review. Each group will contribute towards three themes in course of the semester, integrating their own readings with lecture materials. All information will be comprehensively cited and an up-to-date list of references will be maintained.

Sustainability and Sense of Place in the Sonoran Desert

 * 1) Subject: Interdisciplinary
 * 2) Title: Sustainability and Sense of Place in the Sonoran Desert.
 * 3) Setting: College level honors colloquium - Arizona Western College
 * 4) Dates: Spring 2020
 * 5) Moderator: Jacob Gibson
 * 6) Comments: This book compiles an ecological and cultural background of the Sonoran Desert to discover a sense of this iconic place. Editorial help and subject help both appreciated!

Information Technology and Ethics

 * 1) Subject: Information Technology and Ethics
 * 2) Wikibook: Information Technology and Ethics.
 * 3) Educational Setting: Illinois Institute of Technology university undergraduate and graduate students in Information Technology, Applied Cybersecurity, and Cybersecurity Engineering.
 * 4) Dates: The project repeats each Spring semester, January though May, and began in Spring of 2016. For Spring 2020, the project is due April 28th.
 * 5) Moderator: Ray Trygstad, Industry Professor of Information Technology and Management.
 * 6) Comments: Since 2016, the Legal and Ethical Issues in Information Technology course, ITMM 485/ITMM 585, at Illinois Institute of Technology has been working on improving this Wikibook by creating new chapters or improving existing chapters in this pre-existing book as a class project. If successful, this project will continue in coming semesters until the book is in an acceptable and useful state. Each chapter the class has worked on should be documented in the discussion page for that chapter. Please address any questions or suggestions to me at [mailto:trygstad@iit.edu trygstad@iit.edu]. Ray Trygstad (discuss • contribs) 18:07, 31 January 2020 (UTC)

Call for Participation
As this is a subject taught at many institutions, everyone is welcome to join this project and we are willing to coordinate everyone's efforts. Please address inquiries to me at [mailto:trygstad@iit.edu trygstad@iit.edu].

Electronic Properties of Materials
This is part of a 15 week graduate course taught by Scott.beckman. Currently Prof. Beckman has 200+ pages of hand written notes and the students will be digitizing these as part of the course, spring 2020.

There are currently 3 sub-sections, each sub-section containing about 10-15 chapters.

The subsections are

 * 1) Quantum Mechanics for Engineers
 * 2) Band Theory of Solids
 * 3) Electronic Properties

At some point in the future, it would be desirable to add a fourth sub-section that focuses on Devices. This will not be possible during spring 2020.

Perspectives in Digital Literacy
1. Subject: Digital Literacy

2. Wikibook: Perspectives in Digital Literacy

3. Educational Setting: Composition undergraduates at LaGuardia Community College

4. Dates: Beginning December 2020 and continuing for the foreseeable future depending on the output of the classes. The course repeats every semester.

5. Moderator: Ximena Gallardo, a.k.a. Dr. X

6. Comments: Members of the project are probably new to Wikimedia projects and wikiwork, so there may be a learning curve, especially during this time of remote learning. Every semester a class will research a new sub-theme/section, e.g. misinformation.

Themes in Literature
1. Subject: Thematic literary analysis

2. Wikibook: Themes in Literature

3. Educational Setting: Composition undergraduates at LaGuardia Community College

4. Dates: Beginning December 2020 and continuing for the foreseeable future depending on the output of the classes. The course repeats every semester.

5. Moderator: Ximena Gallardo, a.k.a. Dr. X

6. Comments: Members of the project are probably new to Wikimedia projects and wikiwork, so there may be a learning curve, especially during this time of remote learning. Every semester a class will research a new sub-theme/section, e.g. "Isolation and Community" (this year's theme).

Women's Writing Before Woolf: A Social Reference
Subject: literature

Wikibook: Women's Writing Before Woolf: A Social Reference

Educational Setting: a third-year course at the University of Newcastle, Australia

Dates: initial work on the book will run from February to July 2021, but this course is taught annually and each cohort will contribute to the production and maintenance of the book.

Moderator: Dr. Erin A. McCarthy

Comments: Students will begin posting their first entries in the next few weeks. They may need assistance with the technical elements of the project, especially later in the term, when they are required to edit one another's work. I will be marking the content elsewhere.

Principles of Pharmacology

 * Subject: Pharmacology & Toxicology
 * Wikibook: Principles of Pharmacology and Toxicology
 * Educational Setting: Bio 321 Principles of Pharmacology & Toxicology, Concordia University, Nebraska
 * Dates: January 2023 - May 2023
 * Moderator: Kyle Johnson
 * Comments: This is a group project performed in Principles of Pharmacology course, taught by Dr. Kyle Johnson, at Concordia University, Nebraska. The topics discussed in this book do not necessarily represent the viewpoints of Concordia University or the LCMS.

Kylebjohnson70 (discuss • contribs) 04:47, 24 December 2022 (UTC)

The Future of Leadership
Subject: Organizational Leadership

Wikibook: The Future of Leadership

Educational Setting: MGT 5599, The Future of Leadership, Idaho State University, Pocatello, Idaho

Dates: January 2023-March 2023

Moderator: Alex Bolinger

Comments: This book is a group project for Dr. Bolinger's The Future of Leadership elective course in the College of Business at Idaho State University. The views discussed in this book represent those of the class and the research that they cite. Boliale2 (discuss • contribs) 23:48, 23 February 2023 (UTC)

Computer Science IB
Subject: Computer science for the IB diploma

Wikibook: https://en.wikibooks.org/wiki/IB/Group_4/Computer_Science

Educational Setting: Computer Science Standard Level, Diploma years, Ecole Jeanine Manuel, Paris, France

Dates: April 2023 - April 2024

Moderator: Camille Duquesne User:Kappamille

Comments: Given the lack of a very solid text book for the current IB program of computer science, students have prepared specific book pages that were reviewed in class. If the student's work is fitting they will integrate it to the book. Members of the project are probably new to Wikimedia projects and may need guidance. Contents of the page will be graded in class. Kappamille (discuss • contribs) 15:07, 3 April 2023 (UTC)

Native American Management Practices
Subject: Native American Management Practices: Where and How they Differ!

Wikibook: https://en.wikibooks.org/wiki/Native_American_Management_Practices

Educational Setting: Business Majors at a Tribal College

Dates: April 2023 - April 2030

Moderator: dpfowler

'Comments ' This new Wikibook is a class project with Saginaw Chippewa Tribal College (SCTC) management students. The book's development will be an ongoing project with subsequent management classes making additional contributions and its development communicated to other tribal colleges and their students. Previous Wikibooks initiated by the instructor include "Learning Theories" in 2006, which is recognized by Wikibooks as a Featured Book, and well as "Learning Theorists" 2007). Dpfowler (discuss • contribs) 20:04, 10 April 2023 (UTC)

Digital Public Infrastructure
1. Subject: Digital Public Infrastructure

2. Wikibook: Public Digital Backbone

3. Educational Setting: Practicianers and students working in and for the Digital Age

4. Dates: 2 August 23 to 31 December 23

5. Moderator: Anil Shaligram

6. Comments: This wiki textbook is useful for the unfolding field of Digital Public Infrastructure that is catching up. All those who are drawn to the field can contribute without any institutional bounderies. But for practical reasons and to trigger the process a few dedicated contributes will take initiative. Also the core subject is not restricted to this textbook but more allied Wikibooks are planned. So it will form a useful Shelf for students. Anil Shaligram (discuss • contribs) 12:00, 10 October 2023 (UTC)

title: Wikibooks:List of class projects


text:
Swing Dancing/Sugar push

The sugar push is one of the basic moves of Lindy Hop and all swing dances.

The lead and follow stay where they are for 6 counts. The sugar push is very stylized, bringing both partners close together and then returning them to where they started, just like in the swingout.

This is often led with two arms.

The key variations are the Jitterbug and Hollywood sugar pushes.

Jitterbug Sugar Push
Both lead and follow start with rock steps. The lead then pulls the follow close for two counts (a triple step) and then pushes the follow back into open for two counts (a triple step). Both lead and follow end up where they started.

Lead

 * Counts 1 and 2
 * Feet: Step back with the left foot, step together with the right foot.
 * Body: Move back.
 * Arms: Push the follow away by a few inches and pull back.
 * Counts 3 and 4
 * Feet: Triple step (left, right, left) in place.
 * Body: Pull the follow into closed position.
 * Counts 5 and 6: Sync Up
 * Feet: Triple step (right, left, right) in place.
 * Body: Push the follow back to where they started and sync up for the next move.

Follow

 * Counts 1 and 2
 * Feet: Rock step
 * Body: Their body is pushed back and then pulled in.
 * Counts 3 and 4
 * Feet: Triple step (right, left, right) moving forward.
 * Body: The follow is pulled close to the lead.
 * Counts 5 and 6: Sync Up
 * Feet: Triple step (left, right, left) moving backward.
 * Body: The follow is pushed back (returns) to where they started and syncs up for the next move.

Hollywood Sugar Push
The lead pulls the follow for three counts and then pushes them back to where they started for three counts. Both lead and follow end up where they started.

Lead

 * Counts 1 and 2
 * Feet: Step back with the left foot, step together with the right foot.
 * Body: The body moves back to pull the follow in.
 * Counts 3 and 4
 * Feet: Step left in place, step right in place, step left forward.
 * Body: Push the follow back to where they started.
 * Counts 5 and 6
 * Feet: Triple step (right, left right) in place.
 * Body: The lead returns to where they started and syncs up for the next move.

Follow

 * Counts 1 and 2
 * Feet: Step forward, step forward (right left).
 * Body: The follow is pulled in.
 * Counts 3 and 4
 * Feet: Step right in place, step left in place, step right backward.
 * Body: The follow is pushed back to where they started.
 * Counts 5 and 6
 * Feet: Triple step (left, right, left) in place.
 * Body: The follow returns to where they started and syncs up for the next move.

Stylings
There are many stylings for sugar pushes. Stylings can be done in sugar pushes without affecting one's partner.

Lead

 * Counts 1 and 2
 * Arms:
 * Counts 3 and 4
 * Counts 5 and 6
 * Head: May look to partner, to audience, or to a friend.

Follow

 * Counts 1 and 2
 * Arms:
 * Counts 3 and 4
 * Counts 5 and 6
 * Head: May look to partner, to audience, or to a friend.

Footwork: Tango, step, kick step, triple step, kick ball change, flea hop, tap variations. The triple steps may become steps, kick steps, holds, step slide, KBC, or so on. Lots of footwork variations.

Arms: Touch floor.

Arms: Two arms, pull in and push back out. One arm works, too.

Variations
There are many variations to sugar pushes. Variations require cooperation between the lead and follow.

Middle
Hip Push: Sugarpush arm over head, other hand pushes follow's hip. This can also lead an overhead turn at the same time. If after the turn, the lead keeps their hand on the follow's hip, then they goes into hammerlock. This can start a side pass or other variation. Usually this variation starts right to right.

Arm Loop: Like hip push without the hip push. Left to right or right to right. Put the follows arm over the leads head, and place their hand on the lead's left shoulder.

Dip: On count 3, close face-to-face and hold upright dip. On count 5, open.

Kick: On count 4, both hold and kick in the same direction.

Sugar Tuck: This is a sugar push, with a tuck turn on count 3. Turn outside, also inside. (Reverse with arm, shoulder, or hip block). Turn with either hand.

Extension
The sugar push is usually a six count move, but it can be extended any number of counts.

Extension: The sugar push is usually a 6 count move, though it can be extended to any number of counts. (Use swivels)

Double Outer Tuck: This is an 8 count sugar tuck turn, with two turn leads (the first just a fake). This requires a two hand lead.

Other
Position: The follow or lead can stay in place to shift position. For example, the follow may move forward on the first 3 counts and the lead may move back on the last 3 counts.

Direction: They can turn 1/4 in either direction.

Mirror Image: Switch left and right.

Speed: Fast or slow. Half speed or double speed. This is useful for slow or fast music, or to amuse the audience.

Start Count: Hold and start on any count.

title: Swing Dancing/Sugar push


text:
Talk:Swing Dancing/Sugar push

To do list
I removed the "To Do" list from the article and am putting it here. --Cswrye 01:55, 11 October 2005 (UTC)

Fast push pulls. Push Pull: Push and pull against the partner, several times. (slow, medium, fast) (1 handed or 2 handed) Rabbit Jumps: Jump left, jump back, jump right, jump back, repeat. Mammy hands. Chest to Chest: Push pull in 6 counts. Various body and footwork combinations, rock on heels, stick out butt.

title: Talk:Swing Dancing/Sugar push


text: Category:Book:Physics Study Guide

title: Category:Book:Physics Study Guide