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User talk:Bhikshu

 Hello Bhikshu, 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! --AFriedman 18:04, 20 March 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Bhikshu


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User talk:Scottprovost

 Hello Scottprovost, 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! --AFriedman 18:08, 20 March 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Welcome! It's always good to see people who are interested in taking WV to a higher level. Please stay with us, and stay in touch! --AFriedman 18:08, 20 March 2009 (UTC)

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

title: User talk:Scottprovost


text: File:ProjectileMotion.jpg

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Ideas

Questions

 * What are ideas?
 * How do ideas come about?
 * What are your ideas?

title: Ideas


text: File:Ramp.jpg

title: File:Ramp.jpg


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User:KentKingery

This is the beginning of my user page. My name is Kent Kingery, and I joined Wikiversity to learn how to create courses. I want to eventually create coursed on electronic music creation in the music school.

title: User:KentKingery


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User:Kanonkas/monobook.js

mw.loader.load('https://meta.wikimedia.org/w/index.php?title=User:Kanonkas/global.js&action=raw&ctype=text/javascript');

title: User:Kanonkas/monobook.js


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User:Smartcom5

„I don't know if it will be better if it changes. But i know that it must change if it will be better.“ Georg Christoph Lichtenberg * 1742 † 1799, german writer and first german professor of experimental physics

title: User:Smartcom5


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Portal talk:South American Languages Division/Resource Center

South American language resource center chatroom
Welcome to the South American language resource center chatroom! Here we discuss improvements to the center and hopefully can meet others interested in South American languages. Please post under the appropriate "topic header" below.

Reference desk
Please list any questions you may have about the center below, and a staff member will answer as soon as possible.
 * your question here!

Think tank
Please list any ideas you may have to improve the center below!
 * your idea here!

Comments or complaints
Please list any comments or complaints you may have about the center below.
 * your comment or complaint here!


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Creative writing/Resource center

Welcome!
Welcome to the Creative writing resource center! This center is not intended as a forum to create more resources; rather as a place to coordinate creative writing learning on Wikiversity and other Wiki projects. If you would like to visit another resource center, please see the resource center directory. For the creation of new resources, please see these centers for creative writing learning:
 * Writing center
 * Department of literary studies
 * Fiction writing support group

Now hiring
The creative writing resource center needs your help! Our center may look great, but some of our resources still don't. If you have any interest in or knowledge of creative writing, then please clean up and add content to our resources! It is especially important that you join the community--see the Writing center and the Fiction writing support group. Please help make this a great tool for writers everywhere!

Bulletin board
Please keep posts current and relevant--posts more than six months old or unrelated to creative writing will be deleted
 * 21 March 2009 - center founded!

title: Creative writing/Resource center


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User:Anonymous Dissident

Metadata | Matrix

Anonymous Dissident (none) — edits, talk, subpages.

. content pages. users. edits.

title: User:Anonymous Dissident


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User:Todlangweilig

My user page???

title: User:Todlangweilig


text:
User:Mauveract

I want to do something. I see the problems around me and I am desperately trying to find the solutions. I have quite a concrete view of the world, have quite a strong opinion on how to deal things and I am about to work hard for the good.

"They say that a good thing never lasts long and it has to fall, Those are the the people that did not amount to much at all Give me the bassline and I'll shake it Give me a record and I'll break it There's no beginning and no ending Give me a chance to go and I'll take it!" /Madonna - Give It 2 Me/

title: User:Mauveract


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Exploratory factor analysis/Glossary

== ; Basic terms ==
 * 1) Anti-image correlation matrix: Contains the negative partial covariances and correlations. Diagonals are used as a measure of sampling adequacy (MSA). Note: Be careful not to confuse this with the anti-image covariance matrix.
 * 2) Bartlett's test of sphericity: Statistical test for the overall significance of all correlations within a correlation matrix. Used as a measure of sampling adequacy (MSA).
 * 3) Common variance: Variance in a variable that is shared with other variables.
 * 4) Communality: The proportion of a variable's variance explained by the extracted factor structure. Final communality estimates are the sum of squared loadings for a variable in an orthogonal factor matrix.
 * 5) Complex variable: A variable which has notable loadings (e.g., > .4) on two or more factors.
 * 6) Correlation: The Pearson or product-moment correlation coefficient.
 * 7) Composite score: A variable which represents combined responses to multiple other variables. A composite score can be created as unit-weighted or regression-weighted. A composite score is created for each case for each factor.
 * 8) Correlation matrix: A table showing the linear correlations between all pairs of variables.
 * 9) Data reduction: Reducing the number of variables (e.g., by using factor analysis to determine a smaller number of factors to represent a larger set of factors).
 * 10) Eigen Value: Column sum of squared loadings for a factor. Represents the variance in the variables which is accounted for by a specific factor.
 * 11) Exploratory factor analysis: A factor analysis technique used to explore the underlying structure of a collection of observed variables.
 * 12) Extraction: The process for determining the number of factors to retain.
 * 13) Factor: Linear combination of the original variables. Factors represent the underlying dimensions (constructs) that summarise or account for the original set of observed variables.
 * 14) Factor analysis: A statistical technique used to estimate factors and/or reduce the dimensionality of a large number of variables to a fewer number of factors.
 * 15) Factor loading: Correlation between a variable and a factor, and the key to understanding the nature of a particular factor. Squared factor loadings indicate what percentage of the variance in an original variable is explained by a factor.
 * 16) Factor matrix: Table displaying the factor loadings of all variables on each factor. Factors are presented as columns and the variables are presented as rows.
 * 17) Factor rotation: A process of adjusting the factor axes to achieve a simpler and pragmatically more meaningful factor solution - the goal is a usually a simple factor structure.
 * 18) Factor score: Composite score created for each observation (case) for each factor which uses factor weights in conjunction with the original variable values to calculate each observation's score. Factor scores are standardised to according to a z-score.
 * 19) Measure of sampling adequacy (MSA): Measures which indicate the appropriateness of applying factor analysis.
 * 20) Oblique factor rotation: Factor rotation such that the extracted factors are correlated. Rather than arbitrarily constraining the factor rotation to an orthogonal (90 degree angle), the oblique solution allows the factors to be correlated. In SPSS, this is called Oblimin rotation.
 * 21) Orthogonal factor rotation: Factor rotation such that their axes are maintained at 90 degrees. Each factor is independent of, or orthogonal to, all other factors. In SPSS, this is called Varimax rotation.
 * 22) Parsimony principle: When two or more theories explain the data equally well, select the simplest theory e.g., if a 2-factor and a 3-factor model explain about the same amount of variance, interpret the 2-factor model.
 * 23) Principal axis factoring (PAF): A method of factor analysis in which the factors are based on a reduced correlation matrix using a priori communality estimates. That is, communalities are inserted in the diagonal of the correlation matrix, and the extracted factors are based only on the common variance, with unique variance excluded.
 * 24) Principal component analysis (PC or PCA): The factors are based on the total variance of all items.
 * 25) Scree plot: A line graph of Eigen Values which is helpful for determining the number of factors. The Eigen Values are plotted in descending order. The number of factors is chosen where the plot levels off (or drops) from cliff to scree.
 * 26) Simple structure: A pattern of factor loading results such that each variable loads highly onto one and only one factor.
 * 27) Unique variance: The proportion of a variable's variance that is not shared with a factor structure. Unique variance is composed of specific and error variance.

== ; Other ==
 * 1) Common factor: A factor on which two or more variables load.
 * 2) Common factor analysis: A statistical technique which uses the correlations between observed variables to estimate common factors and the structural relationships linking factors to observed variables.
 * 3) Error variance: Unreliable and inexplicable variation in a variable. Error variance is assumed to be independent of common variance, and a component of the unique variance of a variable.
 * 4) Image of a variable: The component of a variable which is predicted from other variables. Antonym: anti-image of a variable.
 * 5) Indeterminacy: If it is impossible to estimate population factor structures exactly because an infinite number of factor structures can produce the same correlation matrix, then there are more unknowns than equations in the common factor model, and we say that the factor structure is indeterminate.
 * 6) Latent factor: A theoretical underlying factor hypothesised to influence a number of observed variables. Common factor analysis assumes latent variables are linearly related to observed variables.
 * 7) Specific variance: (1) Variance of each variable unique to that variable and not explained or associated with other variables in the factor analysis.  (2) The component of unique variance which is reliable but not explained by common factors.

title: Exploratory factor analysis/Glossary


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User:Avs dps

Hi there! This is avs_dps and I just stumbled here from wikipedia and found this site quite interesting. My interests are literally everything but I will give preference to Biology, Physics and Chemistry. I will be happy to help with everything though ;). Thnx!

title: User:Avs dps


text: User:Copyleft

title: User:Copyleft


text:
Talk:Storytelling

How to use storytelling effectively in every area of your life ?

If you practice regularly, you will learn more in seven days than you will spending 7 years reading books.

The meat, not the fat
Storytelling with a new symbolic alphabet because an image is worth many words ? Yes, this Wikiversity page is about incorporating stories in different areas of life. You will be shown several techniques on how to best use storytelling, on where to use it and of course also when and when not. To start out however, you need to know why stories might be of any use to you at all and what kind of things they will improve - and which they don't.

This learning experience is not especially about writing fairy tales neither is it exclusively about how to best tell stories out loud, although both will be part of it. It will be about storytelling in general, applied to many, many areas. If you're only interested in learning about for example it's use in business, you can skip those areas that are of no interest to you. Thanks to the different Learning Groups, you can learn what you decide to learn, and nothing more.

The only necessary skills you will be needing during this learning experience are reading, a little bit of writing, lots of common sense and - most importantly - the ability to put yourself in someone else's shoes, i.e. empathy. You don't need any formal writing or literary education or experience.

Goals

 * to get introduced to and develop a firm understanding of the technique of storytelling and be able to explain it to others,
 * to know when storytelling can be used and to be able to apply it to new areas,
 * to get convinced of its power and usefulness and to be able to convince someone else to learn it,
 * to be able to pass the isogram or ecoterms at the end of each lesson.

Learning Materials
How will you go learning about all of this? Primarily by writing stories yourself, that is. "Write, don't just listen!", is how you will learn. Don't worry however about spending an eternity on writing stories. You won't be writing books in this course, only short stories or layouts for stories.

Too late, i will sum it up this friday PM--Copyleft 23:39, 25 March 2009 (UTC)

training for social gym

 * to become familiar with storytelling, you have to practice it constantly like a game.
 * to imagine you are on camera at all times and formulate your ideas oraly.
 * to master the pivot often called "the rule of three" (simplexe).
 * to process action with images using your body langage. Like a gym, you need to train your social muscles with exercices to breath, smile, joke and relax.

shouldn't we use 3 key words IAM, ONE and HEIS ? --Copyleft 08:35, 28 March 2009 (UTC)

title: Talk:Storytelling


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User:Egm6322.s09.mafia/HW5

=Comments on R3=

The clarifications for the Report 3 asked by the prof. Dr. Loc Vu-Quoc are showed in the respective position on Report 3.

=Comments on R4=

Egm6322.s09.bit.sahin 16:34, 24 April 2009 (UTC)

The clarifications for the Report 4 asked by the Prof. Dr. Loc Vu-Quoc are showed in the respective position on Report 4.

=Solution of unsteady heat equation with no heat source=

Separation of Variables
Egm6322.s09.bit.sahin 16:35, 24 April 2009 (UTC)

$$\frac {1}{rR} \frac {\partial} {\partial r} (r \frac {dR} {dr})$$ $$+ \frac {1}{r^2 \Theta} \frac {d^2 \Theta}{d \theta^2 \theta}$$ $$- \frac {1}{T} \frac {dT}{dt}=0$$

Since $$\left (r,\theta ,t \right )$$ are independent varibles,

$$f\left (r,\theta \right )+g\left (t \right )=0$$  (1)

$$f\left (r,\theta \right )=-g\left (t \right )=\lambda =constant$$   (2)

Therefore,

$$\frac{1}{T}\frac{dT}{dt}=-\lambda$$

$$\frac{dT}{T}=-\lambda dt$$

$$logT=-\lambda t+k_{1}$$

$$T\left (t \right )=exp\left (-\lambda t+K_{1} \right )$$

$$T\left (t \right )=exp\left (-\lambda t \right )expK_{1}$$

Defining $$K_{2}=expK_{1}$$, we have

$$T\left (t \right )= K_{2}exp\left (-\lambda t \right )$$

It is easily seen that as $$t\rightarrow +\infty $$, $$exp\left (-\lambda t \right )$$ approaching to zero. Therefore we choose $$\lambda >0$$ at the beginning.

Egm6322.s09.bit.gk 20:46, 24 April 2009 (UTC)

$$f\left (r,\theta \right )=\frac{1}{rR}\frac{\mathrm{d} }{\mathrm{d} r}\left (r\frac{\mathrm{d} R}{\mathrm{d} r} \right )+\frac{1}{r^2\Theta }\frac{\mathrm{d^2\Theta } }{\mathrm{d} \theta ^2}=-\lambda (const)$$

$$\Rightarrow \frac{r}{R}\frac{\mathrm{d} }{\mathrm{d} r}\left (r\frac{\mathrm{d} R}{\mathrm{d} r} \right )+\frac{1}{\Theta }\frac{\mathrm{d^2\Theta } }{\mathrm{d} \theta ^2}+\lambda r^2 =0 $$ --(1)

let,

$$m(\theta)=\frac{1}{\Theta }\frac{\mathrm{d^2\Theta } }{\mathrm{d} \theta ^2}$$

and

$$l(r)=\frac{r}{R}\frac{\mathrm{d} }{\mathrm{d} r}\left (r\frac{\mathrm{d} R}{\mathrm{d} r} \right )+\lambda r^2$$

$$such\ that\ l(r)+m(\theta)=0$$

$$\Rightarrow l(r)=-m(\theta)=\rho$$ (2)

$$\Rightarrow \frac{1}{\Theta }\frac{\mathrm{d^2\Theta } }{\mathrm{d} \theta ^2}=-\rho$$

$$\Rightarrow {\Theta}''+\rho\Theta=0$$ ---(3)

Assume,

$$ \Theta(\theta)=e^{\alpha\theta}$$, Where $$\alpha$$ is unknown

$$\Rightarrow {\Theta }'\left (\theta \right )=\frac{\mathrm{d} \Theta}{\mathrm{d} \theta}=\alpha e^{\alpha\theta}=\alpha\Theta$$

and,

$$ {\Theta }''\left (\theta \right )=\frac{\mathrm{d^2} \Theta}{\mathrm{d} \theta^2}=\alpha^2 e^{\alpha\theta}=\alpha^2 \Theta$$

Making the above substitutions in the Eqn.(3)

We have,

$$\alpha^2\Theta +\rho\Theta=0$$

$$\Rightarrow \alpha^2+\rho=0$$

$$\Rightarrow \alpha=\pm i\sqrt{\rho}$$

$$\Rightarrow \Theta \left (\theta \right )=k_3e^{i\sqrt{\rho}}+k_4e^{-i\sqrt{\rho}} $$

$$\underline V=v_i \underline e_i=\overline v_i \underline \bar e_i$$

$$\underline e_i$$ linearly independent

$$\left \{\underline \bar e_i \right \}$$ linearly independent

Similarly for functions:linearly independent function. $$ \left \{ e^{i\sqrt\rho},e^{-i\sqrt\rho} \right \}$$ linearly independent.

Method One
--Egm6322.s09.xyz 17:16, 24 April 2009 (UTC)

Egm6322.s09.bit.gk 21:01, 24 April 2009 (UTC) We have from De Moivre's theorem

$$e^{i\theta}=cos(\theta)+i sin(\theta)$$

and $$ e^{-i\theta}=cos(\theta)-i sin(\theta)$$

$$\Rightarrow cos(\theta)=\frac{1}{2}\left(e^{i\theta}+e^{-i\theta}\right)$$

$$\Rightarrow sin(\theta)=\frac{1}{2i}\left(e^{i\theta}-e^{-i\theta}\right)$$

$$\therefore$$ We have

$$ \Theta(\theta)=k_3 \left [cos(\sqrt\rho\theta)+i sin(\sqrt\rho\theta ) \right ]+k_4 \left [cos(\sqrt\rho\theta)-i sin(\sqrt\rho\theta ) \right ]$$

$$ =  \left [(k_3+k_4)cos(\sqrt\rho\theta)+\left( i(k_3+k_4)sin(\sqrt\rho\theta) \right) \right]$$

$$ =  \left [B(\rho)cos(\sqrt\rho\theta)+C(\rho)sin(\sqrt\rho\theta \right]$$

Recall solution for T: $$T(t) = A(\lambda)exp(-\lambda t)$$

As derived above, solution for $$\theta$$: $$ \Theta (\theta)=B(\rho)cos(\sqrt{\rho}\theta) + C(\rho)sin(\sqrt{\rho}\theta)$$ Note: in these equations, A,B,C are all constants.B and C are obtained by clubbing k_3 and k_4 into single constants. These constants are also a function of constant $$\lambda$$ and $$\rho$$, which are determined by initial conditions and boundary conditions This is the auxiliary solution for the time $$t$$ and angle $$\theta$$ of the PDE given previously as: $$\frac{1}{r} \frac{\partial}{\partial{r}} \left( r \frac{\partial u}{\partial r}\right) + \frac{1}{r^2} \frac{\partial^2 u}{\partial \theta^2} = \frac{\partial u}{\partial t}$$ where $$u(r,\theta, t) = R(r) \Theta(\theta) T(t)$$

The initial condition is of the form:

$$u(r,\theta, t = t_o) = \bar{u}(r, \theta)$$

 *  (Simple Case)
 * $$\blacktriangleright$$Let $$\bar{u}(r, \theta)=T_o=constant$$
 * i.e.$$u(r,\theta, t = t_o) = R(r)\Theta(\theta)T(t_o) = T_o = constant$$
 * For this simple case, $$T(t_o) = T_o = Aexp(-\lambda t_o)$$
 * $$\therefore A = A(\lambda) = T_o exp(\lambda t_o)$$

 *  (General Case)
 * $$\blacktriangleright$$Let $$u(r, \theta, t_o) = R(r)\Theta(\theta)T(t_o) = \bar{u}(r, \theta)$$
 * $$=\left[ \frac{1}{k} R(r)\Theta(\theta)\right] k = \bar{u}(r, \theta)$$
 * Select $$k = T(t_o) = 1 = exp(-\lambda t_o)$$ where $$k = T_o = 1$$
 * $$\therefore A(\lambda)=exp(\lambda t_o)$$

$$\bar u$$ $$(r, \theta)=$$ $$R(r) \Theta (\theta)= \frac {1}{k} R(r)\Theta (\theta)$$

Since $$k$$ is arbitrary, select $$k=1 $$

Now why $$B=B(\rho), C=C(\rho)$$?

Hint:

General initial condition : $$u(r, \theta, t_0)= {\bar u} (r, \theta)$$

Simplify $$u(r, \theta ,t_0)={\bar u (\theta)}$$

$$u(r, \theta_1 ,t_0)={\bar u (\theta_1)}$$

$$u(r, \theta_2 ,t_0)={\bar u (\theta_2)}$$

$${\bar u} (\theta)= \Theta (\theta)= \frac {1}{k} \Theta (\theta) k$$

Let $$\frac {1}{k} \Theta (\theta) = \Theta (\theta)$$,

$$k=T(t_0)$$

$$\begin{cases} {\bar u} (\theta_1)= Bsin(\sqrt{\rho} \theta_1)+Ccos(\sqrt{\rho} \theta_1)\\ {\bar u} (\theta_2)= Bsin(\sqrt{\rho} \theta_2)+Ccos(\sqrt{\rho} \theta_2) \end{cases}$$

Then we can solve B, C and finally we will find that B and C are functions of $$\rho$$

$$B=B(\rho, \theta_1, \theta_2)$$

$$C=C(\rho, \theta_1, \theta_2)$$

--EGM6322.S09.TIAN 17:19, 24 April 2009 (UTC)

Method Two
There is another means of determining $$B$$ and $$C$$ for the general solution. For Case 2, we must multiply the equation:

$$\bar u (\theta)=\Theta (\theta)$$ by $$sin (\sqrt \rho \theta )$$ and $$cos (\sqrt \rho \theta )$$, and evaluate the integral over the domain from $$\theta_1$$ and $$\theta_2$$:

$$\int\limits_{{\theta}_1}^{{\theta}_2}\bar{u}(\theta) sin (\sqrt \rho \theta )\, d\theta =\int\limits_{{\theta}_1}^{{\theta}_2}\Theta(\theta) sin (\sqrt \rho \theta )\, d\theta $$

$$\int\limits_{{\theta}_1}^{{\theta}_2}\bar{u}(\theta) cos (\sqrt \rho \theta )\, d\theta =\int\limits_{{\theta}_1}^{{\theta}_2}\Theta(\theta) cos (\sqrt \rho \theta )\, d\theta $$.

This leads to the following equations:

$$\int\limits_{{\theta}_1}^{{\theta}_2}\bar{u}(\theta) sin (\sqrt \rho \theta ) d \theta = \left [ \int\limits_{{\theta}_1}^{{\theta}_2}B(\rho) cos( \sqrt \rho \theta)+ C(\rho) sin( \sqrt \rho \theta)\right ]sin (\sqrt \rho)\, d\theta $$

$$\int\limits_{{\theta}_1}^{{\theta}_2}\bar{u}(\theta) cos (\sqrt \rho \theta ) d \theta = \left [ \int\limits_{{\theta}_1}^{{\theta}_2}B(\rho) cos( \sqrt \rho \theta)+ C(\rho) sin( \sqrt \rho \theta) \right] cos (\sqrt \rho)\, d\theta $$

This can be rearranged into the following matrix form:

$$ \begin{Bmatrix} \int\limits_{{\theta}_1}^{{\theta}_2}\bar{u}(\theta) cos (\sqrt \rho \theta ) d \theta \\ \int\limits_{{\theta}_1}^{{\theta}_2}\bar{u}(\theta) sin (\sqrt \rho \theta ) d \theta \end{Bmatrix}= \begin{bmatrix} \int\limits_{{\theta}_1}^{{\theta}_2}cos^2( \sqrt \rho \theta) d \theta& \int\limits_{{\theta}_1}^{{\theta}_2}sin( \sqrt \rho \theta) cos( \sqrt \rho \theta)d \theta \\ \int\limits_{{\theta}_1}^{{\theta}_2}sin( \sqrt \rho \theta) cos( \sqrt \rho \theta)d \theta & \int\limits_{{\theta}_1}^{{\theta}_2}sin^2( \sqrt \rho \theta) d \theta \end{bmatrix}

\begin{Bmatrix} B(\rho)  \\ C(\rho) \end{Bmatrix}

$$

Note here that $$\sqrt \rho$$ is not an integer, but is in the set of real numbers, and therefore can be irrational.

However, there is a problem with both methods.

$$\bar{u}$$ is an arbitrary function, and $$\bar{u} \ne \Theta (\theta)$$ in general. Solved with either the first or second method, it has only two terms, both of which are sinusoidal functions. Even if $$\bar{u}$$ is as simple as a constant, it cannot be expressed with only two sinusoidal functions

It is, instead, a superposition of many sine and cosine functions, expressed as a Fourier Series:

$$\bar{u} =\sum_\rho B(\rho) sin( \sqrt \rho \theta)+ C(\rho) cos( \sqrt \rho \theta) $$

From Eqn.(2), solving for l(r), we have

l(r)= $$l(r)=\frac{r}{R}\frac{\mathrm{d} }{\mathrm{d} r}\left (r\frac{\mathrm{d} R}{\mathrm{d} r} \right )+\lambda r^2 = \rho$$

Multiplying through by $$R(r)$$, we are left with the following equation:

$$l(r)= r \frac{\mathrm{d} }{\mathrm{d} r}\left (r\frac{\mathrm{d} R}{\mathrm{d} r} \right )+\lambda r^2 R= \rho R$$

Simplifying the differential term and rearranging

$$ l(r)= r^2 \left( \frac{\mathrm{d^2}R }{\mathrm{d} r^2} \right)+ r \left (\frac{\mathrm{d}R }{\mathrm{d} r} \right)+\left ((\sqrt\lambda r)^2-\rho) \right)R= 0 $$

The solution is a Bessel Function of the first and second type:

$$R(r)=D(\rho, \lambda){J}_{\sqrt \rho}(\sqrt \lambda r) +E(\rho, \lambda) {Y}_{\sqrt \rho} (\sqrt \lambda r)$$

Where $$J$$ and $$Y$$ represent Bessel functions of the first and second type, respectively.

Recall that the Bessel functions $${J}_{\nu}$$ and $${Y}_{\nu}$$ are solutions to the Ordinary Differential Equation:

$$z^2 \frac{d^2 w}{d z^2}+ z \frac{dw}{dz} + (z^2-{\nu}^2)w=0$$.

The solution is in the form $$ w(z)= \begin{cases}

{J}_{\nu}(z)\\

{Y}_{\nu}(z) \end{cases}$$

Here, in general, $$z$$ and $$\nu$$ are complex numbers of the form $$z=x+iy$$. For the particular case where $$\nu$$ is a non-negative integer, the equation for which the Bessel functions are the solution becomes:

$$z \frac{d}{d z} \left ( z \frac{dw}{dz} \right ) + (z^2-{\nu}^2)w=0$$

Bessel Functions
Homework:Plot Bessel Functions

Matlab Script Code Matlab Script Code

Verify Solution to Bessel Equation of the First Kind

--Egm6322.s09.lapetina 02:07, 17 April 2009 (UTC)

Major aid from Advanced Engineering Mathematics by E. Kreyszig

Verify that the integral expression of :

$$w=J_n (z)= \frac{1}{\pi} \int_0^{\pi} cos(z sin(\theta)-n \theta) d \theta$$, where $$n$$ is the set of non-negative integers, is in fact a solution to the equation:

$$z^2 w'' +zw'+(z^2-{n}^2)w=0$$

It would be convenient to simply take derivatives of the solution with respect to $$z$$ to the Bessel equation, which leaves us with:

$$w'=-\frac{1}{\pi} \int_0^{\pi} sin(\theta)sin(z sin(\theta)-n \theta) d \theta$$ and

$$w''=-\frac{1}{\pi} \int_0^{\pi} sin^2(\theta)cos(z sin(\theta)-n \theta) d \theta$$.

This leaves us with:

$$-\frac{1}{\pi} \int_0^{\pi} sin^2(\theta)cos(z sin(\theta)-n \theta) d \theta - \frac{1}{z}\frac{1}{\pi} \int_0^{\pi} sin(\theta)sin(z sin(\theta)-n \theta) d \theta + (1-\frac{n^2}{z^2})\frac{1}{\pi} \int_0^{\pi} cos(z sin(\theta)-n \theta) d \theta$$

It is extremely difficult to solve these integrals analytically.

Another option would be to re-express the integral form of the Bessel solution as a summation using the Method of Frobenius, which applies for this type of equation, because it is of the form:

$$z^2 w'' +z b(z) w' +c(z) w=0$$

where

$$b=1$$

and

$$c=(z^2-{n}^2)$$.

We will assume:

$$w= z^k \sum_{n}^{\infty} a_{n}z^{n}$$

where $$k$$ is any number such that $$a_0 \neq 0$$ making

$$w'= (n+k)z^k\sum_{n}^{\infty} a_{n} z^{n-1}$$

and

$$w''= (n+k)(n+k-1)z^k \sum_n^{\infty} a_n z^{n-2}$$.

If we take these summations and functions and plug them into the original differential equation, we are left with:

$$z^2((n+k)(n+k-1)\sum_n^{\infty} a_n z^{n+k-2}) +z((n+k)\sum_{n}^{\infty} a_{n} z^{n+k-1})  + (z^2-{n}^2) (\sum_{n}^{\infty} a_{n}z^{n+k}) =0$$

which simplifies to:

$$((n+k)(n+k-1)\sum_n^{\infty} a_n z^{n+k}) +((n+k)\sum_{n}^{\infty} a_{n} z^{n+k})  + (\sum_{n}^{\infty} a_{n}z^{n+k+2}) +n^2 (\sum_{n}^{\infty} a_{n}z^{n+k})=0$$

It should be noted that all the exponents within the summations are equivalent. Because this entire equation equals zero, and none of the exponential terms can be zero, the sum of the coefficients for each power must be zero. Let us assume $$n+k=r$$

For the first series, this leaves us with the polynomial:

$$(r)(r-1)a_0+(r)a_0-n^2 a_0=0$$

for the second series, with:

$$(r+1)(r)a_1+(r+1)a_1-n^2 a_1=0$$

and for subsequent series $$s=2,3,...,\infty$$, with:

$$(s+r)(s+r-1)a_s+(s+r)a_s+a_{s-2}-n^2 a_s=0$$.

For the first series, it is clear that the roots of the equation can be found from:

$$r^2-n^2=0$$

and the roots of this equation are then clearly $$n$$ and $$-n$$.

Using the root $$n$$the second series becomes:

$$(n+1)(n)a_1+(n+1)a_1-n^2 a_1=0$$

$$n^2 a_1+2n a_1 +a_1-n^2 a_1=0$$,

indicating $$a_1=0$$.

For higher series, the series becomes:

$$(s+n)(s+n-1)a_s+(s+n)a_s+a_{s-2}-n^2 a_s=0$$ which simplifies to:

$$((s+n)(s+n-1)+(s+n)-n^2)a_s+a_{s-2}=0$$

$$(s^2+2ns)a_s+a_{s-2}=0$$.

Interestingly, because $$a_1=0$$, and $$n$$ is non-negative, all odd series must have coefficients of 0.

Thus, we only have to work with even series $$m$$. This results in the coefficients of the even series $$m$$ being represented as:

$$(2m+2n)2ma_{2m} + a_{2m-2}=0$$.

This results in:

$$a_{2m}=-\frac{-1}{2^2 m (n+m)}a_{2m-2}$$.

This is recursive, which has helpful properties. The sign oscillates, and terms become factorials.

For series $$m$$, this leaves us with:

$$a_{2m}=\frac{-1^m a_0}{2^{2m} m! (n+1)(n+2)...(n+m)}$$.

Choosing $$a_0 =frac{1}{2^n n!}$$ simplifies the problem such that:

$$a_{2m}=\frac{-1^m}{2^{2m+n} m!(n+m)!}$$.

Finally, we are left with the Bessel function of the first kind in summation form:

$$J_n (z)= z^n \sum_{m=0}^\infin \frac{(-1)^m z^{2m}}{2^{2m+n} m! (n+m)!}$$

The derivatives of this are then:

$$J_n (z)'= z^n \sum_{m=1}^\infin \frac{2m (-1)^m z^{2m-1}}{2^{2m+n} m! (n+m)!}+ nz^{n-1} \sum_{m=0}^\infin \frac{(-1)^m z^{2m}}{2^{2m+n} m! (n+m)!}$$

and

$$J_n (z)''= z^n \sum_{m=2}^\infin \frac{(2m)(2m-1) (-1)^m z^{2m-2}}{2^{2m+n} m! (n+m)!}+ nz^{n-1}\sum_{m=1}^\infin \frac{2m (-1)^m z^{2m-1}}{2^{2m+n} m! (n+m)!} + nz^{n-1} \sum_{m=1}^\infin \frac{(2m)(-1)^m z^{2m-1}}{2^{2m+n} m! (n+m)!} + n(n-1)z^{n-2} \sum_{m=0}^\infin \frac{(-1)^m z^{2m}}{2^{2m+n} m! (n+m)!} $$

Plugging these derivatives into the original equation yields:

$$z^n \sum_{m=2}^\infin \frac{(2m)(2m-1) (-1)^m z^{2m}}{2^{2m+n} m! (n+m)!} + nz^{n}\sum_{m=1}^\infin \frac{2m (-1)^m z^{2m}}{2^{2m+n} m! (n+m)!}  +  nz^{n} \sum_{m=1}^\infin \frac{(2m)(-1)^m z^{2m}}{2^{2m+n} m! (n+m)!}  +  $$ $$ n(n-1)z^{n-2} \sum_{m=0}^\infin \frac{(-1)^m z^{2m}}{2^{2m+n} m! (n+m)!} +   z^{n-1} \sum_{m=1}^\infin \frac{2m (-1)^m z^{2m-1}}{2^{2m+n} m! (n+m)!}  +  nz^{n} \sum_{m=0}^\infin \frac{(-1)^m z^{2m}}{2^{2m+n} m! (n+m)!} + $$

$$(z^2-n^2) z^n \sum_{m=0}^\infin \frac{(-1)^m z^{2m}}{2^{2m+n} m! (n+m)!}=0$$

These summations equate to zero.

Verify that a linear superposition of Jn (1st kind) and Yn (2nd kind) is also a solution

--Egm6322.s09.xyz 17:17, 24 April 2009 (UTC)

(source: Advanced Engineering Mathematics by E. Kreyszig )

From the above verification of the Bessel solution of the first kind, we found that:

$$J_n(z) = z^n \sum_{m=0}^\infty \frac{(-1)^m z^{2m}}{2^{2m + n}m!\Gamma(n+m+1)}$$

A second general solution can be found by replacing n by -n to get:

$$J_{-n}(z) = z^{-n} \sum_{m=0}^\infty \frac{(-1)^m z^{2m}}{2^{2m - n}m!\Gamma(m-n+1)}$$

If n is not and integer, then $$J_n(z)$$ and $$J_{-n}(z)$$ are linearly independent because both the first terms are finite, non-zero multiples of $$x^n$$ and $$x^{-n}$$

$$\therefore R(r) = c_1J_n(z)+ c_2J_{-n}(z)$$ which is linearly independent for all $$n\not=integer$$ and $$x\not=0$$

From the verification of Bessel function of the second kind,

$$Y_n(z) = \frac{1}{sin(n\pi)}\left[ J_n(z)cos(n\pi) - J_{-n}(z)\right]$$

and $$Y_k(z) = lim_{n \rightarrow k} Y_n(z)$$

Since $$J_n(z)$$ and $$J_{-n}(z)$$ are linearly independent and solutions of Y_n(z), then it follows that $$J_n(z)$$ and $$Y_n(z)$$ are linearly independent.

$$\therefore R(r) = D J_n(z) + E Y_n(z)$$ where D, E are constants

Superposition: 2 separation of variables, constant $$\rho$$, $$\lambda$$

$$\sum_{\lambda}\sum_{\rho}[A(\lambda)exp(-\lambda t)][B(\rho)sin(\sqrt{\rho}\theta)+C(\rho)cos(\sqrt{\rho}\theta)] [D(\rho,\lambda)J_{\sqrt{\rho}}(\sqrt{\lambda} r)+E(\rho,\lambda)Y_{\sqrt{\rho}}(\sqrt{\lambda} r)]$$

Up to now, no restriction on $$\rho$$ and $$\lambda$$, i.e. they can be continuous real numbers (as opposed to discrete integral numbers as in Fourier Series: think of Fourier integral or Fourier Transformation and Laplace Transformation)

$$\Rightarrow$$ Replace discrete sum $$\sum$$ by continuous sum of $$\int$$.

Define:

$$\bar{B}(\rho,\lambda):=A(\lambda)B(\rho)$$

$$\bar{C}(\rho,\lambda):=A(\lambda)C(\rho)$$

General solution:

$$u(r,\theta,t)=\int d\lambda \int d\rho[exp(-\lambda t)][\bar{B}(\rho,\lambda)sin(\sqrt{\rho}\theta)+\bar{C}(\rho,\lambda)cos(\sqrt{\rho}\theta)][D(\rho,\lambda)J_{\sqrt{\rho}}(\sqrt{\lambda} r)+E(\rho,\lambda)Y_{\sqrt{\lambda}}r] $$

Egm6322.s09.three.liu 16:29, 24 April 2009 (UTC)

Egm6322.s09.Three.nav 13:44, 24 April 2009 (UTC)

Particularizing the general solution:

Consider a Domain $$ \mho $$ that is a full circle i.e. $$\theta \ \epsilon \ [0,2\pi]$$

$$ \Rightarrow$$ Solution has to be periodic w.r.t $$\theta$$

$$ \Rightarrow u(r,\theta+2k\pi, t) = u(r,\theta,t) $$, for any non-negative integer 'k'.

This implies that solution for $$\theta$$($$\theta$$), which consists of sines and cosines (periodic functions) is only possible only for integers n= 1,2,...

$$ \Rightarrow \sqrt{\rho}= n $$

$$ \Rightarrow \rho= n^{2} $$

Also replace the continuous integral $$ \int d\rho$$ by a discrete sum $$\sum_{0}^{n}$$ in Eqn.(2)

Now the equation becomes

$$ u(r,\theta,t)= \int_{0}^{\infty} d\lambda \left [\sum_{0}^{n} exp(-\lambda t)\left (\bar{B}(\rho, \lambda)sin(\sqrt{\rho}\theta) + \bar{C}(\rho,\lambda)cos(\sqrt{\rho}\theta) \right)\left (D(\rho, \lambda)J_{\sqrt{\rho}}(\sqrt{\lambda}r)+(E(\rho, \lambda)Y_{\sqrt{\rho}}(\sqrt{\lambda}r \right) \right] $$

An important point to remember here is that the above solution, obtained as a result of assuming periodicity, is applicable to the annulus domain.

Q: What if the domain is a solid disk, instead of an annulus?

In the plots of $$ J_{n}(z)$$ and $$Y_{n}(z)$$ Vs z, it was seen that $$Y_{n}(z) \to -\infty \ as\ z\ \to \ 0^{+} $$

For the solution to remain meaningful, this cannot be allowed to happen. Hence we force $$E(\rho, \lambda)$$ = 0.

Hence the equation reduces to

$$ u(r,\theta,t)= \int_{0}^{\infty} d\lambda \left [\sum_{0}^{n} exp(-\lambda t)\left (\bar{\bar{B}}(\rho, \lambda)sin(\sqrt{\rho}\theta) + \bar{\bar{C}}(\rho,\lambda)cos(\sqrt{\rho}\theta) \right)J_{\sqrt{\rho}}(\sqrt{\lambda}r)\right] $$

where $$\bar{\bar{B}}= \bar{B}(\rho,\lambda)D(\rho,\lambda)$$ and

$$\bar{\bar{C}}= \bar{C}(\rho,\lambda)D(\rho,\lambda)$$

Remembering that $$\sqrt{\rho} = n$$, the above equation can be rewritten as

$$ u(r,\theta,t)= \int_{0}^{\infty} d\lambda \left [\sum_{0}^{n} exp(-\lambda t)\left (\bar{\bar{B}}(\rho, \lambda)sin(n\theta) + \bar{\bar{C}}(\rho,\lambda)cos(n\theta) \right)J_{n}(\sqrt{\lambda}r)\right] $$

Example Problem: Solve the above given form of heat equation using the same solution method given above but with different initial conditions and boundary conditions as listed below:

Initial Condition: $$u(r,\theta,t=0)= u_{0}\left (1-(\frac{r}{R})^2 \right)$$

Boundary Condition:

$$ For \ \theta \neq [-\frac{\pi}{4}, \frac{\pi}{4}], u(R,\theta,t)=0$$

$$ For \ \theta \epsilon [-\frac{\pi}{4}, \frac{\pi}{4}], u= \begin{Bmatrix} u(\frac{u_{1}}{t_{1}}), tt_{1} \end{Bmatrix}$$

Note: Was unable to solve this problem. Egm6322.s09.Three.nav 16:13, 24 April 2009 (UTC)

=References=

=Signatures=

--Egm6322.s09.xyz 19:22, 26 March 2009 (UTC)

Egm6322.s09.bit.la 21:03, 26 March 2009 (UTC)

Egm6322.s09.Three.nav 05:28, 27 March 2009 (UTC)

--EGM6322.S09.TIAN 14:22, 27 March 2009 (UTC)

Egm6322.s09.Three.ge 16:04, 27 March 2009 (UTC)

Egm6322.s09.bit.sahin 17:59, 27 March 2009 (UTC)

Egm6322.s09.three.liu 19:56, 27 March 2009 (UTC)

--Egm6322.s09.lapetina 20:28, 27 March 2009 (UTC)

Egm6322.s09.bit.gk 20:53, 27 March 2009 (UTC)

title: User:Egm6322.s09.mafia/HW5


text:
Fundamentals of Neuroscience/Electrical Currents

AIMS

 * 1) To Introduce the electron
 * 2) To Introduce the idea of Electron Shells
 * 3) To Introduce the idea of charge of an Atom
 * 4) To Introduce the idea of Ions as charged Atoms
 * 5) To Introduce the idea of Amperage as Current
 * 6) To introduce the idea of Ions moving in a particular direction as an Ion Current
 * 7) To introduce the idea of Voltage as EMF
 * 8) To introduce the idea of Capacitance

Lesson
Although Electricity in its many forms is an interesting subject, in its own right, the idea of this course is to give you enough of an understanding of how Electricity works in the Neuron to be able to make sense out of more advanced training opportunities. As such we aren't going to get into the advanced uses of electricity, or electronics, instead we will cover the basics, and then veer off from the normal approach to electricity to introduce concepts needed to understand how electricity works in neurons.

The Electron
At the heart of electricity and electronics, and even neural potentials, lies at least theoretically a sub-atomic particle called an electron. The electron is negatively charged, and orbits the nucleus of the atom at about the speed of light. It is held in place by the electro-weak force, which is in turn caused by charge attraction between the light electron and the heavier protons that with neutrons make up the nucleus of the atom. It is thought that electricity happens when electrons break free of the atom they are normally part of, and wander among other atoms in the same cluster.

Atomic Charge
Since electrons can wander away from their original atoms, and get picked up by other atoms, the atoms that have more electrons than normal are considered to be negatively charged, and the atoms that have fewer electrons than normal are considered to be positively charged. Since electricity flows in the direction of lowest potential, Atoms that are negatively charged, will discharge their electrons to atoms that are positively charged, if the intervening atoms allow the transfer of electrons. We say that the electrons flow from the Negative charge to the positive charge, possibly since the original theory was that electricity was some sort of fluid.

Ionic Charge
We call an atom that is carrying a charge, whether it is negative or positive an Ion. In chemical systems based on water, many ions are created by the nature of water which levers apart many common chemicals into their component ions. If the external shell of the atom, called the Valence Shell, has an odd number of electrons, the ion usually has a negative charge, and if it has an even number of electrons the ion usually has a positive charge. It is possible in some cases to strip off two valence electrons, in which case you end up with a double positively charged ion.

Electric Transfer from Ion to Ion
The Ability to allow a charge of electricity to travel from one location to another depends on the resistance of the intervening atoms to having their electrons stolen, and replaced. The looser the electro-weak forces holding onto the electrons, the less resistance to flow is found, and thus the greater the potential flow given a particular pool of electrons on one side of the system, and the pool of positively charged ions on the other. Electrical Charge is measured in Coulombs, where
 * 1 Coulomb = 6.25 * 1018 electrons.
 * The charge of a single electron is 1.6 * 10-19 Coulombs.
 * 1 AMP is the amount of current flowing when 1 Coulomb per second passes a particular point in one second.

Ion Currents
Since Current is measured in Coulombs per second passing a point, it doesn't really matter whether the electrons are moving or the ions are moving. In fact it is the nature of electronics that we can postulate a flow counter to the flow of electrons that indicates the electrical force pushing the ions. We use this in welding by forcing metal ions to jump from a rod that consists of an electrical conductor surrounded by flux, to another piece of metal thus joining or building up the metal where it lands. In Neurons we often have to measure ionic currents where a specific ion is being transferred across the membrane, and thus affecting the charge stored in the neuron.

Electrical Transfer from High to Low Potential
In order for an electron to move from one atom to another, it requires an electro-motive force, to push it against the resistance of the intervening atoms. This force, measured in Volts, is the amount of energy symbolized by E needed to move an amount of charge symbolized by Q.

 $$V = E/Q$$

One Volt is defined as the amount of potential difference between two points when one joule of energy is used to move one Coulomb of charge from the one point to the other. A joule is the amount of energy needed to move an object one meter against an opposing force of one newton (0.225 lb.)

Given either Amperage and Voltage, voltage and resistance, or Amperage and resistance, you can calculate the third of these three factors, using the formula $$I=V/R$$ which is called Ohms law.

Charge Separation across a Dielectric
When resistance is high enough, electrons cannot flow across the resistant material, however they are still repulsed by each other by the electro-weak force, so when a resistance that is large enough to stop electron flow is found, the electrons tend to gather on one side of the material and the positive ions tend to gather on the other, until the voltage generated across the material exceeds it's dielectric constant, and a current begins to flow. We call this tendency for high resistance to result in a charge separation, capacitance. We call the highly resistive material a Dielectric, and the charge capacity of the capacitor is directly related to the plate size on each side of the dielectric.

Capacitors are measured in Farads (F) and $$C = Q/V$$ 1F = 1 Coulomb / 1 Volt

The Cellular Membrane as a Capacitor
By transferring ions across the Cellular membrane which is made of highly resistive materials, the net effect is that of turning the membrane into the dielectric of a capacitor. As ionic currents add to or subtract from the charge building up inside the neuron, the ions line up along the cell membrane attracted to the opposite charged ions on the other side of the membrane. If an ion is moving away from its own type of charge, the capacitance of the membrane acts to speed it on its way, if it can find a pore, or ion channel to flow through. However to move towards it's own type of charge, energy must be spent in the form of voltage to pass the current across the membrane. Thus ion channels that pump ions against the charge gradient of the membrane capacitance must burn energy usually in the form of ATP.

As the charge builds up the Potential between the inside of the membrane and the outside of the membrane increases until it reaches the dielectric constant of the membrane, at which point the membrane depolarizes. Usually resulting in the firing of the cell. Thus understanding capacitance is important to understanding the nature of the cell membrane and how it impacts the firing of Neurons.

Assignment
{ An electron is: + a small sub-atomic particle - a Heavy sub-atomic particle - a large sub-atomic particle - the lightest sub-atomic particle - similar to a positron
 * type=""}
 * The right answer
 * Sorry: both protons and Neutrons are Heavier
 * Sorry: both protons and Neutrons are Bigger
 * Sorry: while electrons are lighter than Protons or Neutrons, they are not lighter than quarks
 * Sorry: positrons are an anti-matter particle that is a little like an anti-electron not similar at all.

{ An electron travels: - as slow as a cucumber in January - always from right to left + at or near the speed of light - at or near the speed of sound
 * type=""}
 * Sorry: is a cucumber slower in January?
 * Sorry: electrons orbit the Atom
 * Correct: They move at the speed of light in the material they move through

{ An electron has: - pretty legs - the color red - a positive electric charge + a negative electric charge - no charge at all - A charge account at Macy's
 * type=""}
 * Hmmm... getting a little silly here!
 * Sorry: Electrons are sub-microscopic as far as we know they don't have a color of their own
 * Sorry: Protons and Positrons have positive charges
 * Correct: Electrons have a negative charge
 * Sorry: Electrons always have a negative charge
 * Sorry: wrong meaning for charge. This is about electricity not shopping

{ When EMF is applied: - Only the Electron is affected + Both the electron and the atom it is attached to are accelerated - Both the electron and the atom it is attached to are accelerated in the same direction - Only the Atom is affected
 * type=""}
 * Sorry: the atom is affected as well
 * Correct: they move in opposite directions
 * Sorry: they move in opposite directions
 * Sorry: Both are affected

{ Amperage is: - A way of telling how much power a vacuum has - A measure of how much charge stays in one place - equivalent to a Coulomb + A measure of moving charge
 * type=""}
 * Sorry: A common misconception, it is related since power (Watts) are V*A
 * Sorry, Amperage is about current, and current moves
 * Sorry, a Coulomb is a measurement of Charge not Current
 * Correct: 1 Coulomb per second moving past a set point, is 1 Amp

{ Voltage is: - How much power a portable drill has + A measure of the difference in Potential between two points - A measure of how much charge moves how quickly - The opposite of EMF
 * type=""}
 * Sorry: A common misconception, it is related since power (Watts) are V * A
 * Correct: The EMF that pushes a unit of charge is the volt
 * Sorry: That would be Amps
 * No EMF is another way of describing Voltage

{ Capacitance is: + something that only happens when there is high resistance - A measure of how much charge moves past a certain point - A mechanism for cleaning toothbrushes - A way to separate charge accounts
 * type=""}
 * Correct: the resistance creates the dielectric effect
 * Sorry: That is an Amp
 * Sorry: Getting silly again!
 * Sorry: this course is about electricity not shopping, concentrate!


text:
Talk:Fundamentals of Neuroscience/Electrical Currents

Electrical Currents
I thought I would lay in a framework on which to build this lesson. Especially since Electrical current is outside the normal comfort zone for biologists. Take a look and tell me what you think--Graeme E. Smith 15:37, 23 March 2009 (UTC)

On May 27th 2009 someone changed the quiz entry

An Electron travels:

To An Electron Wavefront travels:

Is this Vandalism, or a natural confusion about the Wave Particle Duality of Mass? Certainly it is outside the theoretical level of consciousness that I was attempting to address. I feel that it is overspecifying the question and therefore I vote to revert it. How-ever I am willing to take instruction on the subject. My decision is based on the following:

 * 1) I am writing a quiz for a biologist not a physicist and don't wish to confuse the biologist with wave/particle duality questions
 * 2) I am dealing in this quiz mainly with electrons as components of IONS Where the wave particle nature is incidental to the charge, and the nature of the electron is absorbed into the nature of the ion.
 * 3) The change came out of nowhere and no comment was left on the page to indicate why the change was made, therefore assuming that this is the mode that vandals usually take, it is entirely likely that this was a vandal attack.

As a result of this reasoning I am reverting the edit, until someone convinces me otherwise.--Graeme E. Smith 19:59, 27 May 2009 (UTC)


text: Health mentoring course/Prevention

title: Health mentoring course/Prevention


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User:Bryantmcgowen

Bryantmcgowen is the compound form of the user name "Bryant McGowen." The origin of this name is an unpublished novel penned by Jim Gleeson during his college years. Jim Gleeson is using this name as it appears the user name "jimgleeson" is already in use.

title: User:Bryantmcgowen


text:
Reading log Feinberg, Feuer, Tannen

Reading log Feinberg, Feuer& Tannen Spring 2009, Catarina Schmidt

Common schools – uncommon identities by Walter Feinberg

Walter Feinberg is professor of the philosophy of education at the University of Illinois, Urbana-Champaign. This book of him concerns the tensions between different cultural groups and the teaching towards a curriculum that recognizes their particular identities. His aim is to develop “a theory of education that is sensitive to the concerns of parents and community members who want the public schools to reinforce the values and identity of the home community” (p.1). At the same time he also wants to provide a theory that maintains a commitment to what he calls the principled reasons for public education. By using this term Feinberg refers to general justifications that view people as human beings rather than members of a particular social class, race, gender or religious group. The three principles that Feinberg addresses are equal opportunity, freedom of association and individual growth, principles that, according to him, are essential for the ideals of the liberal society:

''Equality of opportunity operates in the vocational sphere and addresses the important role of the school in developing socially and economically useful skills. Freedom of association operates in the political sphere and serves to reinforce the democratic principle that everyone has a basic right to form independent associations. Individual growth operates in the personal sphere and indicates that in a democracy we each have a right to form our own conception of the good and choose our own course of development. (p. 9)''

In his book Feinberg discusses what national and cultural identity means in a multicultural society of today. What Feinberg calls common school in America can be seen as a meeting place consisting racial, gender and social class lines, which are representing uncommon identities. “My identity is”, writes Feinberg, “as common to me as it may be uncommon to you” (p. 3). Cultural groups can be seen as different ethnic communities categorized by race, religion, national origin and traditions, but a cultural group can, according to Feinberg, also exist of deaf people, women or gays. Feinberg use the term pluralism to indicate the view that members of different cultural groups should be allowed to carry out their own thoughts and traditions in their communities. Multiculturalism, on the other hand, is different since it involves an active recognition of cultural membership and “addresses the children not just as citizens of one nation but in terms of their identity as members of different cultural groups” (p. 7). Where pluralism allows cultural identity to flourish, Feinberg’s multicultural ideal encourages it to do so. From my understanding Feinberg’s concept of multiculturalism seeks to give expression to the narratives and lives of cultural groups seeing them as members of different racial and ethnic groups or from the view of people with different sexual orientations. This is, of course, not unproblematic. Science teaching about Darwin’s theories might have the result that parents feel threatened in their religious believe. Another example is the traditional family who wants to maintain the boundaries between “normal” and “not normal” while others want to break down these boundaries. Parents to a homosexual young man might wish their son to be measured from his trustworthiness, honesty and academic merits rather than his sexual orientation. Nevertheless Feinberg argues for an inclusive national identity “that takes seriously the claims of different cultural communities and other identity formations for public recognition” (p. 27). Secondly Feinberg claims that “there are cases in which groups are justified in seeking public support to maintain a subcultural identity” (p. 28). The source of national identity is often connected to the belief that a people share a common history and language. Feinberg means that we are born into our national identity which has a random character to it in the way it includes some and exclude others. When children develop a national identity that involves, according to Feinberg, both collective inclusion and exclusion in a past, present and future stream of activities. The early common task of the public school was to give tools for a limited literacy and Feinberg refers to Dewey who points out that a child gradually extends the connection between its own actions and a certain community. For this communication and language standardized through print is necessary. So, when children are learning to read they are not only mastering a technical skill; “they are learning to experience a very large set of events from a particular point of view, from a center of subjectivity shared by their co-nationals” (p. 48). If the common school is seen as a development of nationalism, then Feinberg claims, nationalism must be seen as a development of modernity. The end of colonialism and the rise of the postmodern multicultural society creates new demands and challenges. My belief is that Feinberg wants us to understand cultural respect as a necessary element within a modern liberal society. Feinberg’s conclusion is that “in addition to teaching children to be members of a modern nation, the common school has to teach some of them how to be modern” (p. 49). Feinberg compares Durkheim’s and Dewey’s ideas about morality and social justification and it is interesting to follow this reasoning over the centuries. It is obviously that the school has played an important role in the shift from an old rural society to a modern urban industrial one. The task now, according to Feinberg, “is to provide a vision of public schools and national identity that allows for both the development of unifying national sentiments and the recognition of cultural differences” (p. 58). Feinberg admits that there are many arbitrary elements to a given national identity. Still there are many needs to be served by the development of such an identity. The solution that Feinberg points out is that “the justification of the common school can be strengthened by extending its public-forming role to include the idea of enabling culturally different formations within the same nation to flourish” (p. 58).

Culture is crucial for building and developing identities, it is with the words of Feinberg “implicated in self-development because the “I” is implicated in the “we”” (p. 64). Culture is by Feinberg seen as the system of meaning, which enables individuals to make sense of their own and other’s experiences and he refers to Bordieu who calls these patterns of apprehensions for habitus. Feinberg argues that the strong culturalist perspective is incorrect and that schools need not to carry out violence in order to teach children to move beyond the patterns and traditions of their own cultural group (this does not mean that cultural violence in schools has not occurred or will occur). Feinberg develops instead a theory about a citizenship education in a liberal multicultural society which has three goals; “to inform students about cultural diversity; to encourage respect for the practices of other cultural groups, especially disempowered minorities and women; and to encourage members of these groups to have pride in their own cultural heritage” (p. 123). The goal of citizenship education is to promote cultural identities and prevent cultural barriers for minority children. Feinberg means that new demands and questions come forward in a complex multicultural common school and takes the ancient Egypt as an example:

''Few children are asked to consider whether ancient Egypt should be valued because of its contribution to the  civilization of the region or devalued because it was a slave society. Those who believe that African American culture can be traced back to Egypt and those who believe it cannot should both be concerned to teach children about the problems involved in evaluating slave societies that have also made significant historical contributions. (p. 127)''

The question Feinberg asks is “what are we teaching students when we teach them to respect another culture?” (p. 129) and as an answer he points out that the noun education belongs to the adjective multicultural and the other way round. According to Feinberg we have, for sure, weaker memberships of different cultures in our society. Different memberships in our society have different conditions; some are more dominating than others. “To be a stranger”, Feinberg writes, “is to be in a social world that does not respond in the way one anticipates” (p.137). The importance of cultural pride and cultural respect is therefore crucial, but as Feinberg writes; “multiculturalism is not respect for cultural formations under any and all conditions” (p. 142). The demand of multiculturalism has to be put into the context of modern social conditions. By developing his theory Feinberg is drilling deeper and deeper into his complex analysis. As a reader you have to follow closely while questions about what culture and identity is are raised. The more you read the more complex it turns out to be, especially when the concept of learning through culture is added:

''Learning-through-culture is to be distinguished from simply learning about cultures other than one’s own. It is a concept that recognizes that there are distinctive ways in which cultures constitute both the process and the product of thinking and that these in turn become distinctive elements of learning. It is important not to confuse the fact that there are may be culturally different ways of learning and culturally different things to learn with the view that people from certain cultures are simply not capable of learning in the way which we do. (p. 146)''

Learning through culture means developing identity and Feinberg explains it as “the name we give to a subject, that is, to one that has the capacity to organize experience and to be experienced as a coherent whole” (p. 161). As human beings we have identities and we experience ourselves in relation to others (but not all others). Feinberg describes identity as fluid and means that there is no single identity of race, gender or class. He claims that the concept of race is highly suspect and means that it is unwise to establish an identity on only biological reasons. Instead every single person has many identities built and developed from many complex aspects. I myself am a white, female, middle-aged, PhD-candidate with a middle-class upbringing in a small village in Sweden now entering the academic and digital world through Wikiversity. Feinberg argues that minimal recognition of minority children is not enough – instead robust recognition is needed in order to engage the child into cultural pride, cultural awareness and a growing identity. Robust recognition means that a group has a special right to have its story told both to its own children and to other. Stories about myself, my life and my experiences are the key to multicultural understanding and democracy, something which demands both negotiating and interaction. Feinberg refers to Paulo Freire who writes “that the oppressed have been silenced and that researchers must learn to listen in new ways if they are to hear and understand their experience” (p. 196). As I understand Feinberg we all need to meet each other in a national identity, but this identity must be renewed and reconsidered over and over again. “Nationality is an ideal that transcends cultural difference and enables members of different groups to recognize each other as sharing a common identity” (p. 207) Feinberg writes. Therefore we need to hear the different stories of the riots in Rosengård, Sweden in order to eventually and hopefully meet each other in a national identity. Feinberg even describes the national identity as an ethical community. The multicultural citizen needs therefore to develop cultural respect and cultural engagement both for one’s own cultural group and others. In order to do so dialogue is an important element:

''At early levels, teachers may need to create models of respect by enabling students to treat all of their classmates, regardless of their cultural background, with consideration. The pedagogical issues are complex and teachers need to strike a reasonable balance between requiring that children respect other children  and respecting a child whose response to others does not meet a high standard of respect. (p. 213)''

A multicultural citizen needs also engagement in order to both understand cultural variations and allow them to persist. Feinberg’s theory of a possible multicultural citizenship education is for me a picture of a sustainable education. In order to survive we both need environmental and multicultural education and in the long run it is all about keeping democracy alive. The pupils and students that schools meet are not passive agents, they are individuals belonging to different cultural groups. For Feinberg respect is a necessary but not a sufficient condition for a multicultural citizen education:

''Hence, one of the functions of the common school is to teach students how to advance their own ideas and to speak and write in an authentic and convincing manner. In other words, the common school has a role in teaching students how to  advance their own concerns – including cultural ones – and to express themselves in ways that ring true. (p. 245)''

For me Feinberg’s theory about a mutlticultural citizenship education is a valuable contribution for all learning conditions. I mean that this book is a necessary ethical foundation for every school, teacher, pupil, parent and society.

Who does this language belong to? Personal narratives of language claim and identity by Avital Feuer
The author, Avital Feuer, studies in her book an advanced Hebrew class at a university in Canada. The students have different ethnic, religious and cultural backgrounds and they have also different motives and language experiences. One can see the book as an attempt to better understand feelings of displacement between languages, cultures and identities. Feuer uses both a personal and a research approach. She has herself strong connections with both Israel and Canada which gives her (at least) two identities. Feuer presents her personal narrative and analysis alongside the students’. One can say that Feuer takes me as a reader on a journey which covers both questions about language and cultural discovery. The aim, as I understand it, is to understand what happens in an adult Hebrew classroom with the language learning process and the fighting for identity formation. Feuer argues that “the notion of identity is multifaceted, fluid and constantly changing in relation to time, space and social or cultural context” (p. 2). Her research questions are the following:

 * 1) What unique framework of ethnic identity did students and teachers of Hebrew construct for themselves?
 * 2) What was the place of Hebrew in participants’ ethnic identities?
 * 3) How did participants’ ethnic identity frameworks affect classroom dynamics? (p. 3)

Feuer claims that the study has a sociolinguistic perspective meaning that “language use is a symbolic representation of social behavior and human interaction” (p. 5). Therefore one can see language dialect and choice of words as social markers which will affect the interaction. Alongside with the sociolinguistic perspective Feuer presents a dialogical perspective based on the thoughts from Vygotskij and Bakhtin. Referring to Bakhtin, Feuer writes that “speakers learning a language take utterances from other speakers’ mouths and appropriate them as their own” (p. 7). When it comes to language learning and its need of interaction she refers to Vygotskij:

''Vygotsky’s (1981) theory was based on the premise that an individual’s development occurs on two planes: first, through social interactions on the social or interpersonal plane, and subsequently on the psychological or intrapersonal plane. The transition between these planes is dependent on the mediated function of sign systems, or language: hence he concludes that developmental mental functions originate through social interactions. (p. 7)''

The Hebrew class is seen as an ethnic group with a shared ancestry, language and history. What Feuer claims to study is how these students place themselves and others within this ethnic group and eventually what impact this does have on their own identity formation. Feuer refers to Hall (1994) and argues that individuals always must position themselves in a dialogic relationship with the Other:

''The two elements of identity, a unifying oneness of experience and ruptured ”identities” caused by self- and Other-positioning (Hall, 1994), oppose an essentialist identity, and rather emphasize a hybrid identity: a shifting and nonsynchronous space that rejects previous notions of “rooted” identities based on elements such as language, ethnicity, or sequences of essentialism. (p. 11)''

In order to develop identity the first language - your mother language and the language of your heart - is essential. There are several theories showing that learning a new, second language might have an effect on an individual’s identity and Feuer presents some of them. In my opinion the book here lacks theories specifically about second language acquisition since language learning and identity development cannot be parted.

In chapter three Feuer focuses on hyrbrid language and identity research and despite the many examples of heritage and immigrant language studies Feuer claims that there have been very few empirical studies about the relationship between ethnic identity formation and language learning. Using many languages develops a hybridity of identity and the result can be a double identity. It is easy to see that this is what Feuer has found in her own personal life and is looking after in her empirical studies. While referring to research among Israelis Feuer states the importance of the language; Hebrew is the primary mean of Jewish identification. The summary of earlier research helps the author to argue for the relevance of her study and in chapter four she describes her methodological approach. I appreciate the openness in the way Feuer reports her study. Preparation for the research, relationships to the teacher and the students are openly discussed. I feel as if I have witnessed all steps along the way to the author’s conclusions. The author enters a for her well-known world and she also states that she sees herself as a participant in the research study. In my opinion the book provides a personal narrative and at the same time basic empirical findings on language learning and culture in one specific context. Feuer demonstrates the different feelings and emotions of the students and their relationships with their classmates and as a reader I really liked to take part of the different portraits of the students. Though the book is specific to Hebrew and the Jewish culture I think that this research can be applied to many other minority cultures all over the world.

Beginning in chapter six the author presents the effects of anti-Semitism and the complexity of being a Jew and being from Israel. The students also agreed that they felt like a minority within a larger community but at the same time they had different reasons for studying Hebrew. The students who spoke Hebrew in their everyday lives had different motives from the Canadian born students who struggled with oral fluency and language proficiency. An interesting finding for me was that the oral skill had a more prestigious value than grammatical one. I will never forget my first (and only lesson) in Hebrew since it started out with only grammar. We did not even learn to greet each other and my desire to learn some of this language disappeared in a minute. Feuer indicates in her study that the oral fluency is a marker for a true Israeli identity. Within the class the Hebrew language, according to Feuer, functioned as an in-group code of Israeli emigrants and Jewish Canadians. Feuer explains that the language was “a vehicle of self-expression, a part of their personal and family histories, and a means of communicating with God” (p. 75). A unifying theme is solidarity with the Jewish community and/or Israel, but through observations during class discussions the author finds more and more complexities and nuances:

''Participants asserted their feelings of minority and uniqueness in diverging from the worldwide population as a Jewish minority with a history of struggle, oppression, and genocide; not belonging in the national majority population as none felt a primary identification as Canadaian; and in distancing from the other subgroup through distinguishing differences between Canadians, Israelis, and further subgroupings. (p. 99)''

In the classroom Hebrew functions as a unifier of a shared history. Interestingly for me were the comments from the students claiming that Canada has no history – or identity. The reason seems, according to Feuer, to be that because of the diversity there are no common values, history or narratives that are exclusively Canada’s. The author also refers to Cook (2006) who claims that Canada has what he calls a quiet nationalism. This is, according to Feuer, one reason for the strong identification with Israel among the students:

''What is Canadian history based on? Multiculturalism, right? There’s nothing particularly historic about that and it was really put in place by Liberals. (voice of student p. 82)''

Another student puts it like this:

''People here, you know, their grandparents are born here, their parents are born here, and they still say they’re Italian or whatever, or Portugese. You know why? That means that Canada does not have an identity and people are not proud of being Canadian. (voice of student p. 83)''

At the same time Feuer points out that the Hebrew language functions as a rift between the perceived Israeli and Canadian subgroups. The Israeli born students based their Israeli nationality on their native-speakerness and the Canadian born students strove toward fluency and were, because of their lack of this, labeled as the non-Israelis:

''Individuals defined themselves and others based on whom they felt had a right to claim the Hebrew language as their own; they excluded others within their ethnic group who did not rightfully hold an authentic claim to the language. (p. 109)''

By regognizing the hierarchy between native speakers and second language speakers, Feuer draws the conclusion that the atmosphere of learning must be changed and that the connection between true Israeli and correct usage of Hebrew must be washed away. In order to establish a communicative language classroom this is, of course, necessary.

Talking voices. Repetition, Dialouge and Imagery in Conversational Discourse by Deborah Tannen
Deborah Tannen is an American professor of linguistics at Georgetown University in Washington DC. This book of her focuses on the role of language in human relationships. The author begins the introduction to the second edition with introducing what she calls her theoretical paradigm. The essence of this paradigm is intertextuality which, according to Tannen, “refers to the insight that meaning in language results from a complex of relationships linking items within a discourse and linking current to prior instances of language” (p. 9). Tannen states that all chapters in some way or another contains examples of intertextuality and she starts right off with giving a variety of examples referring to important scholars during the centuries until today:

 * Language patterns that connect through repetition and rhythm (Bateson, 1979)
 * Contextual relations over time through language (Becker, 1995)
 * Construction of utterances including the fact that we always take them from someone else’s utterance (Bakhtin, 1986)
 * Using texts means both an appropriation of prior texts and prior human actions (Scollon, 2004)
 * Languages use shapes and forms identities and plays also a role when they emerges and disappear (Wortham, 2006)
 * There are relationships between texts and ideological structures and power (Fariclough, 2003)

Tannen’s book is not only a book about intertextuality, but for me knowing almost nothing about this theroretical paradigm it was worthwhile reading it the beginning. The more general aim with the book is, according to the author herself, “an understanding of the relationship between conversational and literary discourse” and “the study of everyday conversation” (p. 24).

The second chapter focuses on involvement in discourse. Tannen refers to Gumperz and explains that involvement is the result of conversational interference. To truly understand an utterance conversational coherence is needed. By referring also to Chafe (1985) Tannen gives an explanation of involvement on a more internal, even emotional level, and gives then her own explanation:

''What may seem as first the self-evident claim that it takes more than one person to have a conversation, is actually a more subtle and significant one: that conversation is not a matter of two (or more) people alternately taking the role of the speaker and listener, but rather that both speaking and listening includes elements and traces of the other. Listening, in this view, is an active not a passive enterprise, requiring interpretation comparable to that required in speaking, and speaking entails simultaneously projecting the act of listening: In Bakhtin’s sense, all language use is dialogic. (p. 27)''

In order to maintain conversation coherence and involvement are necessary ingredients. Next step for Tannen is to compare spoken and written language and she guides us through her and other’s different empirical studies, arriving to the conclusion that “ordinary conversation and literary discourse have more in common than has been commonly thought” (p. 30). Tannen lists what she calls involvement strategies that can be applied on the sounds and patterns of the language during a conversation – strategies that are also essential in literary discourse:

Constructed dialogue – how speakers frame their information they express – the rhetorical style is a tool used by the speaker to communicate affect (Besnier, 1992). Imagery and details – by using excerpts of this we can in our everyday speech emphasize emotions and imagery Narratives – literary storytelling can be seen as en elaboration of conversational storytelling. Using narratives is a way to organize and scaffold speech (Sacks, 1986).
 * Rhytmic synchrony – a rhythmic coordination within the conversation. A word can be said together with a hand gesture and   an eye blink in the very same moment. Conversational rhythm is composed of tempo, pattern of beats, and density, syllables or silence (Scollen, 1982).
 * Repetition – through patterns of sound, words, rhyme, phrases or chunks.
 * Tropes – figures of speech that operates on meaning. One example of tropes is irony.
 * item text

In chapter three Tannen focuses on the strategy repetition and how it is used in discourse and in conversation. We have, as Tannen writes, a drive to imitate and I must say that I like her recognized myself in this impulse. One conclusion about repetition is that utterances do not occur in isolation. “One cannot therefore understand the full meaning of any conversational utterance without considering its relation to other utterances – both synchronically, in its discourse environment, and diachronically, in prior text” (p. 101), summarizes Tannen. The following chapter focuses instead on how dialogue is constructed in conversation. The construction of dialogue can, according to Tannen, be seen as an active participation in sensemaking which strongly contributes to the feeling and creation of involvement. The use of constructed dialogue differs from different speakers, therefore research in the field of conversations analyses covers different individual styles of maintaining dialogues. As mentioned before each individual’s communication is in dialogue with the echoes of others and Tannen uses this beautiful quotation from Bakhtin (1986) to illustrate this:

''Each utterance is filled with the echoes and reverberations of other utterances to which it is related by the communality of the sphere of speech communication. (p. 103)''

A word is therefore always embraced by its context. The reported speech, in line with Bakhtin and Voloshinov, is in an dynamic relationship to its reported context, but Tannen questions this and claim instead that “uttering dialogue in conversation is as much a creative act as is the creation of dialogue in fiction and drama” (p. 105). Tannen argues that reported speech (or indirect speech) is not reported at all. Instead she claims that it is constructed by a speaker in a current situation. Throughout her book Tannen gives many concrete examples from her vast studies of research. Despite this I as a reader now and then loses my focus on the content or on the meaning with it all. As I understand Tannen she is primarily a linguist, but this book can doubtlessly help me to achieve a more theoretical understanding of talk and social interaction. If the day comes when I have a huge empirical material with recorded conversation from a certain context I will return to Tannen and her involvement strategies of conversation. Individual imagination is, according to Tannen, “a key to interpersonal involvement, and interpersonal involvement is a key to understanding language” (p. 160). We have all a need to express ourselves. This need is the very foundation for communication. Communication through everyday conversation is made up of linguistic strategies, as mentioned above, which are traditionally regarded as literary. Tannen’s book is, in my opinion, a valuable summary of what intertextuality means and how its different strategies can be used as tools for the understanding of communication through conversation.

title: Reading log Feinberg, Feuer, Tannen


text:
User:Myrecovery

I am currently active in English Wikipedia.

title: User:Myrecovery


text:
User talk:Myrecovery

I am currently active in English Wikipedia.

title: User talk:Myrecovery


text: Fundamentals of Neuroscience/Electrical Currents/quiz


text:
Talk:Image restoration/Basic steps of a restoration

a remark
The example image shows a color scale in the uncropped original. I propose to perform the color adjustment on the uncropped version to have the color scale as an objective measure. You'd need to move point 6. to the top. Suggesting auto adjustment seems a bit inappropriate if you are striving for accuracy. --Dschwen 17:19, 24 March 2009 (UTC)
 * That's a general model and perhaps a different image should be substituted. Most images don't come with color scales.  Bear in mind that scales such as that one can be deceptive: what they document is the image as it looked at the time the slide film copy was taken after half a century or more of decay, not the way the original appeared when it was new.  Regarding auto adjustment, what I suggest is to preview in auto adjustment, then revert the auto levels and proceed with regular work.  There are reasons to do this.  It's something I blogged about earlier this year.  If you can come up with a clearer way to express that in this module, I'm open to ideas. Durova 18:16, 24 March 2009 (UTC)
 * Oooh, you are right, from a quick look at the thumb I had the impression the color scales were on the original document. Then there is not much you can do about it, except for guessing what the original image might have looked like :-(. --Dschwen 19:01, 24 March 2009 (UTC)


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User:Grapevine.79

Teoría de Caos: el Efecto de Libélula por Thomas Oliverius (2009)
"Tesis": el Caos contrata la dependencia sensible de la naturaleza en condiciones iniciales; pero, hemos evolucionado más allá del inherente dinámico en Edward Lorenz' "Efecto de Mariposa".

"Hipótesis": "la tapa del ala de una libélula" expone "attractor-como" calidades similares al efecto de Lorenz; ¿por qué es este? ¿Hay una unión dinámica como con el ya mencionado? ¿Las alas de la libélula se mueven en la preparación/anticipación de un resultado deseado? Este estudio demostrará que el "wingflap de la libélula" expone una trayectoria dinámica.

"Resultado": Allí ocurre un proceso con el wingflap de la libélula. El efecto está en los modelos parecidos a una onda de la libélula wingflap. Cada ala se agita independientemente, pareciendo abandonar condiciones iniciales. En cambio allí existe "una interdependencia". Ellos se agitan en la armonía, teniendo la dependencia aerodinámica en cuenta. Allí vemos el dinámico; los "wingflaps" de la libélula son interdependientes así como independientes.

"Resultado": el "wingflap de la libélula" expone una trayectoria dinámica.

"Conclusión": la trayectoria del "wingflaps de la libélula" se diferencia de la trayectoria descrita por Lorenz' "Efecto de Mariposa". La presencia del mismo dinámico no existe. Esta trayectoria es dinámica en esto esto expone una interdependencia sensible en condiciones iniciales. Sin embargo, Esto también expone una dependencia sensible en el tiempo: las condiciones como dirección de viento, velocidad de velocidad de aire, y la presencia del tiempo lluvioso afectan la trayectoria. De esta manera, la trayectoria muestra "la Esencia del Caos".

title: User:Grapevine.79


text:
MetaOlin

A Short Description
MetaOlin was an independent study taken by six students during the Spring 2007 semester. The goal of MetaOlin was to apply mental models from several engineering-related and social disciplines in order to develop a holistic understanding of how engineering and/or social problems interact and depend on each other. Throughout the semester students researched, read, and discussed appropriate material in multiple disciplines. The course was structured as a seminar-style class composed of six different modules. Each discipline-focused module of the course used Olin as a common context to understand how different approaches are critical to gaining a holistic understanding of a system. Each module finished with some form of deliverable, all of which are brought together in this binder.

The list of modules in chronological order (and also the sections in this binder) is below, along with the professor that taught the module and some major themes from the module.

 * Systems Engineering – Brian Bingham – stocks and flows, diagrams, feedback
 * Diversity – Zhenya Zastavker – backpack of privilege, epistemic privilege
 * Information Literacy – Dee Magnoni – exponential growth of information, lifelong learning
 * Communications – Raymond Yim – transmitters/receivers, linear algebra, applied to pedagogy
 * History – Robert Martello – synthesis of narrative and analysis
 * Pedagogy – Chris Morse – active learning, grades and assessment, misconceptions

A Longer Description and Some Connections
Many of the fundamental ideas listed above are linked to one another. One possible set of connections is pictured below, along with some of the deliverables connected to those fundamental models. As can be seen, linear algebra from wireless communications can be used as a model for learning in the classroom, which is highly related to the misconceptions that students have that prevents them from learning, which can be corrected by techniques such as active learning. A misconception in pedagogy is that teaching to “special” students such as ESL students or students with learning disabilities will only help a small subset of students, but students are actually on a learning continuum and the teaching (which can be thought of as broadcasting from a transmitter) will reach different students with different levels of success (think of receivers, with lossy channels). Teachers can take advantage of things such as peer to peer teaching to improve the system, and can also use the idea of feedback between the students and themselves. Feedback in systems other than pedagogy can be used along with the concept of stocks and flows to understand why burnout happens in an institution such as Olin, although we have to recognize that all models are broken. In fact, “the best model for a cat is a cat; preferably the same cat.”

We all have misconceptions that appear in our personal models of ourselves and the world. One area where we discovered our misconceptions was during the diversity module, where those with epistemic privilege (authors and members of the independent study) showed us the areas where we were carrying “backpacks of privilege”. In other words, it is often the case that we can only see privilege when we are not beneficiaries of it, so we rely on others with this privileged point of view to kick us out of our mental models. We do this by gaining more knowledge about the world using information literacy skills, which we try to teach through a co-curricular syllabus that we assembled for our third module. See image at:

In addition to learning mental models and making connections between them, we learned a number of skills and lessons with life-long implications:

 * Being passionate about thinking about things can be intensely rewarding
 * Discussing and being passionate “about thinking about things” with people with the same passion can be even more rewarding
 * Discussing and working with people with the same passions and work habits can be very time-consuming and dangerous
 * How the transfer of knowledge between classes can be an integral part of the learning process itself
 * Learning how to find our balance within a group
 * Learning how to find our role within a group
 * Learning about organizing a group
 * Leadership capabilities
 * Founded & Developed relationships with one another and with our professors
 * Understanding how each of us communicates to facilitate understanding between one another
 * Having a deep sense for each other’s mannerisms, habits, and thoughts
 * Burnout
 * How to communicate what we’re doing

title: MetaOlin


text:
File:Creating-A-New-File-in-InDesign-1.jpg

Summary
Using the File menu to create a new file in Adobe InDesign CS 4 for Windows.


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File:Creating-A-New-File-in-InDesign-2.jpg

Summary
The default settings in the New Page dialog box in Adobe InDesign CS4.


text:
User:Murakumon/Adobe InDesign/Creating A New File

To create a new document in InDesign, go to the file menu, and select the New, then New Document. You may also use the shortcut  on a PC or  on a Mac.

This will open the New Document dialog box.

By default, InDesign will choose a letter size (8.5 in by 11 in or 21.59 cm by 27.94 cm).

To view additional options, click More Options. This allows you to set the Bleed and Slug, which we will talk about in a later lesson.

For now click OK.

You have now opened you first document.


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User talk:Vkbanu1

Hi! Ich heisse Banu. Ich habe Deutch im Goethe Institute gelernt. Ich habe grosse Intersse an der deutche Sprache ,so moechte Ich meine Sprache verbessern und helfen die Leute,die die deutche Sprache(A1 und A2) lernen wollen.

title: User talk:Vkbanu1


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Renewable energy/Wind energy

North America, Europe and Asia are the major contributors to 36% growth of total installed wind capacity. Learn and discuss: Wind is a form of solar energy. Winds are caused by the uneven heating of the atmosphere by the sun, the irregularities of the earth's surface, and rotation of the earth. Wind flow patterns are modified by the earth's terrain, bodies of water, and vegetation. Humans use this wind flow, or motion energy, for many purposes: sailing, flying a kite, and even generating electricity.
 * How do turbines operate?

The terms wind energy or wind power describe the process by which the wind is used to generate mechanical power or electricity. Wind turbines convert the kinetic energy in the wind into mechanical power. This mechanical power can be used for specific tasks (such as grinding grain or pumping water) or a generator can convert this mechanical power into electricity.

So how do wind turbines make electricity? Simply stated, a wind turbine works the opposite of a fan. Instead of using electricity to make wind, like a fan, wind turbines use wind to make electricity. The wind turns the blades, which spin a shaft, which connects to a generator and makes electricity. Take a look inside a wind turbine to see the various parts. View the wind turbine animation to see how a wind turbine works.

This aerial view of a wind power plant shows how a group of wind turbines can make electricity for the utility grid. The electricity is sent through transmission and distribution lines to homes, businesses, schools, and so on.

LM Glasfiber is the worlds leading supplier of blades for wind turbines, and the only supplier that operates on a global basis. We have achieved this strong position in a business distinctive for international growth via a consistent focus on research, product development, quality and excellent customer service.
 * Who manufactures turbines?

Netherlands are the leading front runners for wind energy.
 * Which are the country front runners for wind energy?

There are many dis-advantages for this such as the noise, it ruining the view and even killing birds. The main one has to be the change of environment that will damage many habitats.
 * Finally, where's the catch?

Check out a presentation of an overview of wind energy >> http://www.regainparadise.org

title: Renewable energy/Wind energy


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Talk:C++/Classes and Inheritance

void main {  int a;   cout<<"enter the name"; cin>>a; geth; }
 * 1) include
 * 2) include

Outdated content
I get this error when compiling. warning: deprecated conversion from string constant to 'char*' [-Wwrite-strings]| that thing should be updated. 112.134.65.188 (discuss) 07:38, 14 January 2016 (UTC)

Where we can ask questions? 61.245.163.169 (discuss) 10:00, 14 January 2016 (UTC)
 * Questions about what? If it's about this page.. you can ask a question on the talk page here. ---Atcovi (Talk - Contribs) 12:36, 14 January 2016 (UTC)

 * Also, what's the snippet of code that's causing the problem? And that's not an error, it's a warning; the compiler is just warning you of a potential problem. --I8086 (discuss • contribs) 23:08, 2 February 2016 (UTC)

title: Talk:C++/Classes and Inheritance


text: File:JBessel.png

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User:Queen Spiral/simple.css

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title: User:Queen Spiral/simple.css


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User:GreySmith Institute/GreySmith Institute/Reference Library

Reference Library
This Library is sponsored by the GreySmith Institute of Advanced Learning

 WELCOME  to the GreySmith Institute Reference Library, This library is created as a special collection of links to influential articles, sites, and resources that might be of use to members of GreySmith Institute. It is of course open to use by other WikiVersians as well. The idea is that if you find a resource useful, and want to share it, you put a link to it here.

WARNING: Do not use this reference library for on-site links, It should be a site only for references to external resources.

How To:
To add a link, just place it in the RAW Listing Below and add it to the Alpha, Title, and Author Listings. If you don't do this, it might be a while before anyone else updates the Alpha, Title, and Author listings to refer to it. Sorry this should be automated, but I haven't developed the wiki language template to do it automatically yet.

Listings

 * Raw Listing (Where you put the first link, search here for ideas where to look for more information from the same URL)
 * Alpha Listing (where you put the second link, search here for the article by subject)
 * Title Listing (where you put the third link, search here for the article by Title)
 * Author Listing (where you put the fourth link, search here for the Article by Author)


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User:GreySmith Institute/GreySmith Institute/Reference Library/Raw Listing

Reference Library: Raw Listing
Add your reference to the bottom of the list

 * David Chalmers article on Computational Sufficiency
 * Intro to CLARION architecture
 * Intro to CLARION architecture slides
 * Intro to CLARION architecture ACS Module slides
 * Intro to CLARION architecture NACS Module slides
 * Intro to CLARION architecture MS/MCS Modules slides
 * Intro to CLARION architecture Java Package slides
 * Tutorial for Scott Bollands java version of Copycat
 * Download site for Copycat Source Code
 * Cognitive Modularity, Biological Modularity, and Evolvability


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User:GreySmith Institute/GreySmith Institute/Reference Library/Alpha Listing

 Subject Listing by Alphabet

Place your article under the right Alphabetic Letter, alphebetically arranged by Subject us a two equals header for your subject if it doesn't already exist if too many entries exist in the same subject you can break them down into sub-topics using three and four equals headers.

Cognitive Architectures

 * CLARION Architecture Intro
 * CLARION Architecture Intro Slideshow Part1
 * CLARION Architecture Intro Slideshow Part2
 * CLARION Architecture Intro Slideshow Part3
 * CLARION Architecture Intro Slideshow Part4
 * CLARION Architecture Intro Slideshow Part5
 * Copycat Architecture Tutorial
 * Copycat Code Download site

Cognitive Modularity (Philosophy)

 * Cognitive Modularity, Biological Modularity and Evolvability

Philosophy
David Chalmers article on Computational Sufficiency


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User:GreySmith Institute/GreySmith Institute/Reference Library/Title Listing

 Reference Library: Title Listing

Type in the reference link under the letter the Title starts with in Alphabetic Order.

A
A computational Foundation for the Study of Cognition David Chalmers article on Computational Sufficiency

C

 * Cognitive Modularity, Biological Modularity, and Evolvability
 * Copycat Tutorial
 * copycatFiles.zip

T

 * The CLARION Cognitive Architecture: A tutorial The Paper for the Tutorial
 * The CLARION Cognitive Architecture: A Tutorial Part1 of slideshow
 * The CLARION Cognitive Architecture: A Tutorial Part2 of slideshow
 * The CLARION Cognitive Architecture: A Tutorial Part3 of slideshow
 * The CLARION Cognitive Architecture: A Tutorial Part4 of slideshow
 * The CLARION Cognitive Architecture: A Tutorial Part 5 of slideshow


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User:Queen iceis

Hello Everyone!!! I am new to WIKIVERSITY. I hope that we can all learn from each other and possibly help to improve others' knowledge as well.

title: User:Queen iceis