text:
User talk:Adamashraf

 Hello Adamashraf, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:17, 10 August 2010 (UTC)

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

title: User talk:Adamashraf


text:
User talk:Minalear

 Hello Minalear, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:48, 10 August 2010 (UTC)

title: User talk:Minalear


text: File:EGM6341 Fig42-1.svg

title: File:EGM6341 Fig42-1.svg


text: File:EGM6341 Fig42-2.svg

title: File:EGM6341 Fig42-2.svg


text:
User:Egm6341.s10.team3.heejun/Meeting 46 transcript

 '''MTG 46: Thu. 10 May 10'''

 * {| style="width:100%" border="0" align="left"

 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:57, 11 August 2010 (UTC)

 * style = |
 * }
 * }

[[media: Egm6341.s10.mtg46.djvu | Page 46-1]]

Clencurt code by Trefethen

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \left \{ \theta_{k} := k \frac{\pi}{n},\,\, k=0,1,2,...,n \right \} $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \left \{ x_{k} := cos \theta_{k},\,\, k=0,1,2,...,n \right \} $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \underbrace{mod(n,2)}_{\color{blue}{module}} = n\,\, mod\,\, 2 \color{blue}{\in \left \{0,1 \right \}} $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \underbrace{mod(n,m)}_{\color{blue}{remainder\,\, of\,\, \frac{n}{m}}} = m-\underbrace{q}_{\color{blue}{quotient}}m $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle q = argmax(j,m)\,\, such\,\, that\,\, n-jm > 0 $$
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg46.djvu | Page 46-2]]

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle n= \underbrace{q}_{\color{blue}{quotient\,\, of\,\, \frac{n}{m}}}m + \underbrace{mod(n,m)}_{\color{blue}{remainder\,\, of\,\, \frac{n}{m}}} $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

$$ \displaystyle n = 2q + \underbrace{0}_{\color{blue}{mod(n,2)}} $$
 * even number
 * even number
 * }
 * }

 * {| style="width:100%" border="0" align="left"

$$ \displaystyle n = 2q + \underbrace{1}_{\color{blue}{mod(n,2)}} $$
 * odd number
 * odd number
 * }.
 * }.

Mtg 42: Clenshow-Curtis Quadrature

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle I = \int^{b}_{a} g(t) dt = \int^{+1}_{-1} \underbrace{f(x)}_{\color{blue}{g(t(x))J}}dx $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle x = (t - \frac{a+b}{2}) / \frac{b-a}{2} = [2t - (a+b)] / (b-a) $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle t(x) = [(b-a)x + (a+b)] / 2 $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle dt = \underbrace{\frac{(b-a)}{2}dx}_{\color{blue}{J}} $$
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg46.djvu | Page 46-3]]
 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle I = \int^{+1}_{-1} f(x) dx = \sum^{n}_{i=0} \underbrace{w_{i}}_{\color{blue}{weight}} f(x_{i}) $$
 *   (1)
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * Transform $$ \displaystyle \underbrace{x=cos \theta}_{\color{blue}{Chebyshev\,\, polynomial}} $$
 *   (2)
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle dx = -sin \theta d \theta $$
 *   (3)
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle I = \int^{\pi}_{0} \underbrace{f(\underbrace{cos \theta}_{\color{blue}{even}}) \underbrace{sin \theta}_{\color{blue}{odd}} d \theta}_{\color{red}{y(\theta) \color{blue}{odd,\,\, periodic\,\, on\,\, [0,2 \pi]\,\, or\,\, [- \pi, + \pi] }}} $$
 *   (4)
 * }.
 * }.
 * }.

Cosine series of $$ /displaystyle f(cos \theta) $$

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle f(cos \theta) = \frac{a_{0}}{2} + \sum^{\infty}_{k=1} a_{k} cos(k \theta)$$
 *   (5)
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \Rightarrow I = a_{0} + \sum^{\infty}_{k=1} \frac{2a_{2k}}{1-(2k)^{2}} $$
 *   (6)
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle a_{k} = \frac{2}{\pi} \underbrace{\int^{\pi}_{0} \underbrace{f(cos \theta) cos k \theta}_{\color{blue}{Z(\theta)}} d \theta}_{\color{blue}{\alpha\,\, can\,\, be\,\, integrated}} $$
 *   (7)
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg46.djvu | Page 46-4]]

efficiently with Discrete Cosine Transform(DCT, Trapezoidal Rule)

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle Z(\theta)\,\, \underline{periodic}\,\, on\,\, [0, 2 \pi]\,\, or\,\, [-\pi, +\pi] $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \bar{\alpha} := \int^{+\pi}_{-\pi} \underbrace{Z(\theta)}_{\color{blue}{even\,\, \Rightarrow\,\, Z(-\theta)=Z(\theta)}} d \theta = 2 \alpha $$
 * }.
 * }.
 * }.

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \theta_{k} = k \frac{\pi}{n},\,\, k=-1, -(n-1),...,-1,0,1,2,...,(n-1),n $$
 * }.
 * }.
 * }.

Trapezoidal Rule for $$ \displaystyle \bar{\alpha} $$

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \bar{\alpha} = \underbrace{h}_{\color{blue}{\frac{\pi}{n}}} [\frac{1}{2} Z(\theta_{-n}) + Z(\theta_{-(n-1)}) + ... + Z(\theta_{-1}) + Z(\theta_{0}) + Z(\theta_{1}) +...+ Z(\theta_{n-1}) + \frac{1}{2} Z(\theta_{n})] $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \bar \alpha = h \color{blue}{\underset{k=-n}{\overset{n}{{\sum}^{\prime\prime}}}} \color{black}{Z(\theta_k)} $$
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg46.djvu | Page 46-5]]

 * {| style="width:100%" border="0" align="left"

& Z(\theta_{0}) = \frac{1}{2} [Z(\theta_{0}) + Z(\theta_{0})] \\\end{align} $$
 * $$ \displaystyle Z(\cdot)\,\, even\,\, \Rightarrow\,\, use \begin{align} & Z(\theta_{k}) = Z(\theta_{-k}) \\
 * $$ \displaystyle Z(\cdot)\,\, even\,\, \Rightarrow\,\, use \begin{align} & Z(\theta_{k}) = Z(\theta_{-k}) \\
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \bar{\alpha} = 2h \underbrace{[\frac{1}{2} Z(\theta_{0}) + Z(\theta_{1}) + ... + Z(\theta_{n-1}) + \frac{1}{2} Z(\theta_{n})]}_{\color{blue}{ \underset{k=0}{\overset{n}{{\sum}^{\prime\prime}}} Z(\theta_k) }} $$
 *   (1)
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle \Rightarrow\,\, \alpha = h \underset{k=0}{\overset{n}{{\sum}^{\prime\prime}}} Z(\theta_k) $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle a_{k} = \underbrace{\frac{2}{\pi} h}_{\color{blue}{\frac{2}{n}}} \underset{i=0}{\overset{n}{{\sum}^{\prime\prime}}} Z(\theta_{i}) $$
 *   (2)
 * }.
 * }.
 * }.


text: File:EGM6341 Fig46.svg

title: File:EGM6341 Fig46.svg


text:
User:Martin Lenoar/Research

Action/Reaction Theory
This action/reaction theory is a theory of real possibilities. It intends to provide possibilities to build from it – with no end. Which means that I am also not finished. It is not intended to follow fantasies but to be passed on and find as many relevant actions and proves found in real happenings.

A real possibility:

 * "Aooouuuuu.." (which means 'this hurts!') or
 * "Mmmmm.." (‘this feels good, keep going') or even
 * "HOuHA" (‘get off my back’)

These are perhaps samples of the language of the apes. Or how they are communicating what is necessary to live together in one tree. Since this environment is small and the tasks to survive in this limited environment are also limited. Therefore the expressions which are needed are also limited. What is not connected to this theory is that since apes, and other animals, which have organs to verbally communicate, do not need a big brain to remember all the sounds, their uses and regulations of the use, And, since this communication, together with the tasks which have been learned within a few weeks, are not supposed to change for the whole live. There is also no need for questions if this established system is 'right' for the living in a tree or even to find out why an ape is living in a tree or why is he living at all. Until disaster strikes. Suddenly, during a stormy weather with heavy rain, lightning and thunder the tree was hit by a lightning bolt and burned completely down, Together with all the other ones of the small forest which they had formed. Most members of the ape-tribe survived because they have already learned that trees might not be the safest place to be in a storm (high winds) and the leader has ordered the abandoning of the forest. But now the familiar environment was gone. No tree to make a new home. So the tribe set out to find a new place which suited their needs.

But there was no liveable tree around, not for many kilometres. They could not wait until another tree grows and they got hungry. They had to look for food. They followed other animals whose live has also drastically changed. They found food, other animals ate, but it was not what they have been used to. They found places which kept them warm, but it was not a tree. Their legs and arms, not used to long walks start to hurt. They needed longer rests. It got more and more difficult to keep on going to look for a suitable tree. So they got stuck in a place, which had some food and shelter and tried to adapt. And here they were in luck. They have been created by a system, nature, which is based on adaptation. Physically this took a long time. They saw some tall animals, get fruits from higher places, they saw long legged birds running on two legs, and they tried to imitate. Yes, they had two legs on which they could stand on, or even walk but not for long and for sure not fast. They could fend off other animals with their strong arms, which wanted to share their shelter, or considered them as food. But this was not always good enough. So they found ways to extend their reach. Like a stick, for which they found also many other uses. And all this put a strain on their language. The words, which had been good enough to live in a tree were not adequate any more for all the new subjects they found and used. Their words, they used to communicate, did not include the tasks they were now performing and certainly did not reflect the thoughts they were now trying to form. And there was another problem of which they never got aware of. Their brain was also not big enough to hold all the new words they were forming and all the different variations which followed with the more complicated life they lived now.

But also here nature was able to help. Since their diverse struggles were repetitious and continuous over the years their bodies could take notice, remember it and adapt the next generations of this specific apes to what they need now, Their arms got longer, the legs straighten out and the brain got bigger. And how did the bodies know what needed to be adapted? There were the pictures of other animals which showed what needed to be done and how it could be done. These were followed by the fantasies, fabricated pictures, which the apes had if they could do exact this. What was of course not realized by this apes was that nature had needed to memorize how it had build each one of them. It also had to memorize how it had build the other kind of organism which had all this features the apes would like to have. And since they all came from the same origin, some of this memories were also in their own cells. And if by some misfortune some of the blueprints (genes) were not in the cells of the apes they could have gotten them from cells of the animals which were accidentally swallowed or eaten by the apes. So their struggles and the fantasies of different body parts led the adaptive part of the body system to make the necessary changes. Since this could not be done little by little it took a few generations to take effect and one day a new supposedly ape was born with the new features. Luckily the apes did not regard this as a malfunction and raised the first animal with human like shapes. With all this came a lot of new words which were assimilated to the pictures to explain (give meaning to) the pictures and fantasies. Soon there were more diverse sounds needed to form all the new words and the mouth and ears adapted to the greater variety. But with all the new experiences and the words, which tried to explain them, came something new which was not necessary for an animal life - questioning for details. Looking, alone, provided not all the answers which were needed to explain all the details. Soon, since a much advanced language enabled this, questions were formed for concerns which were not necessary for survival. But anything which could be thought of and could now be explained with new words, was fair subject for questioning and explanations which real life provided or could not be answered through fantasy. Like what was before, what comes after and why does everything exist. One of the offspring was now a human.

Many thousands of years passed, humans got better and better adapted to life in different environments, even created their own. Their languages gotten very diverse and very sophisticated. There is nothing, what they know of, what cannot be explained with words. They have also long ago forgotten how they came into being. But one question is there which still cannot be explained with all the sophistication and higher intelligence level: how does this world, in which humans live, function? The best way to answer this is to observe and compare it with reality. For this we have to start in the present.

The Present
In order to find out how something works is to observe it while it is working. When we look out of the window then we see a very diverse, and surly complicated moving environment created by nature. To figure out all the details within a lifespan of a human seem to be impossible. But what a human can do is to find some repetitions, which happen during the time he is observing, which give him some indications on what principles this world is based on. And the first surprise would be: there are not many! The first obvious principle is that nothing would happen if there is no movement. When movements are analysed then it seems that there are no purposes to any. Things might happen because something else has happened. What is happening is defined by what has happened, on what it has happened and the circumstances in which it has happened. And the next thing to happen is because of what has just been described has happened. If some lifeless matter falls toward the earth then it does not know where it will fall to and what will happen after it made contact. Another fact, which seem to need to be present so that something can happen, is that the parts which come together as a result of an action (happening) have to be in a state of opposition. Physically that means that if something warm comes in contact with a cold part then there will be an exchange of temperature. If something moving encounters a stationary object then a form of exchange of movement will take place to equal the state of movement according to the physical properties of the parts. If the minds of living creatures are in an opposite state when they encounter each other then there will be some form of war. And even that there are many different things which are happening, they all seem to be highly repetitious. Meaning that alike actions always provoke the same reactions if it happens in the same environment (conditions). Changes (adaptations) are only happening if the environment has changed.

This observed principles can be connected to form some regularity:
 * Opposition creates movement.
 * Movement creates chance.
 * Chance creates repetition.
 * Repetition guaranties an ongoing evolution.

But there is one trend which seem to overlay all this happenings. Any change usually destroys something so that something can be build. Which is usually a bigger adapted version of something already working. With other words the trend is from small to big.

This are very important observations because they show very significant facts about nature. Nature has no goals, it could be termed 'physical happenings by chance'. It has no goal in its mind what it is supposed to create. It has no mathematics to calculate if something will work or not. It is also under no time pressure. And, most of all, it cannot say: "this did not work, lets start over". It seems to run on 'chemical reactions' which are guided by the physical properties of matter. Physical properties are all what is available to build every small or big physical part to be found in this universe. And that should be all what is needed to explain what is happening. But there must be more to guarantee an evolution like the one which we can observe. If you want to build something new from something old then you must have a memory of that something old. If you want to adapt it to changes which have occurred, then you must know how the new facts differ from the old ones. With other words, if something should be changed then there must be something which can be changed. And there must be some possibility to compare. Since there is no known overall control over the evolutionary happenings then there must be some basic intelligence build in the system, which enables what seem to be an endless chain reaction of the same principles.

The facts, that the evolution of matter goes from small to big, and that there is no knowing change of principles, makes the 'reconstruction' of the development which has happened in the universe, as known today, possible.

Therefore we start out with an endless space which is filled with an endless amount of undefined small matter particles - the UrParticle [UP].

But this is enough. Matter, no matter how small, seem to have the possibility to bind with another matter to form something bigger. And to figure out how this is possible we must go back into the past.

Evolution - growing naturally
Naturally, in this case, means that whatever happens is purely physical. There are no immediate or long term predefined purposes which guide what is happening, only the possibilities that a physical action can happen. And there are no absolute restrictions on what can happen.

The universe is big enough so that we can use quite a big part to explain nature, without reaching its borders. Therefore for our purpose there is no exchange with any matter from outside of the universe. Which means we deal with a fixed amount of matter even if the universe is, for our feeling of size, endless. And we also always have to have in mind that, since there are no predefined purposes, there are no 'mistakes'. Everything is right, no matter what is the outcome. There is also never a 'starting over' - once it started it just goes on. Therefore whatever are the principals today were the principles at the assumed start and will be in the future.

Step 1: growth by size - 3 dimensional
If matter is moving then there is the possibility that it collides (make physical contact) with another one. And there is the possibility that after a collision they stay together and grow (build) into a new form of matter. This is possible if the movements of the matters are in harmony, which means that their frequencies, directions, strength and phase match. They can be added without that they move the UPs apart. Since there is no pulling force active between the UPs at this stage it needs pressure of the environment to keep the UPs together. But probably both UPs had their movements changed since an exchange of movement (adaptation) took place. If they actually stay together then they now move in unison in a new combined form of movement.

When there is enough empty space available in the environment then this movement can be a straight one with the appropriate direction and speed. But if the environment restricts or even prohibits free movement then the physical movement takes on an appropriate form or stops in which case the physical movement has to be passed on as a potential movement (potential energy). If none of the UPs can pass this potential movement on to the environment then it is passed on between the UPs which have collided and these may start to oscillate the potential movement between them. Since, in this case, this passing on of potential movement is directed toward each other it gives the impression that the UPs are drawn to each other. They physically stay together now on their own (no pressure needed). This rises the energy level of the now physically joint matter which can be termed that they are exited or charged or have a higher temperature. Therefore what is otherwise a one time happening, can become continuous while the two, now joint UPs, exchange a potential movement between each other. Specifically if energy is constantly supplied from the environment which restricts their movement and applies pressure on them. Now, the new form of matter does not physically move and actually occupies the smallest space it can. Since the physical movement before the collision needed lots of space, room is now left into which the environment can bring other UPs from outside. Which, under the right conditions, could join into the energy exchange and therefore grow the matter again. E.g. into a ring like formation where the potential movement is passed on in a circle. With the possibility that this ring formations can grow into any size. If any matter in the ring is not physically touching the matter to which it is passing the energy then the passing on is interrupted (resistance). Therefore, on the next pass of energy (cycle), the inertia of the UP which has physical space available will transform the potential movement into a physical move, directed toward the next matter in line, until it touches the next matter and then pass on the remaining potential movement. Opening space in the ring will be closed consecutively by movements of matter until no space is left. This passing on of energy in ring form provides the possibilities that any matter in this ring can be a member of more rings which pass energy through it. The amount of energies which can be passed through an UP in different directions at the same time is probably limited because at some point this energies will cancel each other out or add up to a form which is impossible to pass on. But the possibility is there. And if rings join then the matter can grow in different directions into matter which is build of interconnecting rings.

In multi-ring formations energy is passed on in different direction which might place some physical regulations on the form which can be build. This would include of where rings can be joint, how many rings can be interconnected and in which direction energy can be passed before the form falls apart again. Which means that the many passed on energies within the form must sum up to an equilibrium of energies which is characteristic for this form - an energy signature [ES]. Which means that if an energy is passed on to this formation it could be imprinted with a specific sequence of energies which are active within when it is passed through. Or the reaction will be specific to this sequence if it is acted on regarding to changes, redirection or split up (functionality). But this also provides the possibility that stable forms of matter can be build which react with always the same specific functions when the circumstances are the same (provides a specific feedback). Once an ES is reached through the building and arranging of rings then the growth of size of this form ends. The urparticles [UP] of matter have grown into an element matter [EM].

Step 2: growth by repetition - 1 dimensional
The possibilities to grow does not end with the EM. In the overall shape of an EM there might be spots which enable to grow out rings which might not change the ES of the EM but provide the possibility to pass on energies or ES with some added control. Which might enable to grow another form there in consequence of the sequence of energy which is passed (ES). If EM connect direct together the physical selection is limited. Both sides need to be connected to a place in their surface which is able to pass on the same kind of energy (movement). If they do not have that condition provided then they cannot hook up. And of course there has to be a chance that the EMs can come close enough and are right positioned to each other. Another possibility is that EMs have developed which can act as connecting centers of ESs. Since ESs are in essence a sequence of passed on energies they can be taken in at different connections (maybe one energy at a time), compared or handled otherwise and send out again in maybe one or more directions. Which would increase the intelligenz level of the manipulation of passed on energies or ESs. Which would provide the possibilities to handle EMs in symbolic form like a word. Forms of EM can be duplicated, complimented or compared without the need to now how it is physically build up. This has been translated into a sequence of energies. That this functionality is used by nature is shown through the C-atom in the amino group of an amino-acid (molecule) which can connect to four EMs. Which also shows the possibilities such CEMs provide. E.g. the immense amount of functionalities or data which can be placed in any sequence to provide unlimited possibilities. This can be seen as the beginning of the development of segmented systems and the basis of functionalities which are developed to a much higher level and applied in a brain.

Step 3: growth by repetition - 2 dimensional
If growth has produced a chain of EMs and if they are connected by CEMs, then there is the possibility that the CEMs which form the links can hook up to the CEMs of another chain. Or they can ‘grow’ a duplicate of their chain out of the vacant connections. Which would form a blanket of chains or a 2 dimensional memory.

Step 4: growth by building 3 dimensional systems
If 1 or 2 dimensional shapes are physically moved (or only partially) by pressure of the environment than there are the possibilities that they could form any kind of 3 dimensional shapes. Some with functionality others with none.

Step 5: growth by physical adaptation
When EMs have grown into shapes which constitute a 3 dimensional physical shape then this physical shape can provide a condition which has to be met before an energy-function can be performed. Like a EM-blanket forms a tube through which matter, charged with a specific energy, has to pass to get to the place where it triggers a specific reaction. This adapts the movement of the EM to the physical shape of the environment which in turn could change the shape or functionality of the travelling EM.

Step 6: growth by teaching
When EMs have grown into a shape which is able to control the movement of other EMs then it has the possibility to control the growth of this matter. E.g. if a tube of EMs guide the movement of an EM along its path then it can make it connect to certain EMs which are part of the tube and imprint some parts of the ES on the passing EM. Which would create an EM system with a predefined set of functionality.

Which means that the possibilities to react are now placed besides the possibilities to act and, with a constant source of energies, can keep on going to act/react to fulfil a predefined function. Which also means that the evolution is not any more a function of chance but now happens with a purpose.

Step 1 to nnn:
There are many steps which lead to the growing which nature has reached today and are most likely not specific at all. With a lot of fantasy many can be envisioned. But the A/R Theory is not a theory of fantasy. Therefore the basics of the ‘Growth by movement’ has to be worked out first and then the steps of growth will either become obvious or have to be worked out individual as well.

The dynamics of the natural change (evolution)
When matters meet then they are more likely charged with different energies (movement). If these energies constitute an opposition (frequency and phase match but the direction or strength differ) then there will be some exchange (levelling) of energy and therefore some change in the charge of each matter. Since every change is memorized then there are no goals or mistakes. It is naturally that the changed matter lead to new changes since same conditions have same reactions. If there are only UP involved then this does not lead to much. Only the vast space of the universe ensures that different conditions can exist at different places. But if matter has grown into complicated EM then the change involves whole systems of UPs. Since the growing does not stop there, since equivalent EM can have different changes and since all changes are ‘kept’ then the possibilities that matter grows into very different ‘systems’ from the same basics are unlimited. Which systems are put together to form an even bigger system depends on the environment (feedback) in which this changes take place.

Evolution and intelligence
The growing of matter, controlled by feedback, in different stages constitutes an intelligence (learning, memorizing, reusing) on its own. Since matter grows more and more complicated the intelligence, which is a functionality of matter, also ‘grows’. But, since the environment also needs to be considered, which provides the feedback and which is in the early stages where mostly everything is based on chance, the evolutionary processes are unique. Therefore, to establish the exact functionality of each ‘intelligence level’ the different stages (conditions) have to be physically performed.

To prove the Action/Reaction Theory
The prove of the A/R theory lies in the existence of an energy-signature in small matter. Which could be the equivalent of the spectrum which a spectrometer reveals for stars. Even if it proves that the special size of matter exists because its natural frequency is blacked out because of absorbance. If this ESs can be proven to exist then it can be assimilated to a language of nature. A language (communication) which enables all kind of changes within matter of any size. What sparked this theory also provides the possibility to prove its reality by using natures own way (evolving and adapting). This is a gadget called the ‘Newton Cradle’. It provided the realistic way on how energy is passed on between matter. This opens the possibility that if this passing of energy could be defined then it would also explain how it could be used as a communication (control) when there is nothing else then matter and its movement present. When the Newton cradle is developed further into a higher technology then it should be possible to prove this. E.g. if a speaker cone is touching a series of identical glasses filled to different levels with water then it should be possible to get each glass individually to respond if the speaker transmits a frequency equivalent to its natural frequency. If the other end of the line is connected to a microphone cone and further to a microscope then maybe it can pick up changes in the waveform which might be now more then just one sound and which could reveal the natural oscillation frequencies of each glass (energy signature). If this could be accomplished then it should be possible to transfer this technic into the nano-meter range. Where it would solve many mysteries. Which are only mysteries because of the lack of explanation, but since they exist there must be a physical possibility for it. Like: how can a virus adapt to medication; how can specific cells be destroyed without harming others; how can microbes select specific molecules, split them into their basic parts and use this parts to clone themselves; or how can a river-shell, which has never ‘seen’ a fish, grow out of its shell the exact duplicate of a fish to attract bigger fish.

Mathematics as proof!
Mathematics is a science of repetition. Which means something has to work repeatedly so that a formula can be constructed to define this action. Its weakness lies in the fact that it lends itself to the possibility to explain something physically where there is no physical repetition (like a theory). Simply by introducing parameters which might not even exist physically (like time) or by leaving vital parameters out which might prove a certain POV but also changes the original limitations which it provided (like 4th and higher dimensions). Which, with the human ingenuity can easily be ignored.

The Future
The action/reaction theory might be able to reconstruct what has happened from the time we can think back of till today. But if that is possible then it will reveal that the natural evolution is an ongoing process without goal. Therefore it is never finished. But if human can learn the communication which made the evolution possible then we can, as intelligent species which are able to analyse and form goals, partner with nature to make it evolve ‘now’ what would naturally need hundreds or even millions of years to develop. E.g. to extend its principle of replacing, to the parts of a living body which cause aging, but has not been evolved yet.

GLOSSARY
Chance A chance is there if matter has some abilities to change but needs another matter to change. But it cannot control the circumstances which would bring the right other matter close enough to perform the change. Therefore It depends on its environment to have the right action or sequences of action to deliver the necessary matter into the necessary position. Chances improve according to how well the matter is adapted to its environment and therefore can somehow control its connection to the environment. Single matter (UP) has no such a control but as it grows into different forms with different functionalities then its ability to control its relationship to the environment, which by now also consists of EM with different functionalities, grows. Charge When UPs have formed energy rings which are passing on energy through UPs then this passing of energy might stop if there is no energy left to pass on. But since no ring or formation of rings is likely to exist in empty space it is constantly provided with energy through the pressure (contacts) its environment applies on it. This pressure (movement at an unharmonic frequency) might not be passed through the whole form but it can excite (charge up) certain rings within the form. This rings have now a higher level of energy then the rest of the form. If nothing else happens then this higher energy is spread out through the connecting rings and puts the whole form into an higher energy level (potential energy). '''Comparison The same effect which makes a reproduction possible provides also the possibility of comparison. If two EMs join through an energy-ring and their energy signature (sequence of energies) are the same then they might separate without any effect (no energy passing). Which could be used to separate like and unlike. '''Electrical properties If it is assumed that 'energy rings' have actually two ends, (where energy is entered and where it leaves), then ‘direction’ has a meaning. The effect which the direction has on passed through energy could be compared with electrical properties (charge, current, resistance). But can be applied to any form of energy (movement). This means that energy rings can also have different effects on any passed through energy depending on how they are located within the shape. This also applies if the ring does not go through an EM but also if it goes through the environment where it might form a force-field. '''Elemental Matter [EM] If masses keep on growing than it can be envisioned that certain formations hold better together than others. If e.g. energy exchange rings are closely interwoven in different directions in the same formation and their energies form a harmonious self sustained energy-system. They might have the property of a very solid structure, like a crystal. This kind of formation will last for a long time and is not likely to fall apart or can be reshaped through simple collisions with other smaller forms. This kind of formation will also always again and again be reached and therefore, with the other long lasting survivors, can become the foundation of a next stage of growth. They can become the building blocks of other bigger, more versatile creations. Just like atoms. What will change if matter has grown into EM is the way it needs to connect to other EM. One feature, which might make this formation so successful is that it is not any more available to any kind of attachments through smaller or smallest particles. Its closeness demands probably that a certain amount of energy must be present in order to hook into the close knit formation. Another could be that the energy passing part must have a certain shape to be able to pass the right amount or form of energy. All this suggest that, since energy must be exchanged, this connection have ring like properties but might have been adapted to a specific task. All demands which could be provided by a system which is simply following what is really possible. '''Energy rings That an energy can be passed on between seemingly stationary masses can be proven with the gadget called Newton Cradle. But I don’t know of any gadget which directs the passed on energy back to itself. It could be envisioned that if the Newton cradle would have been build in a ring-formation it could pass energy continuously along the ring. And, since potential energy (potential movement) is transformed into physical movement by inertia, as soon as physical space is available, their possible physical movement (which closes the gap) keeps them together.

Further 'rings' (energy paths) could be grown out of any of this so joint matter and form a three dimensional matter which is constantly virtually moving (oscillating) by passing on energy in different direction around different rings within the matter. Even if this 'ring formations' are shapes which are quite solid already on their own and will not likely ‘rearrange’ their rings it seems to be always possible to make connections by forming an energy-ring between them. '''Energy Signature [ES] If UPs have grown into forms which are build of energy rings then the rings do not need to pass on only one form of potential energy. But every UP which act as connection between rings must have energies flown through it which are in harmony otherwise an interruption of energy-flow will occur. Which might lead that all energies within the EM are somewhat in harmony. Therefore they can add to an energy system which is the sum of all energies passed on in all rings. If this is not the case then the rings must be adapted to make this possible. This can be achieved by changing directions of the energy-flow, adapting frequencies by adding or subtracting UP within the rings or discarding one ring and build another one somewhere else. This can have two important effects which separate the reaction of the EM to harmonic and unharmonic passed on energies. One is that the sum of energies is now a unique energy with a specific natural frequency and properties which define how it reacts to a passed on (unharmonic) energy. And the other is that it provides a sequence of energies which defines the functions applied to (harmonic) energies which will pass through the EM.. When harmonic energy is passed through an EM then the location on the shape and the direction from which the shape is approached provides a different sequence of rings and their connection to each other on the way through the shape. Therefore the signature is different from every angle. This also includes the possibilities that the ESs of connected EM form a sequence of ESs which might include harmonic and unharmonic ESs. Which would imply that the provided feedback has no limitations. Only the environment, which receives the feedback, can decide what is usable of this feedback. Which again selects energies which are relevant to its own ES. Here is where the most useful natural selections occur since this type of selection also works in reverse. If only a specific frequency, or signature, makes this specific shape (or combination of shapes) to respond to or pass energy then this specific shape can be selected out of many in this environment through its reactions (feedback). '''The Environment The accumulation of matter (universe) form an environment which is the home of natural happenings. Any change in the physical constitution of the environment is an action. This action is naturally passed on to the physically neighbouring parts, which are normally also part of the environment, which react to equalize oppositional states which the action has created. Whatever happens (action) evokes a reaction (the equalisation of opposite states). Since this reaction occurs within the environment it constitutes a change in the environment and is therefore again an action – a feedback. Whatever the reactions or the changes within the environments are depends purely on the physical constitution of the environment. '''Evolution Evolution is a process which is a functionality of all the possibilities described to grow system like formations out of available elementary forms by pure chance (naturally). '''Feedback Since the reaction defines the change of the environment which has happened also defines, since it is now an action, what the next reaction will be. This can also be seen as a feedback which defines the next action. This feedback can be supportive or restrictive. Therefore whatever can happen depends only on the possibilities this physical environment provides and the chances that this possibilities are met through the constant action/reaction chain reaction. The more sophisticated the parts become through natural growth, which build the environment, the more restrictive and diverse the feedback will be. '''Force fields Force fields are usually explained with the phenomenon’s a magnetic field provides. A magnetic field is obviously produced by an abundance of energy on one side of a matter and the lack of it on the opposite end of the matter. Following the explanation of the A/R theory the environment of matter provides a media (return path) through which the abundant energy can be send back to the place where it is missing – the equalisation of the energy levels is possible. That such energy passing rings have been formed is shown by the rearrangements metallic particles perform when placed into a magnetic field. If the rings are connected through a media which is already packed as tight as it can get, like air, then no physical movement will take place. But if the tight media is replaced by some bigger matter which can pass magnetic energy but has no restriction in movement then the potential energy, which is passed to it, is transformed into physical movement. Since this movement is directed toward the next passing matter in the ring it gives the impression that this matter is ‘pulled in’. The force field supplies the energy for the movement which can be explained with inertia but it cannot explain any pulling of the matter. The earth is a big storage of a wide range of potential movements. And the universe, if filled with UP, is an environment which can pass a wide range of energies. Therefore it can be expected that there are many types of force fields created by the earth using the universe as return paths. '''Frequency Since the frequency at which something can happen ranges from 0 to infinite, an infinite amount of selections can be made. One use of this is the selection which the natural oscillation of matter provides (inertia). A single elementary matter (UP) has a specific mass which has a specific frequency in which it will oscillate if forced to move in a restricted space. When single element matter stay together after a collision, then they might become a new elementary mass in relationship to the environment. This new formed element mass has now its own natural frequency in which it oscillates. It also responds according to it to any outside energy which is being passed to it. Since the new mass is bigger then the mass of an UP its natural frequency in which it will oscillate is lower then the one of the UP. '''Functions When an action (energy change) occurs on a matter then it evokes a reaction (equalization of the levels) in the matter. If matter is just a single UP then this is usually just a simple single adjustment (movement). But as matter grows into formations with different placements of energy-rings then the action can start a reaction which is a sequence of movements depending what kind of rings it encounters as the energy is passed through the form. Collectively this is a function. If individual rings are also connected to other forms (environment) then its reaction, as part of the function, is applied to the connecting form. With other words the function of a form is to either pass the received action as a whole or dissect it into different harmonic energies (reactions). This individual reactions can then be used according to the build up and connections of the form which receives the reaction as a feedback. Functions of a form can differ, even if the action is the same, according to the place on the form or the direction in which the action is effective. This is specifically true with bigger forms. '''Gravity The pulling force of matter? What mass cannot produce on its own is a pulling force. If the UP, which we use to start life, should be as small as possible, e.g. that they cannot be divided any more, then it would be impossible to physically explain how it could produce such a force. Since this would mean that it is already build out of something which is able to produce some pulling force and is therefore not at its smallest possible state or pure. Therefore the phenomenon of gravity, the provoked movement of one mass toward another mass, has to be explained otherwise. What mass can create is an empty space (vacuum, through movement) into which environmental pressure can push matter – like a water pump. Which has the same effect as if it was pulled in. '''Growing - The Nature of When matter is expected to grow by action (collision) then it cannot be assumed that matter can be divided indefinitely. Since if its size is 0 then its mass is also 0. Therefore there is no inertia an there cannot be an energy to pass on which is necessary to keep matter moving and therefore together. When matter moves and collide then there can be a change. When everything is at its smallest possible shape then only growing (adding of shapes) can take place. If more and more matter grows into bigger shapes then the possibility that a collision separates grown matter grows too.

This depends now on more facts which have changed through the growing from the smallest size. One of this is dependent on the form it has achieved and the circumstances through which this form is attacked through the collision. Like strength, direction and duration. If an energy ring is hit at 90° to its energy passing direction then it might easier brake apart then when it is hit in the direction of it. It might easier connect if the colliding takes place on a ring which has the right frequency passing on then with another one in the form. And of course it varies with the strength of the collision. All this possibilities grow if the matter is bigger and more complicated. With other words the sophistication of the reactions of the matter has grown with the size and sophistication of the form. It also varies with the characteristics of the environment in which the grown matter resides. If it is a busy environment in which a lot of growing happens then the forms and sizes are versatile and collisions have many more kinds of reactions.

What does not change are the principles which make the growing possible. These are the needs to store somehow the action and reactions which take place and also the environment which enabled the reaction to this action. And to limit the reaction to only one for a specific action and environment. If this is achieved then the growing takes on an intelligent level. If intelligence is described as the following of a specific reaction to a specific action in an specific environment then nature is reaching an always higher and higher intelligent level through the growing of forms.

When matter grows into a specific form after a specific action has taken place in an specific environment then this form is the prove that this action has taken place and is a memory of what has happened because it is only able to perform it again when the specific action takes place in the same specific circumstances.

On the other hand, if a certain action is performed on an unknown form in controlled circumstances then the reaction it makes can reveal its build up. '''Harmony The possibility that if two matters collide that they can change each others energy states. If they are not in harmony then their movement (energies) will move them apart (applies pressure) before an energy exchange can happen. To make an exchange possible the properties of the movements of the matters need to be in a special relationship to each other. Like the frequency, phase and direction have to be either the same or a specific fraction of each other, like the harmonic tunes of music. '''Inertia The property of mass which transfers movement into energy. And is the only force available at the start. '''Matter We are not able yet to know how small the smallest part of matter is. We can only imagine that, by using our fantasy, we can get to it by cutting matter in half, and keep cutting it, until we cannot cut it any more or realistically it cannot be any smaller. This size is so small, even for us, that we have not been able to place a distance on it. But we can see that any matter is always build out of smaller matter. What is important is that no matter how big matter can grow, the system, which holds it together, has to be the same. But what we need to assume is that there is always enough matter to build anything as big as we can see. For this we cannot assume that the space, we are looking at, is empty because we do not have the ability to 'feel' or 'see' anything in this space. And, if we want to keep to the facts, then anything what is able to move through this space, but is not matter, needs to have a media (matter) which enables its movement - passing it on.

What we know about matter is that it has mass, which places it alone in the space it occupies and this mass has inertia. Which means that mass always strives to keep its state of movement. Which is also the reason for the phenomenon which we call energy. When matter moves then, if it collides with another matter, applies pressure on this matter and, by moving it away, does some work. Since the part which was moved is also matter, its inertia had to be overcome and some of the energy which was applied by the moving matter has now been passed to the now also moving matter. Moving matter claims more space then stationary one. E.g. it pushes other matter out of this space. And when energy is passed on from matter to matter by creating movement and vice versa then the space, which is claimed by the more and more moving matter, increases. When this happens within a restricted space, which is filled with masses, then it creates an overall pressure. '''Memory Since every mass/shape has its own set of reactions, which it can perform to a specific suitable action performed onto it, it can be said that it has now its own memory of what kind of reaction it can perform and when. It is also like a very low level of intelligence which reacts to certain actions with a prelearned set of reactions. At the start stage only urmasses constitute the environment and each has the same memory. But as the masses evolve (grow, change) so does the memory, intelligence and the environment.

One form of memorizing is provided when ring forms or EMs are connected in sequence. This would make it possible to find them, compare or duplicate them or even change them through applied energy signatures. Which can be grown or adapted to its environment until the feedback agrees.

Again, there is no goal involved in this and is happening by pure chance! '''Movement As the first principle tells us, we need movement otherwise nothing will happen. We cannot know how this movement started but, since it is not relevant to explain what happens through movement, there is no need to guess or assume how movement started. When matters are moving then the movement can take on different forms (frequency, direction, strength, phase) which would depend on the environment. This movement it translated through inertia to a specific energy (charge). '''Opposition If movements are in harmony (frequency, direction and phase match) then an exchange of energy can take place. Opposition referrers only to the value of the properties of the movement. If the direction or timing is the same (or within limits) but the value is different (+/-) then an adjustment will happen. In a natural change the change always tries to establish the opposite of what has been. It could also be stated that if energies (movements) are able to change each other then they must be ‘opposites’. If the ‘oppositions’ are equal in every property then the energies (movements) cancel each other to 0. '''Passing of energy The physical passing of energy through mass is the only realistic way energy can be used to provoke changes and growing when nothing else is present than smallest possible masses. '''Physical properties Size, mass, speed of mass, direction of the movement, frequency of the movement, duration and phase of movement '''Pressure Pressure is the effect which colliding masses have on each other if they cannot bind with each other after the collision. They force each other apart according to their physical properties and available empty space. This enlarges the space masses occupy under pressure. Pressure, which is explained by movement (energy), has many effects in the universe. The most important is that it brings matter together through movement which would otherwise never have met. With other words it keeps the evolution going by keeping up the movement. '''Reproduction When UP grow into bigger complicated but steady forms, which act like new bigger elements, then these are not likely to change any more since its internal energies are balanced with each other. But what is still possible is that other matter forms can grow out of rings attached to these elements. This could be only more rings but once something is there which has a possibility to respond to outside energy then this attachments can become anything the supplied energies can lead to. E.g. replicate the forms which have produced this energies. '''Vacuum A vacuum, termed as a space without pressure (or void of moving matter), is produced by a moving matter which leaves an empty space behind every time it moves into a vacant space.

title: User:Martin Lenoar/Research


text:
University of Canberra/RCC2010/Wiki community and usability

Challenges to new users of wikipedia:
 * lots of ppl have one attempt at writing something, it gets deleted, and they give up. People have trouble understanding what an acceptable standard is and then get scared off when they don't meet the standard.
 * the codes that you have to use to write things also puts ppl off.
 * in tasmania people liked wikispaces cos there were widgets that would allow them to do things easily. People have gotten used to standard editing wysiwyg and expect that.
 * you can use platorms and templates to ameliorate that but you then run into other problems. This is particularly an issue in wikimedia where tables can be diabolical.
 * new proposed editor is being built - when you click edit it shows you the article and you can change a specific sentence. All the things people want to do will be quite intuitive and will be built on smaller bites.
 * problem is that majority of users know word and will know those conventions immediately.
 * open office has a plugin that Sun has developed that allows you to point at wikipage, download to open office and then upload.
 * discussion system isn't intuitive or usable by human beings. Liquid threads is currently being trialled and may solve this eg "start new post", "reply" etc. Should be changed in next 12 months.
 * current system has alot of flexibility.
 * there's no one size fits all - there are different functions eg contributing information (eg page about trout fishing) or making a comment (which doesn't need the complex structure). We might need two different interfaces.
 * Drupal has the same thing - "views" - you need someone to get the comments in - eg tagging comments might bring it together.
 * in the future comments might be integrated and referencing conventions are being discussed/looked at.
 * feedback - does anyone get back to you?
 * interesting that Google Wave got dropped - couldn't get ppl to collaborate. COmplete novice users wouldn't know how to contribute, whether they're going to break things, how safe they are etc etc - you need to help users get over that hurdle.  Then once they find the "edit" button they're overwhelmed by all the formatting text.
 * one person here is using moodle wiki - range of staff in the org - total newbies/nervous, others who are sure they know what to do, etc - amount of damage they can potentially do is an issue and time fixing their mistakes can be an issue.
 * Academics can go to conferences and show others "work arounds" that aren't good practice - this is also an issue. If they have control of the staff support site you can run into all sorts of problems.
 * you need a critical mass of people who can do it well and creatively so that the "good" users outnumber the "we're still learning" group.
 * content also needs to be there - people are better at collaborating with content rather than creating from scratch.
 * is it important to have a manager and a set of rules around it? Yes. An editor is a good idea.
 * giving ppl a blank page is really scary to staff and students - prefilling a page with suggestions, assessment documentation, chunks of learning and links has created 10 times the engagement with students.
 * with staff, one on one buddy work also works well. This saves you doing remedial work later.
 * get ppl to have a user page - that gives them ownership and a sandbox environment to get started. Also show them the help area.
 * headings, bulleted lists, numbered lists, underline, bold, create new page, links.
 * privacy, permissions and security issues are often an issue especially for under 18 or orgs with a duty of care.
 * network literacies is an issue that underpins all this. THings like editing is not just a technical thing, it's also a conceptual one.
 * ppl don't start editing wikipedia by writing long articles - they start by fixing a typo. How wikipedia got ppl to write articles, they created red links which went to "whoops - this article doesn't exist" which motivated ppl to go write the article.
 * how do outputs get measured? Paul Evans Peters - "write only journal"

General discussion:
 * group work - history of contributions creates record of activity
 * hard copy material can be pointed to, held. Ephemeral "chunks" of data are more difficult to reference.
 * "wikitrust" is being worked on at the moment - in real time analysis of log files - click a button and the text will colour code based on who contributed.
 * ppl need to be acknowledged on the wiki
 * cardiac trials - citations have list of authors that might be 300 long.
 * pedia press from germany havea program that allows you to send wikipedia articles to them and they turn it into a book - $10 - 20 euros and they'll post you a hard copy of your book.
 * wikipedia allows you to create chapters - "create a book" link in sidebar.
 * discussion around credit for online publications and universities recognising this - assigning ISBNs - other conventions and strategies to overcome this issue
 * wiki model - not top down or serialised - chunks of stuff is networked together. Process flow might include 50000 articles that go through review process, commented on, written about. Someone then writes one line to summarise (eg in sun cancer example the recommendation is "don't stay in the sun too long".)
 * cancer council melaoma guidelines has working party 30 or 40 people.
 * is a small user base better than a large one? worse?
 * maybe one needs to coordinate a range of processes rather than trying to build one wiki to rule them all... :-)


text:
User talk:Cqcumminscqkms

File:3418898-18--009.jpg
Hi. I've nominated File:3418898-18--009.jpg for deletion as it is currently an unused non-free image. If you would like to use in one mainspace article, and it is appropriate there, you are welcome to do so - but you will need to provide a fair use rationale in order to do so. - Bilby 08:31, 13 October 2011 (UTC)

title: User talk:Cqcumminscqkms


text:
University of Canberra/RCC2010/Wikiversity

James, Joelle, Marg, Peter, Mark, Leigh

From our small group discussion, key points were:
 * 1) James explained some of the administrative dramas that Wikiversity has faced recently.
 * 2) How to work with Moodle and Wikiversity?
 * 3) Moodle should be called a Class Management System - because it is useful for managing a formal education class, and calling thus would free up content on the open internet. Moodle then becomes like a 'class start page' pointing out to activites and resources out on the internet, and using the useful features of Moodle for class management (assignments, tracking, private discussions). Critical to this, is not to turn Moodle into a content "dump" of social media coming in, but to go out into the "field" and participate.
 * 4) But where are teachers generally at with reaching into the open internet? Working on the fly, they focus on delivery of content, without making people stakeholders in their learning process, aside from assessment drivers.
 * 5) How can we look more outwardly? Consider how learning takes place informally on Wikiversity (and other social media channels), and reflect back on why it does or doesn't take place in more formal settings?
 * 6) In James' experience, the 'students' can become active in these spaces (see User:Jtneill/Teaching).
 * 7) Wikiversity, and other socal media, gives us the opportunity to add value to assessment tasks.
 * 8) Another use for wikiversity: negotiate the curriculum and assessment - Put course syllabus, assessment tasks, rubric/marking criteria development etc. on a wiki for discussion, modification and validation by 'students'.
 * 9) How do we ensure secure and private learning spaces = options: use moodle, explain and use avatars, generalisation of information
 * 10) We shouldn't use our own wikis generally, because the community of practice takes so long to develop on a global scale. We should use established/ing wikis such as Wikiversity.
 * 11) Institutions should contribute their funds into the established projects, such as Wikiversity supported by the Wikimedia Foundation.
 * 12) Bookmodule has been added to Wikiversity, and enables collection of articles into PDF and pediapress book printing.


text:
Anionic foundation

Original Question by 60.249.72.194

 * Here's the question...

Post a reply![]

What's Up?

 * Latest discussions on the forum

General-And-Physical-Chemistry-Help

Chemistry-Help

title: Anionic foundation


text:
University of Canberra/RCC2010/Wikis for applied learning

Kirsty:
 * Tassie polytechnic this year is trialling wikis for rapid learning materials and collaboration with students, teachers
 * number of different learning approaches that teachers have developed to suit their context
 * different levels of takeup from students
 * this session will look at potential is to support the learning process thru wikis. our experiences so far show that there's huge potential. Wikis are open, shared, collaborative - tick all the philosophical boxes.

URL for project in 2010:

http://trainingo2.net/eli/teamprofile2010.php?pid=10161

http://tasinnovations2010.wikispaces.com/Opening+up+Educational+Resources

How did you get started:
 * start small
 * use real problems/solutions - where wikis provide the best solution
 * recognise that there are teachers that are doing this off their own bat
 * participants were introduced to a number of platforms including wikispaces. ppl liked the idea of community etc but made their choices on the basis of usability/ease of use.

Chris:

I wasn't able to make it to RCC, but Leigh suggested I post here: Would love to connect with people interested in this kind of learning and sharing, from around the globe. We've love to directly work with new classes but are also happy if our experience and model is a benefit to other programs. --Chriswaterguy 09:45, 16 August 2010 (UTC)
 * Our program: Appropedia has a number of university classes using the wiki as a platform for service learning. Programs include written research reports, life cycle analysis, writing up field projects, and translating pages. See Appropedia:Project:Service learning and Appropedia:Portal:Service learning.
 * So far: This has received very good feedback from instructors and students. It's a boost to motivation, it showcases the class's work, and contributes to a global body of knowledge to solutions in sustainability and development. Peer review is conducted by students, ultimate review by instructor. New articles can be solely edited by students (an "inprogress" tag asks other editors to wait) or part of the open edit wiki.
 * The future:
 * We have been moving slowly on outreach due to lack of funding, but we intend to expand the program and are ready to do so. We wish to find new partners.
 * Site features to give students an even better experience.
 * New ways to filter and mark content by value and quality (e.g. FlaggedRevs)
 * What Appropedia offers:
 * We've had experience with running various kinds of wiki service learning programs, starting with students who've never used wikis. The founder of Appropedia is an engineering instructor at Humboldt State University in California, and a major contributor has been a physics professor at Queens University, Ontario.
 * Similar to a hosted solution (technical load taken by us, framework already provided and under constant development in response to classes' needs.
 * Records are available as a site dump, or export of all relevant pages with revision history.
 * Teaches the students wiki literacy, and lets them see how their work is used by others (pageview counter, potentially comments and messages from other users).
 * Teaches collaboration - pages are rarely by one person.
 * Whether or not you're working directly with us, the results of these programs might help you overcome resistance to change. You can point to these programs and say "look, it works!"

Conversation summary:
 * (Marg)Big issue re transition between different products used in orgs
 * (leigh) Email example - was originally hosted by org which set up the workforce into a set of common practices. Unis are now increasingly working in the cloud. Won't it be the same with wikis, LMS etc?
 * (kirsty) Technical load is one consideration. Comments from teachers re preferences relates to control and ease of use. Hosted solution (eg wikispaces) is not the solution. But we don't have enough info to make the decision yet.
 * Students are doing reflections on work placements for trial groups. Thru wikispaces it makes sense for students to have their own pages. External solution for broader purpose would require consideration of assessment, comments, contributions.
 * legal issue: licensing for audit (assessment) is an issue - need to keep records for 7 years.
 * james runs his courses on wikiversity - doesn't want his teaching materials stuck in repository that he or students can't access after course has finished - seems logically sensible to have things of value in a place that allows people to make reuse of it.
 * Mark Drecksler has contributed comment via twitter - human.edublogs.org - re wiki moodle school group yr 9 and 10 - set up monopoly board using simple table - colour fields for students - instructions on how to set up moodle wiki - is using it so that students can explore house prices.
 * (Marina) Currently using wiki for management - weekly meetings - working thru governance strudture of moodle at the moment - government side of things - wikis are a great way of putting ppl's notes together and working on an agenda etc.
 * (Peter Shanks)Teaching a programming course - different types of areas - students wrote scenarios on wikis - used for assessment. Material is already there in wikiversity - got students to follow up with exercises for assessment.
 * ((Marina) Teaching project mgt - post grad course - they divided students in groups for whole semester - each group works through all processes being taught, add stuff to wiki, end of course half day presentation on how they worked through, strategies they used and how this was incorporated using the wiki.
 * (Leigh) I'm most motivated by schools using wikipedia - choose a featured article - peer review etc - takes them out of the educational context and in the real world, exposing them to the world, constructed learning etc.
 * (Andrew) this has been the focus of alot of our outreach - most prominent one - wikimedia foundation has a grant to have college students work on public policy articles - will be interesting to see results
 * ? for andrew re assessment/uni entries for wikipedia "wikitrust" phd student project: system in which colour coded articles based on who has contributed - "blame map" - interesting for figuring out how many students have been written by students
 * British columbia - students adopted a page.
 * James is showing a course where assessment task was to keep e-portfolio - a table of stats showing who has contributed and how much - teacher can go to any of their pages in wikiversity and see their reflections. This provides a place that they've cultivated/built that allows for the teacher to assess the meaning. Other students read each others reflections thus learning from each other. James had confidence that students developed digital literacies and engagement of learners - James will be using this approach again.
 * This semester James will ask them to collaborate on an online textbook - difficult ot find these online - collaborating on a table of contents then each student picks a topic and authors the topic in a sub page.
 * Researches can use wiki user space to publish research (allows mutiple branching and additional pages)
 * If you start a stub it's interesting to visit again months later to see how it's grown.
 * ? re election - is there a wikipedia page yet?
 * SMH has a quiz that allows you to work out which way to vote based on a series of education
 * Learning/education issue - lexicon? or is there a difference between learning and education?
 * has anyone done any surveys on what sources (wikis in particular) that students use?
 * that's the wrong question - students don't tend to care where the information comes from - centralising the flow isn't the issue - we might be looking at it
 * wikipedia - is it a reference? a learning environment?
 * quote from james "wikis are about hitting that edit button" - what is it about these activities; what types of learning; content generation; digital literacy; ability to pull in sources of information and reframe them in a formal setting; assessment - what is it that learners are doing, perhaps with wiki tools, that's actually the learning.
 * we've been talking too much about wikis as a source. same thing with journal articles.  it being a source doesn't make it right - as a reader i make my mind up, learn, within myself.  what's powerful about wikis is that they engage the learner in the CREATION and manipulation of knowledge - that's the higher order skill that is really good about wikis.
 * how do we encourage the manipulation/creation of this knowledge? are we building talk pages? history pages?
 * one teacher i know does group work - students form posses and go into the community - wiki is used to look at how they've created their work plan - history page allows assessor to see how this has been built. The plan ripples and changes and this is quite telling. Not just who has done what, but also teamwork.
 * Nice script for Firefox - using Greasemonkey - allows you to get a time lapse view of the evolution of the wiki. Similar to google wave slider.
 * the process, as educators, is what interests me. output is great etc but i'm more interested in how they did that. using the wiki as reflective tool is great, but if i've got 400 students, i'd like a tool that allows the manasgement of that info to be easier.
 * there are lots of things you can do - look at contributions (ie did they do it the night before the assessment was due..), have they posted on other pages (ie did they read other people's work) - wikipedia wasn't built for education but provides a good platform for creating these learning strategies. Getting extensions to embed media is frustrating tho and wikipedia foundation needs to look at that. Extensions would allow for a much better learning environment.
 * when wikiversity was first built it was never meant to be a hosting environment for ppl to run their courses. what happens on wikiversity impacts on wikipedia - enabling extensions with performance or security issues might have consequences for the more prominent sites. It also takes alot of time and money to do this - wikimedia has to prioritise resources on the basis of impact.
 * there's something emergent in this group - if we were mapping the learning here there's a social element that's about throwing things in - you can go anywhere in the internet for expert input - what's interesting here is you could map those territories out then it would be easier to see which tools would do that. how much do we let learners participate in the design of the curriculum *if we could map how ppl learn it's much easier to then map the tools.
 * ed design team at CIT - work has changed significantly in last 2 years - space in which that is occuring is also changing - fundamental questions are coming back to "what is this learning design thing"
 * Classroom teaching: 1% don't teach in the classroom - go out on excursions or whatever; most teachers use classroom to conduct their teaching. There's a correlation between the internet and LMS etc.
 * Students are in the workplace or soon will be - i want the content of their learning to be available to them following their study *wiki means quick - edit and save as a principle allows collaboration - essence of wiki - giving students the confidence to create content, edit and see it evolve.
 * access is a real issue.
 * most workplaces don't allow internet access. will that change?
 * recent survey in universities re use of social media and LMS - not alot of teachers using social media.
 * democratisation of knowledge creation is not uncontested.
 * science relies on peer review etc
 * it's a tension when you work in an institution and try to balance all these things
 * what trad teaching had was the comfort of teachers being able to tell you if you were doing it right - on the web it takes alot longer to feel comfortable. How do you measure the benefits of ICT.
 * teachers are comfortable in lecture theatres - they're not comfortable taking that into a public forum.
 * there's a comfort aspect but there's more - would you publish openly if you were paid on this basis? it's all about value propositions at the time. the INTITUTION'S role is to shift those values.


text:
University of Canberra/RCC2010/Conversations behind wikis

Dynamics of identities and anonimity in open collaboartions like Wikipedia.

Can't ignore the cultural lens through which we critique this activity.

Example of Kate Lundy attempting to develop policy in an open forum using a wiki - does it work (did it?)...See for yourself public-sphere-2-open-government-policy-and-practice

Gruen Nation, Yes We Canberra and lampooning tweets - turning the mirror back on us - what are the Rules of Engagement around open media/collaboration and are we talking about these rules in a critical frame, especially with learners??

Are we aware of our environments? Including our digital environments...

Mark - listening is a skillful act to take on board something someone has said and responding and feeding it back - call for different rules in terms of this space for learning. Do we need to establish a track record especally in the online space(s)?

Bob - in one wiki, users don't want to see their work against something they think is 'crap' (unvalidated)...

Andrew - "reflect" - original comment is split with an ajax summary on left side. (Uni of Washington) Ref. Liquid threads...

In the accreditation space what does it mean for open education resources AND open collaboration?

Moving to thinking about validating and evidence-based processes for assuring the legitimacy of learners as workers and citizens in digital age.

The VET sector and the industry skills councils may not necessarily be representing the sector and its real needs. Could the open model work in establishing wiki based dialogue to maintain currency of compentencies in VET. - Is there a role for Wikis in improving the currency of Curriculum?

Looking at grassroots wikis to learn from their development, rather than looking at Wikipedia as an example to hold a mirror to - there's not much realistaion about the years of work behind Wikipedia, so we need to look closer to home if we want to establish real wiki activity...!

What is the role of Institutions and Academics in Universal Curriculum. Example Tom Worthington's Green ICT e-learning course available through multiple institutions.

Reputation, Status defending contribution to a Comprehensive Universal Curriculum. Mobile Learning vs E-Learning, Nurses Curriculum

Safe stuff on Wiki - Controversial issues raised on discussion pages

Positioning Wikis in Academia - why should academics contribute?

Examples from Wikipedia:

 * In Flux: Steve Irwin dies and Julia Guillard replaces Kevin Rudd as Australian PM
 * Credibility/Authority of Content of Wikipedia/References/Sources - Transpiration
 * Different Angles on Governance of IT - Wikipedia:AS8015-2005 Australian Standard for Corporate Governance of ICT Wikipedia: ICT Governance Wikipedia: Information Technology Governance Wikipedia: ISO38500-2008 International Standard for Corporate Governance of IT


text: User talk:JackBot

title: User talk:JackBot