text:
User talk:Athrash

= Quotes =

 * An utterly ignorant or utterly lazy man, if possesed of a little ingenuity, can with the help of a dictionary and grammar give a word-for-word rendering, whether intelligible or not, and print 'Translation' on his title-page. On the other hand it is a melancholy spectacle to see men of high ability and undoubted scholarship toil and struggle at translation under a needless restriction to literality, as in intellectual handcuffs and fetters, when they might with advantage snap the bonds and fling them away ... — Preface, First Edition, July 1902: N.T. in Modern Speech by R.F. Weymouth.

 * More than any book in the New Testament this [Gospel of John] calls aloud for isolated study, that by candid, fearless, and reverent thinking its secret may stand disclosed. — Introduction, First American Edition, 1943: N.T. in Modern Speech by R.F. Weymouth; revised, J.A. Robertson.

 * He whose will and desire in conversation is to establish his own opinion, even though what he says is true, should recognize that he is sick with the devil's disease. And if he behaves like this only in conversation with his equals, then perhaps the rebuke of his superiors may heal him. But if he acts in this way even with those who are greater and wiser than he, then his malady is humanly incurable. — The Ladder of Divine Ascent by Saint John Climacus Step 4, paragraph 48.

 * We desire that books be looked after most carefully as the continual food of our souls, and that they be written [fieri] with the utmost diligence, so that we may preach the Word of God by the work of our hands, since we cannot do so with our mouths. — Guigo, Prior of Grande Chartreuse in Carthusian Consuetudines. (1127)

 * We think we know what a verse says because we have read it or heard it so many times. Then when we find it quoted in a book, we skim over it and miss the full meaning. Therefore I have deliberately used paraphrases in order to help you see God's truth in new, fresh ways. English-speaking people should thank God that we have so many different versions to use for devotional reading. Also, since the verse divisions and number were not included in the Bible until 1560 A.D., I haven't always quoted the entire verse, but rather focused on the phrase that was appropriate. My model for this is Jesus and how he and the apostles quoted the Old Testament. They often just quoted a phrase to make a point.. — The Purpose Driven Life, by Rick Warren, Zondervan: 2002, pg. 325.

 * It would be true to character if Pope Benedict were to invest all his zeal in the effort to recast the concept of the divine incarnation in a new language, which would once again render it understandable to modern-day theologians, teachers and intellectuals. — Pope Without A Country, 4-30-05: New York Times Online.

 * In the absence of clearly-defined goals, we become strangely loyal to performing daily trivia until ultimately we become enslaved by it. — Robert Heinlein

= About Me =

Welcome, I arrived on my birthday, April 5, this being the 63rd recurrence. My primary concern is the Modernity Version of the New Testament, secondarily, the definition of omnificence, who, what and wherefore that unique word, and thirdly, could expand on Pharmacognosy. A vision from God appeared in my rain soaked study Bible in 1991. On the quoted Ladder of Divine Ascent, it must rank as a 10. I would consider myself eligible to moderate a spiritual Wikipedia project.

= Project =

We, the Wikipedia/WikiChristian Bible people translate/paraphrase the N.T. within the Weymouth tradition. I set the rules with the first two chapters of the Gospel of John and we see what develops as each verse starting with John 2:23 is up for edit. Unlock the secret, possibly, reverent thinking, definitely. THE RULES: Eliminate the seeming anti-semitism — appears to be regional strife — that is, Galilean against Judean supremacy. This requires Judean(s) for Jew(s). Racial epithets invariably are harsh sounds like the N word, Jew (boy), Wop, Slob, Injun, or Chink. "Jews" is emblematic, why not the more historically sound and melodic, Jew-dee-ans? There are 101 believes in John (KJV). Retain "believe" instead of Weymouth's "trust," "regards," or "convinced." The watchword could be I AM [That I Am] He, rather blasphemous in that day. Order of Gospels should be JOHN, MATTHEW, MARK, LUKE, and ACTS. What better in the beginning than "In the beginning?" The Catholic Encyclopedia says John had sometimes been first in order in earlier times because of the surety of authorship (or statement of eye-witness account). The Epistles of Paul in historical order, is there a split Timothy movement, there is an outline in Weymouth? Make St. John, "the greatest marvel of all the world's literature," more literary and the most important letters in history more historical, if it happens, this would be a testament to the communion of minds available here and, come on, your particular verse may live forever. Change British spelling and Elizabethan phraseology of Weymouth (sometimes all that is required). Highlight Aramaic origin (at least once). Explain John 7:53, make consistent figures of speech and capitalization throughout, i.e. Life of the Ages (3rd edition Weymouth) = eternal Life (5th edition). I love John's theology, although his discourses are somewhat repetitious. Matthew, Mark and Luke are open source, you can discuss Alpha and Omega till Kingdom come and, wala, Wikibook? Gender neutral when possible. John is the Book of Signs, use "signs" for quoting that word when spoken and substitute, miracles, for the running commentary. Plan to reconstruct an icon "the truth" in Greek of the P52 fragment as the ultimate visual image of the earliest New Testament manuscript. Each new verse will follow Weymouth 5th edition, minor changes have already been made with problem words for the sake of consistency. Bracketed [text] is termed explanatory apposition or inline footnote, could be read not said. Need only three such notes in the Gospel of John, initiate the ultimate Word play, add a touch of the miraculous, and send everybody home. John as a Gospel evidences considerable play on words, punning, and irony, such irony they say, that the "very Christ" (7:26) is proclaiming the Word all about with total impunity.

An Actual Comment(s)
You know, the more common place to put this stuff is in your User Page, rather than your talk page. I'd move it for you, but you'd probably get mad. 64.198.97.66 19:17, 12 Apr 2005 (UTC)

Thank you for your courtesy. This is an experiment, I just finished the layout, you found it before I was ready to publicize. I am a newbie, so maybe I won't publish at all. I have to contact the initiator of John 20:16 and get his thoughts about Wikibook possibilities. Athrash 00:21, 13 Apr 2005 (UTC)

Come back 64.198.97.66. How very fitting if the first verse (2:23) was edited anonymously, sure, there will be protocol for review with later verses, but if you feel the urge and accept the challenge, change the two words suggested, underline "believers" and leave your comment in the temporary (Discussion Start) section for the record. Even more fitting, it would be from the Avalon (High) School of Biblical Research, so well known in eccleciastical circles. - Athrash | {Talk)  03:05, 14 Apr 2005 (UTC)

Contact me through my talk page about Modern Translation alternative. Athrash | (Talk)  00:03, 13 Apr 2005 (UTC)

I pasted this contact me notice from one of SimonP pages to another with original time intact and put myself in a box, just wanted to see if I could reproduce it. I'm having an outside the box experience, breaking all the rules. - Athrash | {Talk)  21:53, 15 Apr 2005 (UTC)

Wow, the image worked and irony of ironies, everytime a verse is edited, "THE TRUTH" is refreshed. - Athrash | {Talk)  23:26, 17 Apr 2005 (UTC)

Praise God. I transferred everything to WikiChristian with original Wikipedia dates. [[User:Athrash|  - Athrash |  {Talk)  ]] 13:17, 20 Apr 2005 (PDT)

Thanks Dr. Prab, my image would have had copyright problems, this is even better, outstanding, and the caption still represents the quest for the truth in religious modernity or post-modernity which years past may have fragmented. How did you find the verso so quickly, did you notice my initials came off that fragment also. This is monumental, is it possible to put the interlinear text on the image page, not sure about text on those pages? [[User:Athrash|  - Athrash |  {Talk)  ]] 17:13, 20 Apr 2005 (PDT)

I put the Greek from K.C. Hanson translation in Word, (Note: no Greek characters in WikiChristian software) cannot paste to wiki. Will keep working on it and post it to the Image_talk whenever. Anyway, what symbolism, "The Truth" turned out to be a GIF from God. [[User:Athrash|  - Athrash |  {Talk)  ]] 19:09, 20 Apr 2005 (PDT)

Non-denominational
Glad to help, one of the things I'm working on is moving some of the more cumbersome links to easier to find ones (e.g., moving "What does salvation mean?" to simply "salvation" since someone is far more likely to type that into the search bar). 08:36, 26 Apr 2005 (PDT)

= Annotation of N.T. (Discussion Start) = Why change the verse? example — 2:23 Judeans do sometimes designate their celebrations as Festivals. Suggest return to original "Feast" and maybe "witnessing" instead of watching miracles. Passover revolves around the food or festive meal, others could be, for example, Celebration of Tabernacles. Athrash 05:58, 7 Apr 2005 (UTC)

= Constructive criticism, if wanted = The translation below is rather free. We are dealing here with the Word of God! Therefore explanations belong into a commentary, not into the text (that's not just my view, that's even a pre-Christian tradition). If the syntax requires words to be supplied that are not in the Koine, then they should be placed in brackets, e.g. "creative power" in Jn 1:3 - that's apart from missing in this verse the difference betweeen "to come" and "to become" (when a bus comes along, hurray, but it has been in existence before it came into view...), and changing a negative into a positive statement. In v. 6 the translator introduces an appearance but drops a pregnant sending. In v. 7 the sending itself replaces the more humble came - humble, since this time it is the bus-type coming, not the being created one. Next a Semitism, a tell-tale literary feature, has been eliminated: "witness that he might witness". These few examples of liberties in the translation convince me that its value is limited to a literary exercise. The translator of the text below cannot be regarded as a servant of the original, I mean servant like doulos, you know: like Mary, like David, like in Isaiah?!!! Portress 22:36, 7 Jun 2005 (UTC)
 * Granted, here only The Greatest Story ever told would suffice. - Athrash | T a l k 20:50, 6 April 2014 (UTC)

DISCUSSION END — DISCUSSION END — DISCUSSION END — DISCUSSION END — DISCUSSION END

= NEW TESTAMENT =

MODERNITY VERSION

(moved to John 1)

Chapter 2

(moved to John 2)

Re: Book of the Month
Thanks for correcting my mistake, I copy-pasted and forgot to change month name.

Now everything is ok - the issue is with Wikimedia caching system - sometimes you have to reload page several times to see changes in templates used in it. Generally, if page and template used in it say something different, what you see in template is true. --Derbeth 15:47, 2 November 2005 (UTC)

What is Wikibooks
I changed WIW according to your suggestions. I'm not American so I am sometimes not aware of some small but vital details (like about educational system). --Derbeth talk 23:33, 13 November 2005 (UTC)

Regarding Gospel 101 Translation
I accept the suggested task. It will take me a while. Thanks! Lazyquasar 07:31, 29 November 2005 (UTC)

 * I wanted to let you know, I have decided to drop the gospel translation class for the moment. When I attempt it I get a lot of free associations that dogmatic believers might find heretical and I do not wish to expend the energy at the moment arguing with them.  I am attending adult sunday school and relearning the basics from an adult perspective.  Perhaps in a year or two I will be better prepared to venture into open discussion /debate on a public wiki such as this.  Thanks for the opportunity! Lazyquasar 02:03, 20 December 2005 (UTC)

Speedy Delete
I have posted a reply to the thread at User talk:Kernigh. --Kernigh 01:28, 14 January 2006 (UTC)

Deleting content on Christianity Wikibook
I'm sorry if it seemed arbitrary on the VfD. This really was a legitimate place to have a speedy delete of the module, which really didn't have any content at all. The sum total content of the page under dispute earlier was "There is no wikipage about this." I hardly consider that content worth keeping. I am not trying to condemn the idea of the Christianity Wikibook, and indeed I have been a general defender of the concept. I just felt that this one module needed rapid resolution as there was nothing to fight over.

I hope you continue to develop this Wikibook. Don't take my deletion of one page as a slight against the Christianity Wikibook in general. Keep up the very excellent work you have been doing here on Wikibooks. --Rob Horning 09:07, 15 January 2006 (UTC)

An invitation
Please take a look at http://christianity.wikia.com and consider joining our project! --70.25.244.31 07:27, 10 April 2006 (UTC)

Policy review
Policy is not the most exciting subject at Wikibooks but we do have some major unresolved issues.

The most important issue, in my opinion, is Dispute resolution which starts by declaring that:

"Currently there is no official organized process to resolve disputes between users"

The suggested remedy for this is: Ad hoc administration committee which puts into place the absolute minimum in terms of an enforcement apparatus.

The second most important is No personal attacks where a vote has recommended the policy be enforced but it still languishes as "proposed".

The third policy that is needed and which will prevent edit disputes from getting out of hand is Editing disputes policy.

Other policies that need consideration are at: Policies and guidelines.

Please spare a minute or two to peruse these issues and add a comment and/or a vote. RobinH 12:22, 28 April 2006 (UTC)

Christianity and such
I sent a message to User:TeamZissou, telling him that his actions are not correct, that he can't just delete content, and that he needs to work towards a solution as per Decision making. You need to do the same. Add your table of prophesies back into the page (because it was improperly deleted), and make a message on the corresponding talk page and on User:TeamZissou's talk page stating that the table has been reinserted, and that it should not be removed again without discussion first. User:TeamZissou has been warned, and if he causes more problems, we will be blocked. --Whiteknight (talk) (projects) 00:59, 18 December 2006 (UTC)

bold edits on recent changes page
A long time ago you asked why some edits on the recent changes page ( Special:Recentchanges ) were in bold. I finally figured out why. --DavidCary (talk) 01:41, 20 December 2007 (UTC)

Template:Credo

 * Thank you for notice and fixing misplaced links in Modernity translation, I haven't been as active as before, My creed was meant to go on my talk page, but never finished it, will experiment with programming now. - Athrash | T a l k 21:56, 7 June 2009 (UTC)

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title: User talk:Athrash


text:
Pathology

Comprisal of Human Pathology

This book is intended as a translation and continuation of the german Wikibook Pathologie. You are invited to help (it is fortunately not complicated, the technical terms and the facts are the same in English as in German. Exact translation is not necessary, write your own text, if you want).

Please upload new images not here but at Wikimedia Commons.

{|style="width: 100%;margin-bottom:0em;padding:0,0; border:0px solid #4F4F4F; border-bottom:0px solid white; border-right:0px solid white;" cellpadding="0" cellspacing="0" /Preface/
 * style="border: 0px solid black; width: 60%; background-color:; padding:20px; vertical-algin:top" valign="top" |

General Pathology

 * /Adjustment Reactions/
 * /Cell and Tissue Damage/
 * /Exogenic Noxa/

Cardiovascular System

 * /Heart/ - /Vessels/ - /Mediastinum/

Respiratory System

 * /Upper Airway Tract/ - /Lower Airway Tract and Lungs/ - /Pleura/

Gastrointestinal System

 * /Mouth and Oral Glands/ - /Esophagus/ - /Stomach/ - /Intestine/ - /Liver/ - /Biliary Tract/ - /Pancreas/

Urogenital System

 * /Kidneys/ - /Ureters/ - /Bladder/ - /Urethra/

 * /Mammary Gland/ - /Ovary/ - /Uterus and Cervix/ - /Vagina and Vulva/ - /Gestation/

 * /Testes and Epididymis/ - /Prostate/ - /Penis/

Endocrine System

 * /Endocrine Glands/

Neuropathology

 * /Central Nervous System/ - /Neoplasms of the Nervous System/ - /Vertebral Column and Spinal Cord/ - /Peripheral Nervous System/ - /Muscle/

Locomotive System

 * /Joints/ - /Bone/ - /Neoplasms of the Cartilage and Bone/ - /Tendon Sheaths, Fasciae, and Connective Tissue/

Integument

 * /Skin and Adnexal Structures/ - /Hereditary Skin Diseases/ - /Autoimmune Skin Diseases with Blisters/ - /Non-Heritable Connective Tissue Disorders of the Skin/ - /Microbial Skin Diseases/ - /Neoplasms of the Skin/ - /Cutaneous Symptoms in Internal Diseases/

Blood, Bone Marrow and Immune System

 * /Hämatopoetic System/ - /Lymphatic System/ - /Hematology/

Metabolism

 * /Metabolic Disorders/

Appendices

 * /Procedures of Tissue Preparation/
 * /Glossary/
 * /Resources/
 * /Print version/

 * style="width: 0em" |
 * style="border: 0px solid #8898BF; background-color: ; border-bottom:0px solid white; border-left:0px solid white;border-right:0px solid #4F4F4F; padding:20px; vertical-align:top; " valign="top" |

 * }

Pathologie

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

title: Pathology


text:
Talk:Pathology

If you are interested in creating a patho-book, here you find a lot of free and excellent pictures: http://commons.wikimedia.org/wiki/Category:Pathology

The german patho-book for example: de:Pathologie greeting

title: Talk:Pathology


text:
Talk:Portuguese/Contents/L1/Lesson One - Saying Hello

Minor Changes
I have changed the phrases using 'me chamo' to 'chamo-me' and 'tchau' to 'adeus' as the former strikes me as Brazilian rather than European. If someone has some evidence to show that the former usage is becoming more common in Portugal I would appreciate seeing it as I've never once heard that from a Portguese person (though I have not yet had the opportunity to visit Portugal istelf).

Giving some help here
I'm from Brazil, so I'm just revising everything here and fixing some things that sounded very unnatural. If any help is needed in further development of the course, please state this here. Thanks

i've renamed this Lesson One, Saying Hello, just to tell people what's going to be taught.

Transcription
Hi, I don't know Portuguese at all. I try to begin from here but there is no pronunciation of the words. I think there are some peculiarity. For example: você - [vo`ke] or [vo`se] (as Complete Pronunciation says about letter c) or something other? Eu - [oi] (as German) or [eu] or ...? I think it will be more clear if some native speaker add pronunciation to the words. No matter how easy for one part of world is to pronounce, some other part of the world may have difficulties.


text:
Swedish/Kärlek

 * flicka -- girl
 * kram -- hug
 * kärlek -- love
 * pojke -- boy
 * puss -- brief kiss
 * kyss -- lengthy (passionate) kiss
 * säng -- bed
 * älska (jag älskar dig) -- love (I love You)
 * pojkvän -- boyfriend
 * flickvän -- girlfriend
 * dejt -- date

title: Swedish/Kärlek


text:
Robotics/Components/Grippers

A 'gripper' is a component of the robot used to manipulate an object loose from the robot itself. This can be a ball it needs to pick up, or the dirty socks it was programmed to find and dispose of. Grippers exist in many varieties ranging from simple; a thong-like design to complex arms.

How complex your robot's gripper has to be depends on what it's supposed to do with it. Picking up a ball requires a different approach than picking up socks.

Kind of grippers
Grippers are commonly modeled after tools, machines or the human hand. The choice behind a gripper doesn't differ much from the choice of the tool on a excavating machine, forklift, crane or other machine.

Scoops
Scoops are very simple 'grippers'. These can be flat, flat with raised edges or more complicated shapes. These 'grippers' are easily to control as they can be build with minimal moving parts: being able to move up and down is sufficient for many purposes. Forward Tilting is common too and may be necessary to 'unload' the scoop.

Tongs
Tongs are more complicated than scoops but allow better control over what is picked up. For example: with a scoop it's very hard to pick up a glass and put it down somewhere else. With a tong-like gripper this is trivial. Otherwise is it much harder to move a ball with a tong than with a scoop.

Tongs differ in the number of fingers and their shape. Most tongs have 2 fingers, one of those could be fixed.

'Hands'

Many designs for robot hands have been tried including quite anthropomorphic hands.

Robotics has also led to a renewed interest in the 'design' of the human hand. The asymmetry of the human hand and in particular the fact that a rod like object gripped in the hand naturally falls at about $$45^\circ$$ to the axis of the hand gives much greater flexibility in tool use than a symmetrical design would.

Degrees of Freedom
Grippers also differ in their degree of freedom. Basically there are 6 degrees of freedom: 3 translations and 3 rotations. See Theoretical Mechanics about these degrees of freedom.

But generally, unless you're building an arm, you wouldn't need all 6 degrees of freedom (DOF). You get one DOF for free on a mobile robot: it can already move forwards and backwards on its own. Although adding gripper movement along this direction will increase your robot's accuracy, it's not really necessary.

How many DOF you need depends on how complicated the movement of your robot has to be. If it only needs to pick up a glass and move towards a goal and put it down again, it would be sufficient to make a gripper that can tilt back (towards the robot).

If you intend that your robot will have to be able to pick up Lego blocks and build a structure with them, you'll need more DOF.

title: Robotics/Components/Grippers


text:
Talk:East Asian Calligraphy/The horizontal stroke

Untitled
''1 It's harder to determine what a stroke is in hiragana, since hiragana is inherently cursive. Dot-like shapes can be found in あ、お、き、け、さ、す、せ、た、ち、な、は、ほ、ま、む、も、よ、を.''

That's the text from lesson 1, about the dot.


text: London

title: London


text:
User:Spack~enwikibooks

Spack is a 16-year-old high school student from the Tulsa, Oklahoma area, whose real first name is Brien. The name Spack is a corruption of "Space Dracula", which is something Spack lifted from a strange joke a long time ago.

His interests/specialities are linguistics, writing about himself in the third person, and to some extent programming and physics.

title: User:Spack~enwikibooks


text:
Introduction to Psychology/Psychological Disorders

A short note on the purpose of this section
This section is intended as a Psychology 101 level introduction to mental disorders. For a more complete course of study, go to the PSY 2065 section.

•	Criteria for defining psychological disorders depend on whether cultural norms are violated, whether behavior is maladaptive or harmful, and whether there is distress. •	The medical model describes and explains psychological disorders as if they are diseases. •	The vulnerability-stress model states that disorders are caused by an interaction between biological and environmental factors. •	The learning model theorizes that psychological disorders result from the reinforcement of abnormal behavior. •	The psychodynamic model states that psychological disorders result from maladaptive defenses against unconscious conflicts. •	Psychologists use objective and projective tests to assess psychological disorders.

What Is Abnormal?
Abnormal Psychology is the study of psychological differences from the norm. Usually this means disorders, but also includes mental deviances that are still considered unusual, but do not seriously affect a person's functioning. A disorder is defined as a mental trait or other facet of mental functioning that occurs in the minority of the population and is detrimental to the well being of the self or of others.

See: ../Criticisms of Psychology/ for some critiques of this concept.

What is the diagnostic systems?
Among the mental health professions (marriage and family therapy, clinical social work, professional counseling, psychology, and psychiatry) different diagnostic systems are used. The DSM (Diagnostic and Statistical Manual of Mental Disorders) is used in the USA. It is issued by the American Psychiatric Association (APA). Outside the USA the most used system is the ICD (International Classification of Diseases ). This is issued by the World Health Organization (WHO).

The current editions of the systems are DSM-V and ICD 10.

Disorders Diagnosed in Early Childhood
Note: the DSM-V no longer differentiates between adult onset and childhood onset disorders. This section needs major revision. This category of disorders includes disorders that are usually diagnosed in infancy or childhood.

ADHD
ADHD in children

ADHD(attention deficit hyperactivity disorder) is a psychological complaint that usually starts in early childhood. As with many other disturbances, it has been more than a challenge to diagnose the prevalence of ADHD and it is estimated that three to ten percent of children show symptoms of hyperactivity, impulsivity or inattentiveness (Nair, 2006). It is evident that boys are more than twice as likely to be affected, than girls (Knölker, 2003). ADHD does not have a single cause, it is a medical disturbance, affecting several areas of the brain, especially the frontal part which is responsible for executive functioning that controls regulation of behavior, working, learning, planning and organizing. Currently it has a multifactoral and integrative clinical picture which includes genetic predispositions, neurobiological, psychological, as well as psychosocial and environmental factors, which are especially important concerning the progression of the disorder (Schneider, 2009). The DSM-IV currently states three different subtypes of the disorder. First, the attention-deficit/hyperactivity disorder predominantly inattentive type where the patient suffers from six or more of the inattentive symptoms but less than six of the symptoms of hyperactivity for at least six months. Second, the predominantly hyperactive-impulsive type, where the patient suffers from at least six symptoms of the hyperactivity and impulsivity scale but less than six on the inattentive scale for at least six months. Finally, the combined type, which is a combination of at least six symptoms on both scales and persisting for at least six months (Michael B. First, Allen Frances, & and Harold Alan Pincus, M.D., 2002).

Symptoms of the inattentive type

 * Difficulty paying attention in school or in general. Produced work is often chaotic and filled with careless mistakes
 * Rapidly distracted by all kinds of trivial stimuli, noises or people
 * Difficulty paying attention to one task or activity at a time
 * Trouble finishing and concentrating on everyday tasks that require concentration and time management like homework, paperwork or other duties
 * Frequently drifting from one unfinished task to another
 * Procrastination
 * Disorganized work manner
 * Forgetfulness in daily activities
 * Inability to complete tasks such as homework or other assignments
 * Frequent drifts, not being able to be present and follow the conversation and not grasping the details or rules when it comes to activities in social situations

Symptoms of the hyperactive type

(Michael B. First, Allen Frances, & and Harold Alan Pincus, M.D., 2002).
 * Squirming and Fidgeting when seated
 * Frequent aimless running and walking
 * In teens, being restless and in children running, climbing and squirming when it is not appropriate
 * Having difficulty engaging in any quiet or calm activity
 * Always being on the go
 * Excessive and pointless talking

Causes It has been found that about 50 percent of affected individuals suffer from a genetic dysfunction of the neuronal communication in the brain (Nadder, 1998). This is especially the case for the neuronal circuit that is responsible for motivation, cognition, emotions and motor behavior which includes the frontal lobe and the striatum. It is mostly acquired genetically, but prenatal complications during child delivery, pollutants, decreased birth weight, infections and deprivation or ailment of the central nervous system can also be possible risk factors. Research also confirmed a lack of dopamine or lower levels of receptors and transporters in the accumbens and midbrain. Additionally, prenatal conditions like cigarette smoking and alcohol consumption have been related (Bush, 2005).

Treatment

ADHD can be classified in three levels of severity. Individuals, who are less severely affected, but have the genetic predisposition for the disorder and do not necessarily need treatment. Visible symptoms might include less inhibition and slight difficulties to concentrate. Individuals, who are more severely affected, need treatment. They might be more likely to suffer from comorbid disorders (e.g. depression, anxiety etc.), suicidal thoughts and are more prone to difficulties in school and loss of employment. However they usually do not have any social malfunctions or disruptive behavior. The severe affected individuals depend on treatment, their behavior is socially disruptive and they are at much greater risk for developing substance abuse or criminal tendencies. It has been found that the two most important aspects of development of the disorder are the age when it is detected, and the way the social surrounding reacts to it, up until to the point of diagnosis. With an extensive prophylaxis and the education of the patients social environment, it is possible to attenuate the symptoms (Lauth, 2002). A treatment-plan could for instance include some of the following (coaching, psychotherapy, cognitive therapy, psychoeducation, psychosocial intervention, pharmacology). However, the attenuation can only go as far as the synaptic and cortical plasticity of the brain, because the seriousness of ADHD mostly depends on neurobiological aspects. In this regard, it is crucial to approach the treatment in a multimodal way. The patients' potentials should be detected and expanded, improvement of social skills and the treatment of possible comorbid disorders should be important aspects (Deutscher Ärzte Verlag, 2003).

Medication

Medications that are commonly used to treat ADHD since the 1950´s are stimulants, which include methylphenidates and amphetamines. Non-stimulant drugs like atomoxetine are also available as alternative (Wigal, 2009). Stimulants have various side-effects, the most common ones include insomnia, euphoria, increased locomotion, restlessness, loss of appetite, psychosis, dependence, increased heart rate and blood pressure. Long-term side effects on the other hand have not been sufficiently established yet. The most common and known methylphenidate is Ritalin. Ritalin belongs to the immediate release tablets, together with Ritalina, Rilatine, Attenta, Methylin, Penid, and Rubifen. Their most important characteristic is that the majority of the beads are released immediately after intake and a small amount of beads are released again about five hours after intake. The other type of methylphenidates are sustained release tablets, namely Concerta, Metadate CD, Methylin ER, Ritalin LA, and Ritalin-SR. These tablets have an immediate release of approximately 30 percent or even less and the rest is evenly distributed 10-12 hours after intake. This guarantees a much longer effect (Green List: Annex to the annual statistical report on psychotropic substances 2003). Another type of medication includes amphetamines like Adderall, which are also used for the treatment of ADHD and work similar as cocaine, but last longer. The effects on the central nervous system are diverse and independent of each other. They can be divided into three classes: psychoanaleptic, hallucinogenic and empathogenic. Just like methylphenidate, amphetamines increase norepinephrine and dopamine in the brain. When amphetamines are active, the concentration of neurotransmitters in the synaptic cleft increases (Robertson, 2009).

Culture and Society

The use and general perspective people have about stimulants differs from country to country. In the United States the medication is prescribed very fast and easily, however, in other countries, like the UK or Germany, it is very difficult and sometimes even illegal for adults to obtain them and is meant for very severe cases only (King, 2006). During authorization of the last Diagnostic and Statistical Manual of Mental Disorders (DSM) it was brought to light that some of the authors of the ADHD related chapters were paid by the pharmaceutical industry to write a rather subjective and brought diagnosis of ADHD. The goal was to make more children fit the criteria of the disorder and to substantially increase profits. For this reason, the authors that will publish the DSM-V in 2012 are obliged to disclose their income and are not allowed to earn more than 10000 US Dollar per year for manual embrace (Center for Science in the Public Interest 2008), (The New York Times 2008).

ADHD in adults

Children who have been diagnosed with ADHD in the United States are known to be less likely to graduate from high school, obtain a college degree and have higher chances of various negative life outcomes like being involved in car crashes, teen pregnancy, substance abuse etc. (Molina, 2009). The stigmatization of people and especially of peers with mental illness is common and has been a great problem in society. Mental illnesses can be unapparent like in the case of depression, or they can be obvious, like in the case of ADHD. High comorbidity of ADHD is responsible that patients are commonly mistreated for other mental illnesses like for instance depression. A study by Fischer revealed that mental health care professionals might still not be adequately capable of diagnosing ADHD and that they ought to take the presence of comorbid major depressive disorder (MDD) as a warning for potential ADHD (Fischer,2007). The severity of ADHD in childhood predicts the likely outcome of the illness in adulthood. It became evident that around four percent of adult population suffers from it, and that this subgroup attracts numerous negative life outcomes e.g. lower academic and professional performance, higher divorce rates and lower socioeconomic status (Kessler, Chiu, Demler, & Walters, 2005). Of those four percent overall affected, 80 percent present comorbid problems, and are often misdiagnosed with malfunctions like conduct disorder, oppositional defiant disorder, antisocial personality disorder, substance abuse, anxiety disorders and most commonly MDD (Biederman, Faraone, Spencer, & Wilens, 1993; Downey, Stelson, Pomerleau, & Giordani, 1997). A subsequent study by Kessler found out that the majority of adults in the United States who suffer from ADHD remain untreated, even though they seek therapeutic help for many other comorbid disorders (Kessler et al, 2006).

Tourette's Syndrome
Tourette's Syndrome (TS) is a disorder characterized by the presence of at least two tics, one motor and one physical. The vocal tic is, however, more critical to the diagnosis of Tourette's. Tourette's syndrome sufferers usually have faster reflexes than other people. Tourette's syndrome sufferers have a roughly 40% occurrence rate of involuntary swearing, known as coprolalia. This relatively rare symptom has been abused by the media and is a source of much misunderstanding about TS. Tourette's syndrome is also featured in a number of movies, such as 'What about Bob?', in which Bob, the main character, pretends to have Tourette's.

Phobias
Phobias are fears of a specific object or situation. Most phobias have a heritable basis- identical twins separated at birth often develop the same phobia, regardless of environment. Other evidence for the heritable argument is that many phobias are logical when the human ancestors are considered. It makes sense that natural selection would favor genes that caused our ancestors to fear natural dangers like snakes, spiders, and other poisonous animals. Strong memories of situations may also create a phobia. For example, if a person was placed in a tight space as a toddler and nearly suffocated, a life-long fear of closed spaces may follow (claustrophobia).

Panic Attacks
Panic Disorder is characterized by a series of panic attacks. A panic attack is an inappropriate intense feeling of fear or discomfort including many of the following symptoms: heart palpitations, trembling, shortness of breath, chest pain, dizziness. These symptoms are so severe that the person may actually believe he or she is having a heart attack. In fact, many, if not most of the diagnoses of Panic Disorder are made by a physician in a hospital emergency room.

Obsessive Compulsive Disorder
Obsessive Compulsive Disorder is an anxiety disorder characterized by the presence of two things: Obsessions and Compulsions. Obsessions are defined as recurring or persistent thoughts, images, or actions that significantly interfere with a person's day-to-day functioning. Some common obsessions are cleanliness, symmetry/order, and fear of falling seriously ill. The person will attempt to minimize or eliminate these unwanted thoughts through the use of compulsions. Compulsions are the behaviors used to cope with obsessions. The most common compulsions are hand washing, checking (as in checking to make sure doors are locked several times a night), and counting.

While most people with OCD only have one to a few main obsessions, the disorder also interferes with many thoughts and actions unrelated to their obsessions. For example:

A person who obsesses over cleanliness will often be caught in a loop: First, they will wash their hands. As they finish, the thought occurs to them that the water may have been contaminated. So they wash again, and this time, upon finishing, they wonder if there were germs in the soap. Again, they wash their hands, and after drying, they will likely wonder who's been touching the towel. This goes on and on - if the person does not execute the compulsions, the obsessive thoughts won't allow them to focus on anything else.

But the pattern often shows in other situations: perhaps the person notices a knife laying out in the kitchen, and suddenly realizes that, if they wanted, they could use it to kill their entire family. This normally isn't a pleasant thought, and the person tries to push it from their mind. But the thought doesn't go away - it stays at the front of the person's mind until the person acts on it (hopefully by putting the knife away or going into another room). These thoughts aren't (or shouldn't be) nearly strong enough to make a person murder anyone, but they are very distracting, unpleasant, persistent, and often damaging. For reasons similar to this example, many people with OCD are uncomfortable around sharp objects or weapons.

Case studies to follow?

Schizophrenia
The schizophrenic disorders are characterized in general by fundamental and characteristic distortions of thinking and perception, and affects that are inappropriate or blunted. Clear consciousness and intellectual capacity are usually maintained although certain cognitive deficits may evolve in the course of time. The most important psychopathological phenomena include thought echo; thought insertion or withdrawal; thought broadcasting; delusional perception and delusions of control; influence or passivity; hallucinatory voices commenting or discussing the patient in the third person; thought disorders and negative symptoms.

The course of schizophrenic disorders can be either continuous, or episodic with progressive or stable deficit, or there can be one or more episodes with complete or incomplete remission. The diagnosis of schizophrenia should not be made in the presence of extensive depressive or manic symptoms unless it is clear that schizophrenic symptoms antedate the affective disturbance. Nor should schizophrenia be diagnosed in the presence of overt brain disease or during states of drug intoxication or withdrawal. (from WHO - ICD 10)

Pedophilia
a sexual preference for children of prepubertal or early pubertal age

Impulse Control Disorders
An Impulse Control Disorder can be loosely defined as the failure to resist an impulsive act or behavior that may be harmful to self or others (Hucker, S. J., 2004). Impulse-control disorders are psychological disorders characterized by the repeated inability to refrain from performing an act. An impulsive behavior or act is considered to be one that is not premeditated or not considered in advance and one over which the individual has little or no control. The concept of impulsivity covers a wide range of “actions that are poorly conceived, prematurely expressed, unduly risky, or inappropriate to the situation and that often result in undesirable consequences” (Daruna & Barnes, 1993, p. 23).

Impulsivity, by Grant (2008) is defined as a predisposition toward rapid, unplanned reactions to stimuli (either internal or external) without thinking of the negative consequences. Impulse control disorders share common core qualities such as repetitive or compulsive engagement in a behavior despite unwanted consequences, diminished control over the problematic behavior, an urge or craving state prior to commitment in the behavior, and a hedonic quality during the performance of the behavior in question. Subjective distress and impaired functioning are often a consequence of impulse control disorders, and their avoidance feeds the cycle of repetitive behaviors. Patients with these disorders continue to struggle with their desire to engage in the behavior that might have terrible outcomes (i.e. addictions, gambling) and it might cause emerging social, occupational, financial, or legal consequences.

Another definition of impulse-control disorders are defined by the American Psychiatric Association (2000) as “the failure to resist an impulse, drive, or temptation to perform an act that is harmful to the person or to others”. Typically the “individual feels an increasing sense of tension or arousal before committing the act, and then experiences pleasure, gratification, or relief at the time of committing the act” (p. 609). Following the act there may or may not be regret, self-reproach, or guilt.

Under many of the poor decision making and impulsive/short sighted behaviors there lays a perceptual distortion called delay discounting (Perna, 2010). Delay discounting is an evaluation process whereby when considering an immediate behavior; a person minimizes the long-term risks or benefits associated with that decision. It is a decrease in the subjective value of a reinforcer (i.e., money, drugs) as a function of time to its delivery. Impulsive behaviors occur when individuals choose small but immediate rewards over long term rewards (or reducing possible long term risks). Eysenck (1977) related impulsivity to risk taking, lack of planning, and making up one’s mind too quickly. Patton et. al.(1995) considered impulsivity in three components;

 * 1) Acting on the spur of the moment (motor activation)
 * 2) Not focusing on the task at hand (attention)
 * 3) Not planning and thinking carefully (lack of future planning)

Impulse Control Disorders are a specific group of impulsive behaviors that have been accepted as psychiatric disorders under the DSM-IV- TR. The following are included under the Impulse Control Disorders in the DSM-IV-TR (APA,2000) ;

 * Intermittent Explosive Disorder is characterized by discrete episodes of failure to resist aggressive impulses resulting in serious assaults or destruction of property.
 * Kleptomania is characterized by the recurrent failure to resist impulses to steal objects not needed for personal use or monetary value.
 * Pyromania is characterized by a pattern of fire setting for pleasure, gratification, or relief of tension.
 * Pathological Gambling is characterized by recurrent and persistent maladaptive gambling behavior.
 * Trichotillomania is characterized by recurrent pulling out of one's hair for pleasure, gratification, or relief of tension that result in noticeable hair loss.
 * Impulse-Control Disorder Not Otherwise Specified is included for coding disorders of impulse control that do not meet the criteria for any of the specific Impulse-Control Disorders described above or in other sections of the manual.

Etiology
Grant (2008) suggests similarities regarding impulse control disorders and the existence of a neurobiological feature also present in addiction. Therefore, he suggests that impulse control disorders can be considered as behavioral addictions. The positive responses obtained from treatment with opioid antagonists and glutamatergic agents suggests that the dopamine and possible glutamate systems affected by these medication may have a role in impulse control disorders as well as substance abuse and dependence to substances. The neural systems regulating impulsive, compulsive, and habitual behaviors likely have some differences; however, there seems be overlapping neurobiology (e.g., activation of the OFC) that might explain why several psychiatric disorders have comorbid impulsive and compulsive features (Torregrossa, 2008).

The Prefrontal Cortex- more specifically the orbito-frontal cortex (OFC)- is thought to play a role in the etiology of decision making and impulse control behaviors. According to Jentsch (1999), the Prefrontal Cortex is thought to be impaired in disorders of impulsivity and compulsivity such as drug addiction and obsessive compulsive disorder (OCD), as well as attentional disorders. The biological theories formulated to explain the causes of impulse control (or lack of) problems are similar to those of substance use. Schmitz (2005) posits a biologically based theory of ICD’s or as he calls them “behavioral addictions”. He hypothesized that the behavioral addictions are using the same neurological reward/pleasure pathways as do substance related disorders. These specific neurocircuits have been identified to take role in the reward/pleasure pathways involved in the reinforcing properties or drug abuse and drug craving. According to Koob (1992), the neurotransmitters which have a role in the reward pathways are dopamine, opioid peptides, glutamate and gamma-amino butyric acid (GABA). Drugs stimulate this pathway and cause the person to feel feelings of intense reward/pleasure. Addictive behaviors are thought to work in this manner too.

Reward Deficiency Hypothesis

The Reward Deficiency Hypothesis proposes that those individuals who have a malfunctioning reward/pleasure circuit are not satisfied with the normal rewards such as food and sex but rather they are in need of unnatural rewards that cause higher thrills and excitement (Becker, 1999; Comings & Blum, 2000) According to Schmitz (2005), impulse control disorders such as kleptomania, or pathological gambling have similar patterns to drug cravings associated with chemical dependency, therefore, they are thought to have their bases in the reward pathways. In example, when a kleptomaniac has the urge to steal, he/she is feeling the thrill and a high that is similar to high from drugs.

The Feeling State Theory (FST)

The Feeling State Theory posits that impulse control disorders were created when positive feelings form links with specific objects or behavior thus forming a state-dependent memory (Miller, 2010). This state dependent memory is formed of feelings and the event: which make up a unit called a ‘feeling state’. This is seen as the cause of impulse control disorders. During the creation of these ‘feelings states’ the person feels intense psycho-physiological arousal and can become fixation on this. Therefore, to feel it again, the will repeat the behavior to reach that state. FST includes the element of memory as well stating that the ‘feeling sate’ is composed of feelings associated with behaviors plus the memory of the behavior. For example, a person who thinks about the emotions and thoughts when he felt good could raise the memory and cause him to repeat the behavior and to be impulse in seeking the event.

Connections between ICD and OCD, and Addiction
Habits and impulsive behavior have been considered to be at the opposite ends of a behavioral spectrum however, the behaviors that define impulsivity and compulsivity have some commonalities. Compulsivity is the leading cause of obsessive-compulsive disorders where the person is compelled to do a certain act to relieve anxiety/stress even when the behavior seems inappropriate. They repeat these behaviors in a ritualistic manner and as mentioned above, the involve dysfunction in the OFC (Evans, 2004). When we consider impulsivity, it also includes an element of inability to inhibit a motor response and somewhat compulsive in nature. People suffering from an impulse control disorder have mentioned to obsess about performing the act (in relation to their disorder) and being feeling compelled to do so (Grant, 2006).

One difference between the ICD’s and OCD’s is that individuals with ICD’s engaging in repetitive behaviors are considered to be egosyntonic; generally refers to behaviors, values, feelings that are in harmony with or acceptable to the needs and goals of the ego, or consistent with one's ideal self image or self concept. The person feels pleasure, gratification or relief at the time of committing the act. The repetitive behaviors or rituals in OCD’s are considered to be egodystonic (Grant, 2006; Blasczynski, 1999) meaning that the compulsions experienced or expressed are not consistent with the individual's self-perception; the patient realizes the obsessions are not reasonable. Individuals with ICD are generally sensation seekers and that’s why they are impulsively repeating thrilling behaviors, where as OCD individuals are more interested in harm avoidance and repetition of behavior reduces anxiety for a certain time.

Drug addiction is also involves impulsivity (i.e. to take drugs), a compulsion that is pushing someone to take drugs after chronic usage and eventually developing into a habit that is further characterized by automatic responses to take drugs without considering the outcomes. ICDs and substance disorders have similar disturbances related to affective regulation. After performing ICD action and feeling the associated high patients have described the acute onset of depressive symptoms that is similar to those occurring during withdrawal from many substances, including depressed mood, feelings of guilt, fatigue. Another similarity has been the behaviors associated with tolerance and withdrawal. For example, pathological gamblers have reported that they need to progressively increase to larger sums of money in order to feel the desired ‘high’ (Goodman, 1997) (similar to tolerance where to dosage of the substance has to be increased to get the same high). Also, the have reported to have physiological symptoms such as insomnia, anorexia, tremor, headaches, upset stomach, nightmares on discontinuation of gambling (Anderson, 1984).

References

Personality
Borderline Syndrome

Back to Table of Contents << Previous chapter||Next chapter >>


text:
Cookbook talk:Cuisine of Hungary

We could start by spelling the names of the recipes correctly.

title: Cookbook talk:Cuisine of Hungary


text:
Movie Making Manual/Cast Contract

Non-Union Contract
"Wake-Up" Entertainment Company

RELEASE FORM

I, __________________________ do hereby confirm the consent heretofore given you with respect to your photographing me in connection with your motion picture/video: Title: apocalypse Z! and I hereby grant to you, your successors, assigns and licensees the perpetual right to use, in any manner or in any media currently existing or which may be developed in the future, as "Wake-up" Entertainment may desire, all video, still and motion pictures and sound track recordings and records which you may make of me or of my voice, and the right to use my name or likeness in or in connection with the exhibition, advertising, exploitation or any other use of such motion picture or recording. I understand that "Wake-Up" Entertainment will provide to me a copy of the film on DVD or other media for my personal use only. I will not sell said copy or use it for any commercial purposes such as broadcasting, streaming online or Home Video- DVD releases. I shall receive a limited license to use the copy for personal promotional purposes, which shall be limited to using a maximum of 30 seconds of the film on my personal website. I also understand that it takes a significant amount of time to complete a film – and in some cases student films are abandoned and not completed at all. If the filmmaker has promised a tape of the film I agree to allow a reasonable amount of time to elapse after the performance for completion (i.e. six months). I agree that should the film/tape not be completed I will take no action against "Wake-Up" Entertainment or its President.

I am over eighteen years of age. (initial here) _____

I am under eighteen years of age. (initial here) _____    Parent/Guardian signature required.

Signature          : _______________________________ (Parent/Guardian if under eighteen years of age) Name (print)     : _______________________________ Home address : _______________________________ Phone number : _______________________________ Character name: _______________________________

Date: _______________________________ release form revised 11/04

Union Contract
The contract above is for non-union actors. For actors who belong to a union (in the USA and Canada, the Screen Actors Guild), you must talk to a SAG representative (lawyer). For low budget movies, there are special agreements. But understand that when you sign most of the SAG agreements (which appear very simple), you also agree to the SAG Basic Agreement which is not simple and is not available to the public. There are restrictions which are not obvious. Signer beware!!!

title: Movie Making Manual/Cast Contract


text:
Movie Making Manual/Crew Contract

"VEGAS DON ENTERPRISE Productions"

CREW RELEASE FORM

I, __________________________ do hereby confirm the consent heretofore given you with respect to your photographing me in connection with your motion picture/video: Title: "Fame Deadline" Production Number: 1 and I hereby grant to you, your successors, assigns and licensees the perpetual right to use, in any manner or in any media currently existing or which may be developed in the future, as VEGAS DON ENTERPRISE Productions " may desire, all video, still and motion pictures and sound track recordings and records which you may make of me or of my voice, and the right to use my name or likeness in or in connection with the exhibition, advertising, exploitation or any other use of such motion picture or recording. I understand that "VEGAS DON ENTERPRISE Productions" will provide to me a copy of the film on DVD or other media for my personal use only. I will not sell said copy or use it for any commercial purposes such as broadcasting, streaming online or Home Video-DVD releases. I shall receive a limited license to use the copy for personal promotional purposes, which shall be limited to using a maximum of 30 seconds of the film on my personal website. I also understand that it takes a significant amount of time to complete a film – and in some cases aome films are abandoned and not completed at all. If the filmmaker has promised a tape of the film, I agree to allow a reasonable amount of time to elapse after the performance for completion (i.e. one year). I agree that should the film/tape not be completed I will take no action against "VEGAS DON ENTERPRISE Productions " or its Owners.

I am over eighteen years of age. (initial here) _____

I am under eighteen years of age. (initial here) _____    Parent/Guardian signature required.

signature          : _______________________________ (Parent/Guardian if under eighteen years of age) name (print)     : _______________________________ home address : _______________________________ phone number : _______________________________ character name: _______________________________

date: _______________________________ release form revised    /    /

title: Movie Making Manual/Crew Contract


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Japanese/Lessons/Conditional

The conditional and provisional can be constructed in several ways. The bad news is that it can be tricky to choose which one to use. The good news is that even the less correct choices should be understandable. Here we'll try to explain the differences among these to give you an idea.

The main forms for "if/when A then B" are Let's now look at each of these in turn.

The provisional and conditional forms are like the 〜て form in that they connect two sentences together. The second sentence is, however, not necessary if its meaning is contextually implied.

Natural consequence
In cases describing a natural consequence one can use "と". This is similar to English: "Eat this apple and you'll be sick." which in Japanese would be "このリンゴを食べると病気になります. "

Provisional forms
Verbs take on the provisional form by changing the final syllable from the う-row to the え-row and adding "ば". This applies to both consonant stem verbs, e.g. 行く -> 行けば, and vowel stem verbs, e.g. 食べる -> 食べれば, and 寝る -> 寝れば.

Nouns and adjectival nouns take on the provisional form by using the provisional form of the copula, "なら": "勉強なら習う", "if you study, you learn".

Conditional forms
The conditional form is formed by adding "ら" to the plain past tense (ending in 〜た), e.g. 行ったら, 食べたら, and 寝たら.

Nouns and adjectival nouns take the conditional form of the copula, either the polite "でしたら" or the plain "だったら".

Unsorted...
To use adjectives in a conditional expression, replace the final "い" with "ければ".

Uncertainty
The word "もし" shows that the condition/provision is not necessarily true.

 * もし、かなしかっ、わらおう！ // If [you] are sad, smile!

Sometimes it takes the form もしも, which also means if.

title: Japanese/Lessons/Conditional


text:
Japanese/Lessons/Relative Clauses

Japanese relative clauses are formed by placing the modifying clause immediately in front of the noun it modifies. The modifying clause acts much like an adjective (which it can also consist of).

Relative clauses allow relatively complex ideas to be expressed simply.

title: Japanese/Lessons/Relative Clauses


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Template:Recipe

Effect

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 * Unless the parameter noincludecat is specified, the article is added to Category:Recipes
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title: Template:Recipe


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User:Bobshush

Welcome to my user page.

I have abandoned work on the abnormal psych wikibook, I had been meaning to return for a while now, but its been more than two years since my last update, so I feel I should make an official statement.

title: User:Bobshush


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Template:Ingredient

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title: Template:Ingredient


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Business English/Areas of English Proficiency

 * 1) Vocabulary: Passive and active vocabulary.  Passive vocabulary is words that you understand. Active vocabulary is words that you use.
 * 2) Fluency: How fast you find words when speaking.
 * 3) Natural speaking patterns: Choosing the right word and the right word order.
 * 4) Written English: Formal grammar and spelling.
 * 5) Pronunciation: Speaking with the correct consonant and vowel sounds, and stressed syllables.
 * 6) Flow of speech: How fast to speak, when your voice should raise or lower in pitch or in volume, where to pause and for how long.
 * 7) Culture: Understanding and reacting appropriately to situations and expectations of English-speaking cultures.

Another way to divide the areas of language is the following:
 * 1) Listening (receiving oral messages)
 * 2) Speaking (giving oral messages)
 * 3) Reading (receiving written messages)
 * 4) Writing (giving written messages)


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Business English/Making a Personal Plan to Improve Your English

Your personal plan should be made up of two parts: 1. Where to go, and 2. How to get there.

SMART Goals
When we set out to do something, it is to our benefit to set clear goals and to make a plan that will help us reach them. The “SMART” acronym below is a tool that we can use to make sure that we are covering all of the appropriate areas in the process. More information can be found in the time management on Wikipedia. Just remember that if you don’t make your goals specific, measurable, achievable, results-oriented, and time-limited, they are not really goals, but intentions, no more.
 * S Specific
 * M Measurable
 * A Achievable
 * R Results-oriented
 * T Time-limited

An example:
 * Specific I want to improve my natural speech patterns, active vocabulary, fluency, and correct written form.
 * Measurable Improve my TOEFL score by 10 percent. (Use on-line or offline testing tools to determine beginning numbers, then set a goal for improvement.)
 * Achievable (The improvement in the measured numbers to be within reason.)
 * Results-oriented I want practical, real-world improvement in my levels of oral and written English.
 * Time-limited The follow-up testing will be done two months after the first testing.

Now, using the above example as a guide, write out your own SMART goals for improving your English. Decide which areas of English proficiency will be your priorities. Write down how much you would like to improve in each of the areas.

How to get there (personalizing your plan)
Following are specific steps that you can take to improve each of your targeted areas of English proficiency.

Vocabulary (passive and active vocab)

 * Daily reading (news and online articles, books, NYTimes, HBR, Give and Take, Wikipedia.org, The Millionaire Next Door …)
 * Writing summaries of articles and mini research papers

Fluency (finding words quickly)
4113321
 * Conversation with others
 * Your internal mental conversation
 * Reading (news, business literature, novels, magazines, blogs …)
 * Writing
 * Presentations (make up your own or imitate someone else’s)

Natural speech patterns

 * Reading regularly in English. Daily is a good goal, even if it is only fifteen minutes. Look for topics on interest on the Internet or in English books or magazines.
 * Conversation and contact in English with native speakers, or at least with others who are learning.
 * Watching TV and movies in English (news, entertainment, documentaries…)
 * Online audio news (NYTimes, VOANews, BBC News …)
 * Presentations of speeches copied from native presenters
 * Listening to and reading CD magazines like English2Go and Speak Up for natural flow and inflection

Written English (grammar and spelling)

 * Grammar book exercises
 * Reading
 * Writing
 * test

Pronunciation

 * Conversation
 * TV, music and movies
 * Listening to and reading passages at the same time
 * In general, all oral communication: listening and speaking

Flow of speech

 * Conversation
 * TV, music and movies
 * Listening to and reading passages at the same time
 * In general, all oral communication: listening and speaking
 * Reading newspapers in front of mirror.

Culture

 * Reading about culture explicitly in Internet, books, and magazines
 * Observing culture implicit in written materials
 * Entertainment from target countries
 * Interacting with natives

Focus your attention on the activities that will help you improve primarily in the top areas on your personalized list. This takes a bit of discipline, but allow your actions to be guided by where you want to go in your learning. Don’t spend all of your time reading articles about current news if your main objective is to improve your pronunciation.


text:
Talk:Biblical Studies/Christianity

Should the first page be restructured?
Having the fulfilled prophecies table on the first page might seem rather overwhelming to the casual reader. Perhaps they should see the contents of Christianity/Overview instead?

Also the way it is now if someone goes to the overview first they might not even find the prophecies list as it's not anywhere in the TOC.

Anyway, see what you think. :) GarrettTalk 12:53, 4 September 2005 (UTC)

Should This Book Continue Without Radical Changes?
IMHO what content is here appears to be very much not NPOV. Esp. given the "fulfilled prophecies" table. The content appears to be specific to the perspective of some denominations of Christianity.

While I think a humanities text on Christianity is not inappropriate, I believe it would need to be more descriptive of the religion in general being at least inclusive of the many denominations which claim the Christian tradition. Better yet, to my mind, would be for this "book" to be a section within a larger work on Comparative World Religions. erraunt 21:06, 6 October 2005 (UTC)

 * Yes I have been wondering about that for a while. However NPOV wordings of that section ("prophecies that certain denominations have been fulfilled" "allegedly fulfilled prophecies") would sound rather awful. And Christianity is a vast enough topic that it gets its own book, indeed certain major denominations within it could even have their own books too one day. Just as we have a book on the C programming language and yet despite the fact that C++ is based on it we have that in a completely separate book. Related topics are only shoved together if they aren't very deep; Christianity has been the topic of countless multi-volume works. But yes I agree something does need to be done, as long as it can be done without making the text ungainly. The difficulty is that believers in Jesus have a difficult time writing in the pseudo-cynical manner that produces NPOV, as that goes somewhat against their deepest convictions. Hm. But it's something to work on. GarrettTalk 01:30, 7 October 2005 (UTC)

 * Someone might be offended by "Our Savior," so the change to "The Saviour" is crucified (prophecy), now does that imply The Savior of the world? In Luke the term is "A Savior which is Christ the Lord," hanged if you do, hanged if you don't. Serving the Lord as in computer language meant reverently delivering a web page, too cute, replaced that bottom line with entry into "How To" translate the Bible. Certainly, without presenting the Messianic prophecies as fulfilled, one would virtually emasculate Christianity. On the pseudo-cynical side, two of the prophecies have no exact O.T. reference according to authorities, but the Bible says no scripture can be annulled (John 10:35 Weymouth N.T.) and who would want to?   - Athrash |  (  T a l k )  06:29, 7 October 2005 (UTC)
 * Hm, that's another problem, yes that could still be offensive; while no longer implying that he is your saviour it is still implying that he is a savior, and if you're an athiest you'd think that's rubbish. Saying "the Christian Saviour" is horrendous, but would certainly fulfill the NPOV issue. Really I don't know how things like this can be fixed without some parts ending up sounding stupid. Gah... :( GarrettTalk 01:15, 8 October 2005 (UTC)

 * No plans to solve the problems of "the world" here. Unless, this is an allegory of life. Well yes, the Savior of "the world" reference relates to the Samaritan woman discourse of John 4. Jesus starts the discourse with an exclusivity claim, "Our" salvation is regional, but His message and demeanor say otherwise and convince a whole town of outsiders (Samaritans) that He is the Savior of the world. It is all about worship, only different mountains to climb and if there are too many paths to enlightenment, I guess you end up worshipping the mountain. The first outreach after Pentecost was to those Samaritans by Philip the Evangelist (Acts 8:5) and the rest is history. Then, the sheep are those who follow Christ and the remainder, nominally, the goats, are Samaritans or the mix. Thus, even though at the judgment you are on your own, we could have the ideal world where all Christians are CHRISTIAN and all Samaritans (outsiders) are GOOD (Luke 10:30-37) and everyone has a mountaintop experience, now, do you feel better already. Obviously, the best option is "The Savior," but something must be said for the Samaritans (out there).   - Athrash |  (  T a l k )  04:25, 11 October 2005 (UTC)

Zealots Arise

 * Prophecy 1 Seed of a woman
 * Basis: Obvious
 * Support
 * - Athrash | T a l k 23:41, 17 December 2006 (UTC)
 * - Click above user for prophecy table
 * Question

 * Delete
 * Delete

 * Prophecy 2 Priest-King-Messiah
 * Basis:O.T. Jeshua Order of Melchizedek - Heb 7:17 King of Israel - John 12:13 Andrew declared the Messiah is here - John 1:41
 * Support
 * - Athrash | T a l k 23:41, 17 December 2006 (UTC)
 * Question
 * Question

 * Delete
 * Delete

 * Prophecy 3 Born of a Virgin
 * Basis:
 * Support
 * - Athrash | T a l k 23:41, 17 December 2006 (UTC)
 * Question
 * Question

 * Delete
 * Delete

 * Prophecy 30 The Betrayal of Christ
 * Basis:
 * Support
 * - Athrash | T a l k 23:41, 17 December 2006 (UTC)
 * Question
 * Question

 * Delete
 * Delete

Poorly written
I think that this who wikibook is poorly written; The contents structure looks quite adequate, but the articles are poorly written, not detailed, and there seems to be a good dose of added weird stuff. I think that this wikibook should be deleted and started again. Anonymous browsing user: --121.45.182.172 15:55, 23 May 2007 (UTC) - or perhaps it should just link into wikichristian which is much better organized and has more detail.

Chapter 5: Later Christian Movements
Mormons, since they do not share the orthodox Christian conception of the Triune God nor much else shouldn't be called a Christian movement any more than Bahai is. Same goes for Christian Scientists as they deny the dual nature of Christ. Adventists are possibly Christian depending on the particular sect.

Perhaps a new division is needed?

Chapter 5: Later Christian Movements (SDAs, Christian Fundamentalism, ???)

Chapter 6: Non-Christian Groups With Christian Roots (perhaps put it between the current 6 & 7) (Bahai Jehovah's Witnesses Mormons Christian Science Unitarians? Quakers? Others?)

If we are going to define Christianity as Christians have for 2000 years, then we cannot lump neo-Arians and others who deny basic facts about Christ as Christians.
 * Could change heading back to (Later) Prophetic Movements as listed in 2006 which would cover the 3 sects as they are. - Athrash | T a l k 17:16, 25 November 2008 (UTC)

title: Talk:Biblical Studies/Christianity


text: General Chemistry/Standard Reduction Potentials


text:
File:CreatingTWWPackage.jpg

Creating TWW pacakges

title: File:CreatingTWWPackage.jpg


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User:Jonatin

My primary area of interest is Software Quality, especially in regards to Usability. I've got a background in pre-press publishing, but that was in the heyday of Aldus PageMaker. Still, the urge to design has never left my bones.

I hope to bring an aesthetic eye to everything that I do, so I imagine I'll do the same here. While I may not be able to spot dangling participles, I'm nearly always wrangled into spearheading User Documentation for the projects that I've worked on, due to my desire to communicate ideas clearly.

As a non-traditional student, technical (and mathematical) content isn't always my strongest subject. However, I am delighted by learning and fascinated with this project. I thought perhaps I could bring my "beginner's mind" to wiki books, and improve the education other life-long students such as myself.

Hopefully, if I spot some tangled turn of phrase, I'll help it more than I hurt it.

title: User:Jonatin


text:
File:SimpleArray.png

Simple 12 element array

title: File:SimpleArray.png


text:
File:MultidimensionalArray.png

A simple (6,4) multidimensional array

title: File:MultidimensionalArray.png


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Talk:US History/Friction Between States

I need more info on the Fugitive Slave Act

title: Talk:US History/Friction Between States


text:
Robotics/Exotic Robots/Modular and fractal robots

A robot is generally designed for one particular activity, or at best a few closely related activities. This of course isn't the ideal situation as many jobs require a large number of very different activities. For example, building the walls of a house and installing plumbing and electricity require very different tools and techniques. In practice this means you'll end up designing either several different robots or a very complicated one.

Modular robotics is one answer to such problems. Typical modular robots consist of a number of independent cubes, which can move and connect themselves in many different ways. Each of the cubes have their own power supply and intelligence and can have specific tools. When a problem is fed to its computer, it analyzes it and connects the cubes in such a way that it can solve the problem.

Ideally such a robot would consist of a very large number of very small identical cubes. This is similar to the way plants, animals or humans are consisting of many cells, which are practically identical, with the difference that specification would happen in software rather than in chemical composition.

The difference between fractal and modular robotics is that the former allows multiple sizes of cubes and the latter does not.

Most people are familiar with the fact that sufficient quantities of clay bricks (architectural bricks) or Lego bricks can be used to approximate nearly any shape, and so our introduction to modular robotics was in terms of cubes. Instead of making each cube independent, some researchers make pairs or triplets of cubes independent. However, some roboticists point out that rhombic dodecahedron are, in some ways, superior to cubes.

The open-source Unified Simulator for Self-Reconﬁgurable Robots (USSR) can be used to simulate and test various modular robot designs and algorithms before building physical hardware.

The open-source ARGoS robot simulator can be used to simulate large heterogeneous swarms of robots.

Many people have built physical prototypes of modular robots.

Some people use the phrase "modular robot" to indicate that its interfaces have been standardized so elements can be swapped out without custom-made adapters. (See Space Transport and Engineering Methods/Advanced Manufacturing, Seed Factories/Basics, Seed Factories/Notes3, Seed Factories/Notes8, etc. ). Such a modular robot has:
 * the wrist of a robot arm has a standard mounting pattern so several "hands" with different kinds of tools can be swapped out;
 * the shoulder of a robot arm has a standard mounting pattern that can be attached to a fixed pillar or various motion bases;
 * a standardized power connector makes it easy to swap between a small lightweight battery, a heavier longer-lasting battery, and mains power;
 * etc.


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Physics with Calculus/Mechanics/Motion in Two Dimensions

Motion with Constant Acceleration
In some situations, you will find that a particle is accelerating at a constant rate, so it is helpful to derive some basic relationships between the parameters of the problem. The problem of a constantly accelerating particle is completely characterized by the total time traveled, the initial position, the initial velocity, and acceleration. That is, we can figure out anything about particle at any time with just these quantities.

We will start from the definition of the problem that the particle has constant acceleration:

$$ \frac{d^2 r}{dt^2} = a = const.$$.

Integrating once, we get

$$ \frac{dr}{dt} = at + C $$.

By the definition of velocity, we have

$$ v = at + v_0 $$

(I have replaced C with $$v_0$$ the initial velocity because at t = 0, $$C = v(0)$$ which is a constant, and it makes sense to call it $$ v_0$$).

Integrating again, we have

$$ r = \frac{1}{2} a t^2 + v_0 t + r_0$$

where $$r_0$$ is the initial position.

Now we can find position and velocity as functions of time, which is the complete solution to the problem. However, it is often useful to introduce the distance traveled as an independent variable instead of time. To do this, all we have to do is eliminate t from two equations above. The result is

$$ v^2 = v_0^2 + 2a(r - r_0)$$.

Much less useful, but standardly taught is to use the average velocity as an independent variable. The average of a function between a and b is defined as

$$ \frac{1}{b-a} \int_a^b f(x) dx $$.

This is the limit of the arithmetic mean as the number of arguments goes to infinity.

Average velocity (averaged over time) is thus

$$ \bar{v} = \frac{r - r_0}{t} $$.

eliminating r and $$r_0$$ with the equations of a and v as functions of time we get

$$ \bar{v} = \frac{1}{2} ( v + v_0)$$.

So, here's the list of results:

$$ v = at + v_0$$

$$ r = \frac{1}{2} a t^2 + v_0 t + r_0 $$

$$ v^2 = v_0^2 + 2a(r - r_0) $$

$$ \bar{v} = \frac{r - r_0}{t}$$

$$ \bar{v} = \frac{1}{2} (v + v_0).$$

I could come up with more independent variables (it's very easy!), but generally it's easier just to do the calculation when you need it, and not to memorize tables and tables of simple results. On a similar note, you could calculate analogous results for a constant third derivative of position (commonly called jerk) or even constant nth derivative. Or if the nth derivative equals a given function, such as acceleration $$= ksin(cosh(t/t_0))$$. It all reduces to doing a couple messy integrals, then some messy algebra. The point is that the only reason working out constant acceleration is worth doing is because it comes up a lot, otherwise it is worthless.

Motion in More Than One Dimension
It is an intriguing result that the motion of a particle in one direction does not affect the motion in any perpendicular direction. The classic example is if you shoot a gun level to the ground and drop a bullet at the same time, they hit the ground at the same time as if they started at the same height. That is, the motion of the bullet horizontally has absolutely no affect on how it moves vertically. You might ask why is it then that a paper airplane thrown and dropped do not hit the ground at the same time -- the answer is that the situation is fundamentally different because you have interaction with the air.

A mathematically precise way of saying this is that the velocity really is a vector. It adds like a vector, and you can split it up into components like a vector.

Using this notion, let's derive the constant acceleration equations for vectors and you can see how vectors are very useful.

$$ \frac{d^2 \mathbf{r}}{dt^2} = \mathbf{a}.$$

That is,

$$ \frac{d^2 r_i}{dt^2} = a_i $$

where the subscripts indicate the ith component of the vector.

Integrating each component (or equivalently, integrating the vectors),

$$ \mathbf{v} = \mathbf{a} t + \mathbf{v_0} $$.

It's easy to see that everything is working out in exactly the same way it did for the 1 dimensional case, except we're doing it in every component!

Thus we have

$$ \mathbf{r} = \frac{1}{2} \mathbf{a} t^2 + \mathbf{v_0} t + \mathbf{r_0} $$

$$ \bar{\mathbf{v}} = \frac{1}{2} (\mathbf{v} + \mathbf{v_0}) $$

$$ \bar{\mathbf{v}} = \frac{\mathbf{r} - \mathbf{r_0}}{t}$$

and with some messy vector algebra,

$$ v^2 \hat{\mathbf{a}} = v_0^2 (2 \hat{\mathbf{v_0}} \cdot \hat{\mathbf{a}}  \hat{\mathbf{v_0}} - \hat{\mathbf{a}}) + 2 \| \mathbf{a} \| (\mathbf{r} - \mathbf{r_0} ) + 2 \| \mathbf{v} \| \| \mathbf{v_0} \| (\hat{\mathbf{v}} \cdot \hat{\mathbf{v_0}} \hat{\mathbf{a}} - \hat{\mathbf{v}} \cdot \hat{\mathbf{a}} \hat{\mathbf{v_0}})$$.

which simplifies down to:

$$ \mathbf{v} \cdot \mathbf{v} = \mathbf{v_0} \cdot \mathbf{v_0} + 2  \mathbf{a} \cdot (\mathbf{r} - \mathbf{r_0} ) $$.

But that's what it is if you were wondering. A hat above a vector is the vector divided by its magnitude, making it a unit vector in the direction of the original vector.


text:
Portuguese/Contents/L1/Lesson Two - I Like...

Return to Portuguese – Return to Contents – Go to Lesson Three

Welcome to the second lesson in our Portuguese language course. If you haven't already, have a look at Lesson One - Saying Hello

Once again, don't worry if you don't pick up everything - or even anything. However some words are fairly obvious.

o chocolate - this means the chocolate. The o we slipped in above means the in Portuguese - but here's the catch - only for certain words. Because in Portuguese we introduce a concept called 'noun gender' which means that every noun - that is, every word that represents a thing - animal, mineral, vegetable - is either masculine or feminine. This is a mostly abstract concept. However, there are some words like 'homem' ('man', which is masculine) and 'mulher' ('woman', which is feminine) that follow logical patterns (as do others that refer to something with a specific gender). Most words, however, like 'carvão' ('coal', which is masculine) and 'casa' ('house', which is feminine) seem to be completely random. That is why you always have to learn the gender of a word when you learn a word.

Have a look at these examples.

As you can see, the word for 'the' changes with every gender. It also changes depending on the NUMBER of things you are talking about. If there is more than one object we call it 'plural' and so the word for 'the' changes again.

Unfortunately, the word for 'the' isn't the only thing that changes with gender. Adjectives - words that describe an object - change depending on what gender the object they are describing is.

Some more examples...

Can you see a pattern? We started with amarelo to translate "yellow". Can you see the similarity between the word for "the" in this instance - o - and the ending of the adjective, amarelo? When the word for "the" changes to a, so too does the end of the adjective - we get amarela. So to change an adjective from masculine to feminine, we just change the final letter from an o with the masculine form to an a in the feminine.

To get to the plural forms, add an s - amarelos and amarelas. Try the following exercise out.

How did you do? It's not that tricky if you keep in mind the link between the word for "the" and the ending of the adjective.

Before we go, let's have a look at three things.

1. The Verb SER You may have noticed that, despite the fact that we said last lesson that the verb for "to be" is estar, when we said "The house is yellow" we translated it as a casa é amarela. Shouldn't that be a casa está amarela? Unfortunately in Portuguese there are two verbs that translate to the English verb "to be". One is estar - the other is ser.

Let's have a look at the verb table for SER in the Present Indicative Tense:

SER - To Be

So when to use ser and when to use estar? One way to remember the difference is to remember where they came from. Ser comes from the Latin word 'esse'. In English, we derive the word essence from the same Latin root. Ser is used to talk about WHAT something or someone is. The verb estar that we met in Lesson One comes from the Latin stare, from which we also get our English word status. Estar is used to talk about the state of something, HOW is it. Some examples...

When talking about the location of something, use ser if the thing being located is always or usually there (like a building) but estar if (like a person, or animal) they tend to move around and are only in the spot for a period of time. If you still find ser and estar confusing, go the this page - Ser and Estar

2. The second thing we still haven't got around to the main point of this article - how to say we like something. In the dialogue Ricardo asks Tu gostas de chocolate? This means "Do you like chocolate?"

João responds, Sim, gosto de chocolate. This means "Yes, I like chocolate."

So we have a formula for asking someone whether they like something. We can also respond.

The response will be

OK, but why do we have the options of do/da/dos/das? Perhaps you have picked up on the endings of these words? They correspond to the words meaning "the". But why do we say do instead of o or das instead of as? Well, because in English we talk of "to like" wheras in Portuguese the phrase is gostar de which means "to like of". As a memory aid, you can think of the English phrase "to be fond of", which, like the Portuguese "gostar", does not make sense without that "of". The word for "of" in Portuguese is de. However when it appears before the words o, a, os and as we contract it - we squeeze the two words up. So, for instance

gostar de a amiga - "to like the friend". This is incorrect. Squish 'de' and 'a' into one word - 'da'. We now have gostar da amiga.

3. The final thing we need to look at is the order of adjectives. Usually in English the adjective (or describing word) comes BEFORE the word it is describing. For example.

The YELLOW dog. The POLITE mother.

However in Portuguese the opposite (usually) happens.

O cão amarelo - The yellow dog (literally, "The dog yellow")

 A mãe educada - The polite mother. (literally, "The mother polite")

Adjectives can also be placed BEFORE the word they describe. This will cause their meaning to change slightly. However, we will deal with that situation a little later on.

That is all for Lesson 2. Have a little rest then see how you fare on Lesson Three.

Lektion Zwei - Ich mag


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Quantum Mechanics/Perturbation Theory

Introduction
Perturbation Theory is an extremely important method of seeing how a Quantum System will be affected by a small change in the potential. And as such the Hamiltonian.

Perturbation Theory revolves around expressing the Potential as multiple (generally two) separate Potentials, then seeing how the second affects the system.

It allows us to get good approximations for systems where the Eigenstates are not all easily findable.

In the real life not many hamiltonians are exactly solvable. Most of the real life situations requires some approximation methods to solve their hamiltonians. Perturbation theory is one among them. Perturbation means small disturbance. Remember that the hamiltonian of a system is nothing but the total energy of that system. Some external factors can always affect the energy of the system and its behaviour. To analyse a system's energy, if we dont know the exact way of solution, then we can study the effects of external factors(perturbation) on the hamiltonian. For an example, we can study the elastic properties of a spring by the application of load on that. By this way, we can approximately predict the properties of the concerned systems. Perturbation applied to a system is of two types: time dependent and time independent and hence the theory. We have to split the hamiltonian into two parts. One part is a hamiltonian whose solution we know exactly and the other part is the perturbation term. By this way we can solve the problems with a very good approximation. For an example of this method in quantum mechanics, we can use the hamiltonian of the hydrogen atom to solve the problem of helium ion.

Energy
The first order correction to energy is given by $$ \epsilon_n ^{(1)} = \langle n|V|n\rangle = \int \Psi_n ^{(0)^\star}(x) \hat V(x) \Psi_n ^{(0)}(x) dx$$

The first order correction to the wave function is $$ C_k ^{(1)}= \frac{\langle k|V|n \rangle}{\epsilon_n ^{(0)}-\epsilon_k ^{(0)} } $$

Proof
Let $$ \hat H_0 $$ be a Hamiltonian where all eigenstates are known. $$ \hat H_0 \Psi_n ^{(0)} = \epsilon _n ^{(0)} \Psi_n ^{(0)} \qquad n \in\mathbb N \qquad (1)$$

$$ (\hat H_0 + \hat V) \Psi = \epsilon \Psi \qquad (2)$$

Now represent $$ \Psi $$ as a linear combination of all its parts, $$ \Psi = \sum c_m \Psi_m^{(0)}$$ and put this into (2).

title: Quantum Mechanics/Perturbation Theory


text:
Quantum Mechanics/Time Independent Schrödinger

Consider a particle confined to a one-dimensional box with impenetrable walls. When you solve the Schrödinger equation for the wavefunctions you get two sets of solutions: those of positive parity, and those of negative parity:

$\Psi_{P=1} = A \cos \left[\frac{(2n+1) \pi x}{a}\right] $ and $\Psi_{P=-1} = A \cos \left(\frac{2n \pi x}{a}\right), $ where n is any positive integer and A is a normalisation constant. Now, we can have all of these infinite states and if you've ever studied Fourier Analysis you may have noticed, with these states you can form any function you wish---that is, the wavefunctions are complete. So what have we learned? Well, a lot actually: we have discovered the eigenstates of the Hamiltonian which can be used to determine the particle's time dependance.

Derivation of the Time-Independent Schrödinger Equation
We start with the general Schrödinger Equation, and use separation of variables. We have

$ H \Psi = \hat \epsilon \Psi $

We separate $$\Psi$$ into two functions:

$\Psi ( x, t ) = T ( t ) X ( x ) $

So now the Schrödinger Equation is

$ H T X = \hat \epsilon T X $

We know from earlier that the "interesting" part of the energy operator $$\hat \epsilon$$ is a partial derivative with respect to time, and the "interesting" part of the Hamiltonian $$H$$ is a partial derivative with respect to position. As $$T$$ does not depend on position, it is not affected by $$H$$. Similarly, $$X$$ is not affected by $$\hat \epsilon$$.

So we have:

$ T H X = X \hat \epsilon T $

We can multiply on the left by $$ T^{-1} X^{-1} $$ to obtain

$ X^{-1} H X = T^{-1} \hat \epsilon T $

Note that the left side only depends on x, on the right side only depends on t. We have two functions which are totally indenpendent, but are somehow equal to each other. This is only possible if both functions are equal to a constant, which we call E.

i.e.

$ X^{-1} H X = E$

$T^{-1} \hat \epsilon T = E $

Naturally this implies

$ H X = E X $

and

$ \hat \epsilon T = E T $

We can then expand $$H$$ and $$\hat \epsilon$$ and solve this equation.


text:
User:Martinman11

For info on myself please see: Wikipedia:User:Martinman11

title: User:Martinman11


text:
Geometry/Chapter 19

Solving Right Triangles
In order to solve a right triangle using Trig, a simple acronym is used: SOH-CAH-TOA; SOH, standing for sine (opposite/hypotneuse), CAH, standing for cosine (adjacent/hypotneuse), and TOA, standing for tangent (opposite/adjacent).

This work is mainly done using a calculator, as there are no simple, analytical, formulas for the sine, cosine, and tangent functions.

To solve for angles of a right triangle, you would use the same method of SOH-CAH-TOA, except you use $$\arcsin$$ (opp/hyp), $$\arccos$$ (adj/hyp) and $$\arctan$$ (opp/adj)

Example Problems
Example One: Finding the Missing Parts of a Right Triangle

Find the missing angle and the sides in a right triangle with an acute angle of 38 degrees and an hypotenuse of 15 meters.

Solution:
 * The other acute angle can be found by realizing that the sum of the angles of a triangle is always 180 degrees. Therefore,
 * $$180^\circ=38^\circ+90^\circ+(m<B)$$ so $$(m<B)=52^\circ$$ . Using SOHCAHTOA, we see that
 * $$\sin(38^\circ)$$ = opposite side length / Hypotenuse. Thus, $$\sin(38^\circ)=\frac{a}{15}\ \Rightarrow\ a=15\sin(38^\circ)=9.23$$ meters. To find the adjacent side
 * we use the cosine function and the formula $$\cos(38^\circ)=\frac{b}{15}\ \Rightarrow\ b=15\cos(38^\circ)=11.82$$ meters.

Pythagorean Relationships
This is one step beyond the basic trig functions or ideas. It involves three equations that can be manipulated to suit the needs of the given problem. The three equations are as follows:

$$\begin{align}\sin^2(x)+\cos^2(x)=1\\1+\tan^2(x)=\sec^2(x)\\1+\cot^2(x)=\csc^2(x)\end{align}$$

These can be easily manipulated to figure out a long range of complex problems. For this, we will use the example of 1 - sin²θ. When we look at the above equations, we see that it is very similar to the first one (sin²θ + cos²θ = 1). In fact, sin²θ has just been subtracted. Using this principle, we can thus solve the problem as cos²θ = 1-sin²θ. Easy, right?

Problems for Practice
Solve these equations using the Pythagorean relationships:

 * 1) tan²θ + 1 =
 * 2) sec²θ - 1 =
 * 3) csc²θ - cot²θ =
 * 4) sin²θ + cos²θ =
 * 5) sec²θ - tan²θ =
 * 6) sin²θ - 1 =

Verifying More Complex Identities
We now move on to the more complex functions of the trigonometric world. To solve or prove these functions or equations, we have to use all of the math skills we learned before. We will need to use factoring, the Pythagorean relationships table, the inverse trig functions (sec θ = 1/cos θ, csc θ = 1/sin θ, cot θ = 1/tan θ ) and anything else we need to solve the problem.

This is very advanced math. To start this lesson off, lets look at an example:

Prove (make the right side look like the left without touching the left)

 * sin θ /(sin θ + cos θ) = tan θ /(1 + tan θ)

We can see that tan θ is being divided by 1 + tan θ. To start the problem off, let’s get common denominators:

 * tan θ /(cos θ/cos θ + sin θ/cos θ)

We can now combine the two equations on the bottom, so it looks like this:

 * tan θ /((cos θ + sin θ)/cos θ)

To help simplify this down, put tan θ into terms of sin θ and cos θ:

 * (sin θ/cos θ)/((cos θ + sin θ)/cos θ)

We can now multiply by the reciprocal to get rid of the bottom denominator:

 * ((sin θ/cos θ)*cos θ)/(((cos θ + sin θ)/cos θ)*cos θ)

Note that this is still being divided by sin θ + cos θ. When we multiply, the cos θ ’s will cancel each other out, so we are left with:

 * sin θ/(sin θ + cos θ)

Which just happens to be the answer we were trying to prove!

While this may seem complicated, you only need to practice this more. Let's get an example that is a little more complicated:

Prove (make the left side look like the right without touching the right side)

 * (2 sin θ cos θ)/(sin²θ - cos²θ + 1) = cot θ

When we look at an equation like this, it may seem impossible. Lets go through the basics. When we look at the bottom, we see that we have a -cos²θ and a +1. When we look at the Pythagorean relationships table, 1 - cos²θ is equal to sin²θ:

 * (2 cos θ sin θ)/(sin²θ + sin²θ)

We can then add the two sin²θ together:

 * (2 sin θ cos θ)/(2 sin²θ)

We can then simplify this further into:

 * cos θ / sin θ

We can do this because sin θ will cross out to have a single sin θ (2/2²=1/2, right?) and then the twos will cross out. That leaves with cos θ / sin θ, or cot θ !

Problems for Practice

 * 1) Prove (make the right side look like the left without touching the left side)
 * (1 - sin θ)/(cos θ) = cos θ /(1 + sin θ)
 * 1) Prove (make the left side look like the right without touching the right side)
 * (cot θ - tan θ)/(tan θ cos²θ) = csc²θ - sec²θ
 * 1) Prove (make the left side look like the right without touching the right side)
 * tan θ/(1 + sec θ) + (1 + sec θ)/tan θ = 2 csc θ
 * 1) Prove (make the left side look like the right without touching the right side)
 * tan²θ/(1 + tan²θ) = sin²θ

title: Geometry/Chapter 19