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Talk:Neurodiversity Movement/Section 1: The Basics

I would tend to think that both the social and the scientific approaches have good and bad aspects.

I partly disagree with the scientific approach because I don't see why a neurotype would necessarily have to originate from genetics. Even if a person acquired cerebral palsy after an accident, it doesn't change the fact that it is a label that describes how his/her brain works now. Plus, we cannot know to what extent neuro-developmental disabilities are caused by genetics and not by the environment. (By the way, I personally think that genetics plays a huge role, and, no, I am not at all a proponent of the «Refrigerator Mother Theory Of Autism», in case you are wondering. All I mean is that the environment we grow up in has an influence over the way our brain develops.). I also don't really like to talk about a “completely differently wired brain”, as I am skeptical about the existence of a typical human brain. I would like to emphasize that the way your brain works is dramatically complex. It affects and shapes each bit of your life, and I doubt there is such thing as a “normalcy” when it comes to the mind. (Here is an article written by Tera Kirk that shares my viewpoint about “neurotypicality” :http://sweetperdition.wordpress.com/2008/03/19/outlander/).

I also disagree with the social approach because it seems nonsensical to me to say that it's possible to have two neurotypes. If developmental disabilities such as Asperger's Syndrome, ADD etc. exist, the diagnostic criteria instituted by psychiatrists can be arbitrary, flawed and are often overlapping. For instance, on examination of the DSM-IV, “autism disorder” and “Asperger's Syndrome” are extremely similar to each other. If Hans Asperger and Leo Kanner had worked together, they'd certainly have instituted the same diagnostic criteria. Another example : f you are clumsy, have difficulty understanding non-verbal cues and also have some autistic characteristics you will likely be diagnosed with Asperger's Syndrome and dyspraxia. However, it isn't because two names can describe some aspects of your neurological condition that your clumsiness or your trouble with non-verbal cues come from different areas of your brain: your clumsiness is not linked with Asperger's Syndrome on one side and, on the other side, with dyspraxia. It may in fact be part of the same kind of brain configuration.

In some respects, both approaches seem problematic to me because I don't think that a diagnosis/several diagnoses can define your neurotype. A neurotype is the way your whole brain functions; it is endlessly rich and complicated and certainly can't be summed up by psychiatric labels. Saying that one's neurotype is “dyslexia” implies that only this learning difference is worth mentioning because the rest of the brain functions normally. But here again, we face the assumption that there is a typical human brain...

However, I think both approaches can be useful; it all depends on the context. If you want to talk about your needs or to explain how your neurological disabilities affect your day-to-day life, it might be better to discuss all your diagnoses, so that people can understand precisely what you are talking about. It also contributes to creating a social identity among those who have the same diagnoses. (Hey, the Neurodiversity Movement wouldn't have existed without psychiatric labels, after all!). But as previously explained, both approaches have, in my eyes, many flaws, and I think that if you really want to understand how someone's brain works and to create a society adapted to all frames of minds, you have to think beyond labels.

I guess that what you mean by asking which of those labels can be considered as neurotypes is, which of those conditions can be seen as valid and healthy. Do I understand well your question ? If the answer is “yes”, here is my opinion :

I think that what makes a neurological condition valid and healthy, is that you feel whole and complete with it, you don't perceive it as a parasite, something being alien to you, or something that's part of you but that you'd better get rid of. All that depends on the way you conceive your identity, and identity being something inherently subjective, I don't think any aspect of your neurology can be considered as being “diseased” or “good” in itself. Instead of asking “Shall we consider autism/depression/ADD/schizophrenia/whatever as a valid way of being ? “, we should ask “Does this person, no matter his or her cognitive configuration, feels well the way he or she is ? “

However, if I consider that people have power over everything that concern their brain, including the right to change it entirely and the right no to change it at all, I can't help feeling a bit uncomfortable about people who want to change some characteristics they are born with, because they obviously can't know what it's like to live without them. I often wonder if the individuals who are born with a neurological disability and who want to change don't have a very idealized and far from reality view of what it would be like to get rid of it. I have also noticed, that, even among the pro-ND community, especially among the autistic people who supported it, there was no consensus about what was “changing the person” and “helping the person to improve”. For instance, Temple Grandin considers that the flat tone of voice commonly associated with Asperger's is something that needs to be corrected whereas some autistic individuals think it is changing the person just in order to make the others more comfortable and that it's a wrong thing. So, even if one is happy with his/her neurological condition, he/she might think that it would be better if some aspects of it were changed. In fact, I guess everyone possessing a brain thinks that way... And what is a healthy change and what is a threat to the person you are is definitely a matter of identity.

--Dystopian 08:57, 22 April 2009 (UTC)


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User:Graeme E. Smith/Article Sandbox/Darwinism and Complexity in Self-Organization

Darwinism and Complexity in Self-Organization: The Second Law of Thermodynamics Revisited Graeme E. Smith, GreySmith Institute of Advanced Studies  http://en.wikiversity.org/wiki/Portal:GreySmith_Institute   http://en.wikiversity.org/wiki/User:GreySmith_Institute  grysmith@telus.net

The Second Law of Thermodynamics can be given in a nutshell as "Everything Trends Towards Disorder" The actual Law is not that general, and uses the word Entropy instead of Disorder. Recently, researchers and engineers have had to revise their understandings as more and more cases of Self-Organization have been detected. In fact, instead of winding down, as fast as expected, the Universe seems to be expanding and becoming more complex instead. It is time to revisit the 2nd Law of Thermodynamics. In this article, I bring together the concepts of Darwinism, and Complexity, to explain an alternative interpretation for the effects that resulted in the formulation of the 2nd Law of Thermodynamics, and, make the alternate Quantum-Safe where the 2nd Law is not. I would not presume to formulate the alternate as a law, But it might be useful for determining when entropy or self-organization should happen.

The second Law of thermodynamics was written during the time of the design of the steam engine, as an attempt to explain the difference between reversible and irreversible processes. At the time there was a flurry of attempts to patent so called Perpetual Motion Machines, and scientists needed a way to tell the difference between valid machines and hoaxes that used little understood physical laws to simulate perpetual motion mechanisms. The difference, they determined was that the hoaxes tended to have no visible energy inputs that could overcome the entropy of the system over time. The second law stated that a system that moved from equilibrium to equilibrium must always move in the direction of increased entropy, Thus systems that did not gain energy in some manner would eventually stop because of entropy, while systems that gained energy in some manner might survive as long as their parts continued to function.

This caused scientists to look for hidden energy supplies, and in most hoaxes these undocumented energy supplies were found to exist. Where they weren't the machines were often underwhelming in their power and constituted Novelties rather than serious contenders for Perpetual Motion.

There are still some so called perpetual Motion Machines that are not well enough understood, to prove that they are hoaxes, but the patent office has determined that it will not accept applications for Perpetual Motion Devices in order to reduce the number of hoaxes it has to deal with. An increase in interest in Perpetual Motion Machines has arisen lately with the possible discovery of Dark Energy, and the Fictional Concept of a "Core Tap" based on zero-point energy.

The idea of something for nothing is always attractive, but not necessarily all that practical. The fact that there might be exceptions to the general statement that everything trends to disorder, should not be taken as an excuse to assume that hoaxes in the past were anything but Hoaxes. However the 2nd Law of Thermo-Dynamics is under attack, from a number of different directions, and may need to be replaced with a more comprehensive law.

If everything is trending to disorder, why can we have biological life, where we break down food, and build from it, building blocks of a more complicated organism? Growth seems counter intuitive. Scientists have hedged their bets, by saying that it is the whole of the organism plus its environment that must trend towards entropy, not the organism itself. The idea of an Open System where energy can come from outside the element being measured, versus a closed system where energy must be measured within the system, How we can have evolution, that seems to increase order by self-organization of populations must therefore be based on the effect of the population causing greater disorganization in its environment. But then how do we explain civilization where Organisms namely humans have added order to the environment, unless there is some sink somewhere that is absorbing all the excess disorder. It seems that humans have a natural propensity to imbue their systems with order, If disorder is the law, where is it going?

Some of it can be found in crime, in poverty, in 3rd world countries, in pollution, but is there enough to balance the immense amount of order we have required from our world in the last century or two? Or is the Law something less than a law? That is the question that we need to solve.

The answer might be a simple as recognizing that we have made a mistake in understanding entropy, what if entropy isn't disorder? What could it be? Well, Entropy could be, simply the flip side of the concept that Energy always flows from areas of high potential to areas of low potential, if it is not blocked in some way. This for example is exactly like the statement that water always flows downhill unless it is blocked in some way. Now, if we understand the nature of flow, we understand that the reason that water flows downhill is because it is being pulled by the force of gravity.

Inertia tells us that an object in motion stays in motion, and an object at rest stays at rest until operated on by a force. Is energy an object? good question, evidence of the Quantum nature of energy suggests that it might be. If it is, then there is a force that is causing energy to flow from areas of high potential to areas of low potential just like water flows downhill. If so it is a strange type of force, because it tends to push energy away from concentrations rather than attracting it to concentrations. The idea of Dark Energy, is based on just such a distributive force. Many scientists are opposed to the existence of such a force, and would bridle at the presumption of anyone that claimed that it existed.

Perhaps Entropy is the measure of that force acting on Energy. If so, why does it have the reputation of bringing disorder? To get to that answer, we need to look at our water metaphor a little closer. When you first flood an area, water is destructive it rushes in almost at random, Chaotically pushing order out of the way. But later as it flows away downhill, it leaves behind it puddles which eventually evaporate until the next time that water comes rushing in. The puddles exist because there are local depressions in the ground, that block water from rushing off downhill.

Now suppose that space is complicated dimensionally, there may be areas equivalent to puddles that are formed by highly dimensional structures made out of space. When Energy floods an area, it pushes these structures aside, and you get a large pool of energy, but over time, the energy is spread to areas of lower potential, and as it goes it uncovers knots in space that keep energy from being released to lower potential. Will it not seem as if Order precipitated out of the chaos of the high energy field? Now suppose that there is some relationship between energy and the complexity of the field. It is entirely likely that as energy flows out of the area, the force pushing the energy towards lower potential, is no longer balanced by the ambient energy of the surrounding space, and overcomes the dimensional structure, essentially causing the energy to leak out of the structure, and become available to spread according to the difference in potential again. Then over time, It will seem as if the order is being reduced as energy flow, (Entropy) gets larger. Essentially the energy evaporates out of the puddles and leaves behind even smaller puddles, and so on.

If this is true, then entropy isn't disorder, so much as the force pushing the Energy, and BOTH increases in order and increases in disorder are the natural result of Entropy acting on energy just in different states.

The interesting thing about this, is that it suggests that increases in order and increases in disorder are in fact inevitably an oscillation since puddle formation from evaporation, acts in the same way as puddle formation from flooding and then gravity causing the water to flow downhill. The main difference is in the size of the puddles being formed, if everything was trending to disorder, we could expect the puddles to be getting smaller and more plentiful, when we go through a period of precipitation of order out of chaos. If everything was trending towards more energy coming into existence we could expect the puddles to get gradually larger and for fewer of them to exist within a set area of space.

The problem is that the set area of space, doesn't seem to exist as such, and instead, space itself, the size of the Universe seems to be growing. Even worse, the growth might be accelerating. This does not bode well for the theory of Dark Energy, if only because it seems to rebel against accepted standards of cosmology.

There are theories which project such an acceleration, but they often fall afoul of the law of Conservation of Energy that states that energy can neither be created or destroyed. It is for this reason, that Dark Energy attracts the Perpetual Motion Crowd, If energy is created constantly, the idea is that we can capture that energy and put it to use. The idea of Zero-Point energy is that space itself is immensely energy rich, and all we need to do, is find a space that is less energy rich, and the flow of energy between the two spaces can be managed to drive some sort of device. This is called Zero-Point energy because it can be recovered from what classical Newtonian science has called an Equilibrium state. The fictional concept of a core-tap, is based on this theory. In 1948 Hendrick B. G. Casimir and Dirk Polder proposed the existence of a force that would act on two uncharged plates in a vacuum with no external electro-magnetic field. They were able to successfully demonstrate that this force existed to within 15% of the theoretically predicted value. Because the strength of the field drops off drastically with distance, it is only measurable when the distance between the plates is very small. On a submicrometer scale this force becomes so strong that it dominates. In fact at a separation of 10mm the Casimir Effect is the equivalent of 1 atmosphere of pressure. Although it can be explained in terms of Virtual Particles, it is considered best described and more easily calculated in terms of the Zero-Point energy of a Quantized Field in the intervening space between the plates.

In fact Zero-Point energy is well documented in Quantum Field theory. I won't go into the theory here because it would be a digression, and I don't know the theory all that well, but I can say that in order to deal with the high level of zero-point energy expected in quantum field theory, it is assumed that the various characteristics of the fields cancel each other out, in an effect called renormalization resulting in a net energy level of zero. Otherwise Cosmology would be disturbed by the large numbers involved.

Renormalization works because there is an ambient level of energy within space. Since this level is fairly uniform across space, we can set our zero-point at the ambient level, and ignore the fact that in comparison to an area with less energy in it, the amount of energy in space is fairly large. The assumption behind the core-tap, is that we can artificially create an area impoverished in energy, and guide the energy through some portal between the artificially created impoverished space, and normal space, using the force of Entropy to generate power in a more useful manner.

One interpretation of the other Forces we have measured, is that they may, in fact exist, because of just such an effect. If space itself is absorbed into just such an impoverished area, it might act as an attractive force that could for instance attract matter, in a manner similar to gravity. If impoverished areas are a natural part of our Universe then perhaps we can learn to make them, and achieve effects such as artificial gravity.

It is entirely plausible under such a theory, that all forces are merely the result of applied, entropy as interpreted by the complexity of space. If this is true, then the nature of our universe, is defined by Entropy and space. Thus the number of Galaxies in the Universe, and the nature of Evolution, might both be characteristics of Entropy.

Let us then look at the nature of the system we have proposed. The role of space, in this system, is to lock energy away from the general trend to spread it evenly across the Universe. The fact that we have a fairly general ambient level of energy, as indicated by renormalization, suggests that in general, Entropy is quite efficient at spreading energy evenly across space. So anything that keeps energy from spreading evenly across space, is an exception. Further, we know that many different forms of energy exist, especially since Einstein's E=MC2shows us that mass is energy in another form. In fact mass comes in a number of different elemental forms, and aggregative forms called molecules.

If the earlier suggested version of the 2nd Law were accurate, we would expect that nature would be filled with large particles being broken down into small particles, thus the oldest particles would be heavy particles like Uranium and Lead, and the newest particles would be smaller particles such as Hydrogen and helium. If instead this version discussed here is accurate we would expect the Universe to be filled with light particles with gradually larger particles that gradually have smaller and smaller populations. Furthermore we would expect to find arrangements of these particulate elements where the particles aggregate into larger elements such as molecules.

This latter interpretation is closer to observed fact, and this supports the contention that the second law is inaccurate in its "Everything trends to disorder" version. Yet just as obviously, people age, things break down, and disorder develops in even the most ordered systems. There is still a trend to disorder, but it may not be directly because of entropy. If this dissociation between entropy and disorder is valid, then entropy can increase, and it may result in order rather than disorder, such as happens, as our water flow example suggests when puddles form from flood waters.

In Thermodynamics you can't have entropy without cooling. Anyone who has done chemistry knows that for certain types of chemical reactions to happen, you need certain temperatures and to stir the reagents. If the original second law were correct, when you heated a solution up, order would precipitate out. But instead, we find that it is often cooling that allows chemicals to precipitate out. For instance solutions tend to saturate, a state needed for precipitation of crystals at a lower temperature than the chemicals are mixed at. Which chemical precipitates out, however seems to depend on temperature, which means that if you regulate the temperature well enough you can get a near pure crystal, and if you let the solution cool too quickly you get an impure crystal, because other chemicals precipitate out as well. Without getting into chemistry itself, it seems reasonable that some entropy, is required for order to precipitate out of chaos, but too much entropy results in a much less ordered state. Managed properly, you could build a layered system of precipitates where each chemical precipitated separately building up sedimentary layers of almost pure chemicals, simply by lowering the temperature of the solution in steps, that took advantage of the saturation temperature for each chemical.

I don't know if you can envision it, but this experiment illustrates the nature of entropy where different layers of order are found at different measures of entropy. A similar mechanism can be found in petroleum engineering in something called a frac column, where, after cracking, heavy oil is separated into a number of different chemicals simply by heating the oil into a gasseous state and progressively lowering the temperature of the frac column as you go up the column so that smaller and smaller molecules will precipitate out of the gasseous state and become different grades of petroleum products. The gasses bubble up through plates that contain the chemicals in fluid form, and when they bubble up through the right plate they become fluid and are drawn off into separate reservoirs. This wouldn't work if there wasn't set entropic states at which the precipitation of order out of the chaos of the gasseous state was not likely to favor a specific molecular weight.

We have known about these chemical processes for centuries, but because we have not connected them to entropy, we have not known that they actually indicated a problem with the second law of thermodynamics, or that instead of entropy acting to break things down, that it actually defines an oscillation between order and chaos.

Further this is not a unidirectional effect, in fact distillation has been shown to prove that it works in the opposite direction as well. By gradually increasing the temperature, liquids of specific types evaporate, at different temperatures allowing us to take a mixed solution such as corn mash, and with regulation of the temperature create a system that isolates only those chemicals that are associated with ethyl alcohol, which boils at 78.4 degrees, making whiskey. If we boil away the lighter molecules or cool the steam to the required temperature and vent the remaining vapors, our whiskey will be purer and have a higher alcohol content.

What this suggests is that the energy/entropy balance also known as temperature, is directly related to what type of order precipitates out of chaos, just as the level of evaporation determines the relative sizes of the puddles left behind in our water example.

There are two types of temperatures that are important, the local temperature, and the ambient temperature. The ambient temperature within the Universe, or shall we say across the Universe, is the zero-point energy level which consists of all the energy that has ever been created in the Universe divided by all the entropy that has ever been created in the Universe. This is complicated by the fact that because entropy is related to the spreading of energy across the Universe, the amount of entropy is related to the size of the universe which might not be a constant. The ambient temperature is therefore quite low, since the Universe is so large, and energy creation must be relatively subtle or our measurements would have detected it.


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User talk:Stevenarntson/group spaces/2009springhumanitiesii/group 2

cool, then I m doing a discussion about art as a general, and somehow I will link the discussion Is it art if is not permanent and is there "permanent thing". Elena

Currently im working on a section of momentary art that involves things like music, television and photography. Kinda outta the box thinking that would provoke an interesting conversation. - Nathan Skewis

'''hey, it Elena what are we doing on friday ? lets get organized! any ideas?'''

Couple Links To Further The Research:

Ice Art In Alaska [] Fireworks of course Interesting Cryptography Art [] Another Interesting Piece by the same guy []

Hei, this is Elena from triangle of fire :) check out those momentary art links!(http://www.youtube.com/watch?v=-TXDSlhSo-U) and (http://www.youtube.com/watch?v=zyTICpTXA9M)

 * Elena,
 * Thanks for starting to use the Wiki for link trading--it's a great way to get everyone up to speed.
 * Best, Stevenarntson


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User:Techman224

See w:en:User:Techman224.

title: User:Techman224


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User:MaynardClark

User:MaynardClark is Maynard S. Clark of Boston. http://Maynard.Clark.GooglePages.com and Maynard (dot) Clark (at) gmail (dot) com
 * http://Maynard.Clark.GooglePages.com has photos of Maynard and links to all his several blogs.
 * Maynard (dot) Clark (at) gmail (dot) com

Maynard S. Clark of Boston has been featured in Marquis's Who's Who since the early 1990s, presumably because of his visionary early-adopter use of new technologies in advancing vegetarianism, vegetarian ideas, and the participatory development of vegetarian community, activities, and social culture. He has been listed also in several Who's Who volumes by competitors of Marquis.

He was born a Southerner and reared as a Midwesterner; educated in Chicago, California, and Massachusetts; and adopted internationally by the global vegetarian, humane, global health, professional, educational, and bioethics communities.

He is single and has never married. He credits his becoming and remaining 'an early vegan' for his perpetual singleness, despite a nearly 3.5:1 female-to-male ratio among vegetarians and vegans in the Americas and the English-speaking world; alternatively, he credits being 'holding moderately conservative social views' and 'not feeling overt hostilities for religious communities' for his not 'matching' among visible and vocal vegans. This 'bland' non-antagonism may be part of why, throughout his adult and professional life, he has been invited to participate in the lay and leadership communities of a variety of disparate religious communities who are often at odds with one another, communities with which he was not affiliated.

Profitable Employment
Maynard S. Clark of Boston is employed by the Harvard Medical School of Boston and has been employed there since the 1990s. In the Department of Global Health and Social Medicine, he has served (when GHSM was DSM) on the Green Team, the Website Committee, and the Social Committee and over the years (covering two decades) has volunteered for various special projects and events. For roughly a decade he served as Faculty Assistant to the late Dr. Leon Eisenberg, GHSM Department Founder and former Chair of Social Medicine.

He also has since 2007 been Program Manager for the annual Ethical Issues in Global Health Research course in the Department of Global Health and Population in the Harvard School of Public Health, previously known as the HSPH Department of Population and International Health. EIGHR was begun in 1999 with a 2-year grant from the National Institutes of Health to Dr. Richard A. Cash, a medical doctor teaching in GHP who is famous for developing oral rehydration therapy (aka ORT) in the developing world, with the 3rd party claim that Dr. Cash's ORT has saved more lives less glamorously and less expensively than all HIV work today. The intensive summer course, which has run successfully and profitably for 11 years, draws from the developed and developing world medical experts involved with designing, conducting, supervising, funding, or approving health research across several nations.

For both jobs, he was for two years seated physically in the Francis Xavier Bagnoud Center for Health & Human Rights at 651 Huntington Avenue in Boston, Massachusetts, near Brigham Circle. Now he's seated (for both jobs) at the newly-renovated ('green', ecologically responsibly LEED 4) building next door to FXB at 641 Huntington Avenue in Boston (a historic building which was carefully preserved during the 18-month renovation), where he is on the Department's 'Green Team' (until they rename their stewardship effort).

He is currently researching and archiving the entire set of published writings of the late Professor Leon Eisenberg, MD, whom he had supported from 1999 through Dr. Eisenberg's death in 2009. A nearly complete electronic archive of Eisenberg's writings and speeches will be available through the Countway Medical Library's Center for the History of Medicine.

Maynard has been named to be on the Green Committee for HUCTW at Harvard.

Previously, Maynard had since the turn of the century been (full-time) Senior Production Coordinator for the Tape Transcription Center, owned by The Skill Bureau, a 40+-year old staffing agency in the heart of Boston, where in addition to other duties (supervision, marketing, and client relations), he had been responsible for most of the training of new employees (developing the 'inductive approach to audio transcription'), and for which he had written and rewritten the training manual. There, in face of his fastidious editorial precision, he was at times introduced as ‘a man who loves commas, lots of commas’ (for whom ‘heaven is filled with commas deftly placed outside every clever turn of phrase’).

Before that, he studied in a variety of universities and graduate schools, including California State University, Hayward, Harvard Divinity School, Wheaton College (Illinois), Tufts University, etc. He was employed while studying at each school.

The Vegetarian Part
Before attending graduate school at Harvard in Cambridge, where he became vegetarian then vegan (he has continued being vegan for over half his natural life now), he was designated a "most widely-read undergraduate" while at California State University in Hayward (CSUH has since become CSUEB, California State University, East Bay). He had long resisted 'going vegetarian' with the excuse, "I'm NOT a 'do-gooder'."

As a vegetarian community organizer and planner and developer of events, he helped (with several national vegetarian organizations) to organize several national, continental, and international-scale vegetarian events, such as the 8th International Vegan Festival (in San Diego, CA, in 1995), the Great American Meatout (organized by FARM, where he was regional or national outreach coordinator for several years in a row around the late '80s and early '90s), and the 1996 World Vegetarian Congress (held with NAVS in Johnstown, PA). He also developed the groundwork for the Boston Vegetarian Food Festival, organizing a team and helping directing its first several years of development, before passing the event over to the Boston Vegetarian Society, an organization which he ALSO founded in the mid-1980s. Further, during the late 1990s and the turn of the 21st century, he laid the groundwork of networking, which eventually emerged as the Christian Vegetarian Association (CVA) in 2002, after Rev. Frank L. Hoffman of New York developed the All-Creatures.org website portal, which hosts a CVA mirror site.

He has reviewed vegetarian books social science and religion books since the early 1970s and continues to do so.

He is currently (the unpaid) Executive Director of the Vegetarian Resource Center, based in Cambridge, MA, an all-volunteer organization, where he serves without financial compensation, and he hosts the Boston Vegan Meetup and the Boston Vegetarian Meetup, local social networking groups respectively for vegans and vegetarians, often attracting newcomers to two who are looking for veg*an connections; these 'tire kickers' are welcomed and then encouraged to network both immediately (in the Meetups) and also in local vegetarian and/or related interest, networking, activist, and/or social groups). He has also served as Volunteer Coordinator of the Boston Vegan Association and as Acting President of its Public Speakers' Workshop.

He continues to manage numerous online resources for vegans and vegetarians: some controlled-access networking venues, and some open-ended discussion venues.

Maynard S. Clark reflects on WHY Make the Vegetarian Part SO Very Public?: "Why Did I Become PUBLICLY Vegetarian?"
"In pondering the question, 'If you left this planet today, what would "history" say about you? can only think of my efforts to manage my historical epitaph. Because of my efforts in public, 'historians' today would likely say that Maynard S. Clark was a vegetarian, a long-term vegan, who worked and studied at Harvard and promoted animal rights.

I worried about this question decades ago and figured that, if I served as a clergyman (I studied for 5 years in the Harvard Divinity School), historians would overlook 'the vegetarian part' as they did for religious leaders and reformers like Charles Wesley, the famous Christian hymnwriter, brother of John Wesley, founder of Methodism; the various religious orders who were also vegetarian; and countless others, as well as those 'on the fringe' such as Ellen G. White (founder of the Seventh Day Adventist movement engaged with food reform and vegetarianism), Mary Baker Eddy (founder of Christian Science), and Charles Taze Russell, founder of the Watchtower Bible and Tract Society; as they forgot that Gautama Buddha was vegetarian, Guru Nanak (founder of Sikhism) was vegetarian, and King Asoka of India (273?-232 BC ), who reportedly helped converted India from meat-eating to largely vegetarianism. Though these religious leaders were vegetarian, their presumed 'followers' today are not, though the symbolism of the plant-based elements are used in even the most intimate symbols of religious fellowship, where the fruit and grains become part of the very cells and tissues of our bodies. To me, it seemed very clear that 'the vegetarian part' ought NOT to be overlooked. That (by some means of grace?) becomes part of us in nondestructive, wholistic, and constructive ways.

In light of our global ecological crises, the recognition of the personhood of nonhumans, and the great social injustices to human beings - as well as the nutritional inefficiencies and harms - of meat-eating, overlooking one's historic vegetarian contributions would be a great injustice. I shifted the course of my personal life and work."

Vegetarian Resource Center Accomplishments
The Vegetarian Resource Center (VRC) is credited with:
 * Establishing on-line resources that have led to the founding of the Christian Vegetarian Association, several Muslim vegetarian networks, Sikh and Bahai vegetarian networks, and the Society of Ethical and Religious Vegetarians
 * Establishing the Boston Vegetarian Food Festival, the major organizing tool and fundraiser for the Boston Vegetarian Society.
 * Instigating community organizing discussions among vegetarians and vegans

Interests and Avocations
He is an avid sudoku player and loves classical music, vegan whole foods cooking, particularly the LIGHT cooking (and even non-heated preparation) of vegetables, Facebook, blogging, meticulous recycler, and digital photographer. He traveled to India in September 2006 for the IVU's 37th World Vegetarian Congress in Goa, after which he vege-toured three of India's many states: Goa, Karnataka, and Maharashtra (where Mumbai/Bombay is located).

He is an avid MBTA rider and advocate of public transportation. Until recently, he interviewed regional and local celebrities, newsmakers, and significant social contributors on his talking heads TV show, "Monday Night Live" on MATV. MNL had run for a decade as "Malden Public Radio" with Joe Mokler, David D'Arcangelo, Jim Dello Russo, and many OTHER politically-savvy Maldonians; Joseph Mokler (with James Chiavelli) had produced a monthly print journal, "Malden Magazine" to accompany the weekly MPR TV broadcast of "Malden Public Radio", ending that publication around 2000.

He's an aggressive blogger and social media advocate; he's lectured to vegetarian conferences on using these tools. His Facebook friends number over 4500, his LinkedIn contacts nearly 1250, and his blog readership passed a million early in 2009 and have now exceeded 1.25 million.

Teaching
In addition to training and mentoring responsibilities for vegetarians and in the context of employment, he gives public talks in vegetarian contexts. The most recent is at the 35th Annual NAVS Vegetarian Summerfest in Johnstown PA" " 'Friend' is a Verb: Vegetarians and Social Media - the Ethics of 'Getting the Word Out' "

Writing
Maynard has contributed to well over 200 accepted Wikipedia articles (plus about a dozen Wikipedia articles that have NOT been accepted; both rejected/deleted articles have been on vegetarianism and veganism). The >200 contributions breaks down as follows:
 * Initiated or Maintained - 18
 * Edited - 14
 * Minor Tweaks - 23
 * Written but Removed - 2

Ideas and Controversies

 * The 30% Solution - http://bostonvegan.blogspot.com/2009/10/30-solution.html

Quips and Humor

 * Most blondes aren't !
 * Vegan over half my natural life, longer than most human earthlings have been alive.

Good Health Habits

 * }
 * }

Unpaid (Volunteer) Employment

 * Boston Vegetarian Society - Founder in 1984 through early 21st century)
 * International Vegetarian Union - Vice President of VUNA, Regional Councillor for N Am.
 * FARM = Farm Animal Reform Movement - National Education Coordinator, Great American Meatout annual outreach campaign
 * NAVS = North American Vegetarian Society
 * Great American Meatout
 * Boston Vegan Association - Life Member, Coordinator of Volunteers; Membership Coordinator
 * Annual NAVS Vegetarian Summerfest
 * Boston Vegetarian Meetup
 * Boston Vegan Meetup
 * Greater Boston Veggie Meetup

PAST Massachusetts Cities of Cambridge, Somerville, Medford, and Malden (Recycling committees) Steering Committee of Somerville MA Recycling Committee

Animal Rights Involvements

 * New England Anti-Vivisection Society - Life Member
 * National Anti-Vivisection Society - Life Member
 * American Anti-Vivisection Society - Life Member
 * CEASE - Life Member

Vegetarian Involvements

 * International Vegetarian Union- Life Member, Benefactor
 * North American Vegetarian Society - Life Member, Benefactor, Annual Speaker
 * Boston Vegetarian Society - Life Member, Founder
 * Boston Vegan Association - Life Member; Vice President of Public Speakers' Workshop; Past Roles: Coordinator of Volunteers, Membership Coordinator, Acting President of the BVA Public Speakers' Workshop
 * Vegetarian Union of North America - Life Member, Past Vice President and Regional Council Member
 * Vegan Outreach- Volunteer
 * Blogger

Paid Employment
CURRENT:
 * Department of Global Health and Social Medicine of the Harvard Medical School
 * Program Manager of the Ethical Issues in Global Health Research program
 * Department of Global Health and Population of the Harvard School of Public Health

PAST:
 * Tape Transcription Center (TTC)
 * The Skill Bureau (TSB)
 * Fidelity Investments, FTPS
 * Tufts University

Publications
Maynard has authored, co-authored, edited, or modified over 25 Wikipedia articles.

title: User:MaynardClark


text:
Portal:School Health

Ubuntu Institute of School Health

School health refers to all the strategies, activities, and services offered by, in, or in association with schools that are designed to promote students' physical, emotional, and social development make up a school's health program.

Mission:

To empower and engage people around the world to improve child health and education through school-based health initiatives, and to disseminate knowledge on school health effectively and globally

[ http://schoolhealthforonebillionchildren.edu20.org]

Objectives:

1.	to mobilize and engage a network of volunteers to participate in school health programs

2.	to organize the knowledgebase of school health so that it is useful for volunteers

3.	to support individuals and organizations as they implement advocacies for school health

When a school works with students, their families, and their community to provide these strategies, activities, and services in a coordinated, planned way, then the term coordinated school health program applies. Ideally a coordinated school health program would include several, if not all, of the following: a healthful environment, nursing and other health services that students need to stay in school,

Divisions and Departments
Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions.

Courses/Projects

 * SH 101 Global School Health Situation
 * SH 102 Organizing for School Health
 * SH 103 School Health Overview for Nursing Faculty
 * SH 104 School Health Overview for Community Nursing

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).
 * Geir Høydalsvik
 * 9xavier9
 * John Smart

School news

 * April 17, 2009 - School founded!

Individuals of interest

 * Jim Dator
 * etoptim
 * Tharikrish
 * 9xavier9

Related news

 * March 3, 2007 - Article exploring the possibility of Africa becoming the world's foremost biodiesel producing geographic area.

title: Portal:School Health


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User:Str4nd/monobook.js

mw.loader.load('https://meta.wikimedia.org/w/index.php?title=User:Str4nd/global.js&action=raw&ctype=text/javascript');

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User:Lwalt

'''Hello everyone! Welcome to my user page. My interests are wide and varied, so visit my page at English Wikipedia to find out more about me and my current interests. '''→Lwalt♦ talk

title: User:Lwalt


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User talk:Ethan (usurped)~enwikiversity

Request for Usurpation
Hello, Ethan. A request has been made at Changing username to usurp, or "take over", your username because you have not used it to edit, and another user would like to use it to edit. w:Wikipedia:Changing username/Usurpations says that any unused username may be usurped if the user is given 14 days notice to object and does not do so.

If you have an email set in your preferences, you should be getting an email from a bureaucrat explaining how to consent or object to this process.

If you do not object to being renamed to a new username in order for another user to utilize the name you currently have, please log in and post a reply here saying so (you may also tell us what username you would like to be renamed to, or we will provide you with a generic one).

If you do nothing : the request will be filled after 14 days, and your account will be moved to a generic username. You may request that it be moved to a new username of your choice at any time.

If you object to being renamed : please log in and make an edit. You may make an edit here saying "No", you may make an edit to blank this page, or any other edit you like; making any edit at all prevents your username from being usurped, because users with edits cannot have their usernames usurped.

Please note that even if your current username is usurped, you can still edit and your data will not be lost; your preferences, watchlist, and other user settings will be transferred to a new username.

Thank you for your time. -Ethan (talk) • 2009-04-18 14:41 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:08, 19 April 2015 (UTC)

title: User talk:Ethan (usurped)~enwikiversity


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User:Kuvaly/monobook.js

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User:Juliancolton/monobook.js

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text: User:N Waldner

title: User:N Waldner


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User:Dourix

== URLs == http://en.wikiversity.org/wiki/Topic:Master_of_Business_Administration

title: User:Dourix


text:
User:Danreilly123

Please wait while your browser redirects you...

If you are having problems, or you have not been redirected, please click here

title: User:Danreilly123


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User:GT5162

m:user:GT5162

title: User:GT5162


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User talk:GT5162

m:user talk:GT5162

title: User talk:GT5162


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User:BillBell~enwikiversity

Some of Illich’s ideas have been on my mind since I was in Grade 3, which was in about 1957.

My blog: A Career Developer's Notes --BillBell 18:24, 15 December 2010 (UTC)

News feeds Non-formal education categories Project boxes Career services BillBell 20:09, 25 March 2011 (UTC)

at bottom:

title: User:BillBell~enwikiversity


text:
School talk:Electronics/School talk Archive Electronic engineering 2006

Electrical & Electronic Engineering?
Shouldn't the topic be called Electrical & Electronic Engineering? 57.66.65.39 15:45, 22 August 2006 (UTC) I agree. Is it possible to rename pages?

 * I agree, I'm not an electronic enegineer, I'm an eletrical engineer!--Rayc 22:24, 3 September 2006 (UTC)

 * I agree too I will change it to Electrical & Electronic Engineering--Mrebus 21:07, 10 October 2006 (UTC)

Page arrangement
Who's here anyway? I think maybe we should move lessons off the main page and into sub categories, to allow for topics like electronic materials and devices and circuit design and analysis. We should probably also seperate digital and analogue electronics.

 * I agree. That would be better if we could do the sub-categories.For example Microprocessor Systems, Control Theory, Automation, Robotics, Mecatronics. But i think it is ok for now,because we dont have too many lessons right now, maybe we can seperate them later. Cengiz Isik 02:04, 3 October 2006 (UTC)

 * I had proposed this earlier on, and have implemented this as requested. Right now, we don't have many lessons, so I guess it is ok for people to add lessons in the main page, I shall keep an eye out and link the pages as required.Misericordia 02:45, 13 October 2006 (UTC)

School:Electronics
Please coordinate with School:Electronics. --JWSchmidt 03:11, 26 August 2006 (UTC)

 * Can we just merge the content from this page into the Electronic Engineering school's courses? Seems like the Electronics school page is even less organised than the electronic engineering school and doesn't have the potential to be very comprehensive without a complete rewrite --Spuzzdawg 01:38, 15 May 2007 (UTC)

 * Yes, although it seems that page is intended to be a course, and so it seems that it could be moved into the Topic namespace. I'd recommend getting in touch with the author of that page to see whether they have any intention of developing the course, or what plans they have for it, and to work out a way for productive collaboration. Cormaggio talk 13:06, 15 May 2007 (UTC)

 * It seems wasteful to have multiple projects on the same topic working independantly of one another. I would also suggest that the other project, at least at the moment, would appear to be better suited to wikibooks --Spuzzdawg 13:54, 15 May 2007 (UTC)

Organization
I was surpried to see the small amount of content in this section of the wikiversity. As a suggestion, I think that instead of starting the lesson on electronical elgeeniring with mathematical laws, the lesson should begin explaining what is and what is not electronics.

Also, since electronics is so broad, it will be very difficult and pointless to try to have very specific and in depth information on all subjects. Also, consider that to give an adequate course on a given subject, you need a very good understanding of that field and nobody has a very good understanding of every field of electronics. So,I sugest we give a overview of electronics with in depth articles

I would recoment something like the following:

What are electronics. What an electronic signal is. Explain voltage and current and how it represent the information of interest in a signal.

Explain the difference between passive electronics devices and active electronic devices.

Explain the difference between analog and digital. (A good explanation is needed here, not just the incorrect usual "analog is dead, digital is the future").

The resistor, and its laws (ohms, kirchol, etc.) Some simple resitor networks (all direct current or voltage only).

Better concept of how the information of interest can be represented by and electronic singal, introduction of Alternating current, Frecuency and phase concepts.

Pasive analog electronic components: Resistor Capacitor and Inductor and their propieties. Some simple filters.

Pasive analog filter design.

Active components: Diode, Bipolar transitor and MOSFET transitor.

The most important analog building block : The operational amplifier

Opamp configurations: Add, substracnt, multiply/divide, integrate and diferentiate.

Digital Logic: Diferences between analog and digital.

Binary system, Boolean logic, and basic memoryless digital gates.

Digital gates with memory: Flip flops.

Finite State Machines.

Some sugestions for In-depth articles:

Analog system processing. Digital system processing. Moore's Law and system integration. Fabrication of semiconductor devices. Analog Active Filter. Microcontrollers MOSFET transistor modes, regions of operation, and frecuency response. Bipolar transistor modes, regions of operation, and frecuency response. Diferencial pair.

Just some thoughts. Let me know what do you think. NightHawk

Misericordia 22:50, 30 September 2006 (UTC)

I agree with this, further I would like to propose the following amendments.

Since the discipline of electrical engineering is so broad, I think it would be worth while to break it up into several main groups, in particular:

- Electronics (all of the pages submitted thus far would fall under this category)

- Power Systems (something like three phase power)

- Control Theorey (variable gain, PID, statespace)

- Signal Processing (fourier transform, filter design, concept of spectra)

- Analogue Communications (AM/FM modulation techniques, filter design)

- Digital Communications (digital modulation techniques eg, ASK, QPSK; it may be worthwhile to look at coding techniques eg turbo coding, shannon's limit; there's always CDMA to look at as well)

- RF communications (high frequency effects, impedance matching, smith charts)

please let me know what you think.

Misericordia

At U of T we have the following divisions within electrical:

Photonics: fiber optics, lasers, and light based technologies and also optical communications systems (at the physical layer)

Power: energy systems, motors, generators, various power converters, solar power

Communications: large group which includes information theory, signals and systems, encryption, digital signal processing, digital modulation techniques (ASK, QPSK, etc), wireless communications, error control coding, computer networks, multimedia systems.

Electromagnetics: transmission lines, microwave circuits, waveguides, antennas, computer simulation of EM problems like FDTD or method of moments,

Biomedical - ?? not sure exactly but they study how to address medical problems using electrical technolgies e.g. nuclear magnetic resonance imaging. This field is new and interdisplinary.

Electronics - essentially electronic circuit. They also create some RF circuits so there is overlap with Electromagnetics. They tend to be more focuse on RF circuits as part of a larger system.

Computers - microprocessors, computer architecture, compilers, programming languages, distributed systems, digital hardware, embedded systems, operating systems, digital logic design, databases, etc.

Systems Control - Feedback control systems. This is a very large field with a lot of theory so it is a separate discipline. Topic include: robust control, adaptive control, observability, controlability, real time control, nonlinear control etc.

It should be noted that these divisions are based on focus. There is however some overlap. For instance: both computer engineers and electronics engineers are interested in VLSI Cmos digital logic design. However in general the focus of computer engineers is more on creating processors or digital logic circuits. The focus of electronic engineers is on the circuits themselves and also on integrating them with A/D converters, analog circuits etc. The Electronics engineers tend to be more on the analog side and computer engineers more on the digital/microprocessor side. --70.49.57.198 23:54, 9 November 2006 (UTC)

Newbies wanting to help...
Just a question: I'm currently studying Electronic Engineering and would like to (try to) contribute to the lectures. I'm not sure as to how it works, exactly, do we just fall in and type up contibutions or add to the empty topics, or are things happening in some certain order, i.e certain topics hetting allocated to certain people?

Regards,

R00ik0p

196.31.32.59 20:45, 23 November 2006 (UTC)

 * Nothing happens in any particular order, you are welcome to edit anything at any time. This is a wiki! I would recommend you register for a username though, so that people can identify you, and you can get credit for all your contributions. --Whiteknight 18:35, 14 December 2006 (UTC)

Old Engineer, New to Wikiversity
Hi all. I studied Electronics & Electrical Engineering ('96) and I'd like to help out constructing these pages. I've already added a little bit under Silicon.

Teddy Bear 13:12, 2 March 2007 (UTC) Teddy Bear

Hi
Hi! Why they heck won't they let you use the same username for all wikimedia projects. Oh well whatever. Hi I am commonly known as NightFalcon90909 and someday when I am not being lazy I will actually sign up for wikiversity. In the meantime, I will be randomly visiting the pages in the school and generally cleaning up. I am still in highschool but am very interested in electronic/electrical engineering specifically. SO. I will clean up pages when I notice it, I will take stuff from Wikipedia and Wikibooks to improve these pages, and generally be a pain :-D 24.115.203.92 19:30, 21 March 2007 (UTC)

School: Electronic Engineering redirecting to Topic: Electronic Engineering
Why has the electronic school been removed and placed in the topic namespa


text:
School talk:Electronics/School talk Archive Electronic engineering before merger

archived Active participants

 * kashif(electronics engineer)
 * Muhammad (Undergraduate student of EEE in IUT, Bangladesh)
 * Mnuddin (Bachelor of Electronic Engineering (SBEE)student in http://www.latrobe.edu.au La Trobe University], Australia)
 * mister_k_k(undergradate student of electronics and communication engineering,india)
 * Bgorges(Undergraduate student of EE and CE at University of Wyoming)
 * Chocoman(not so smart guy)
 * AL-KAFF (Undergraduate student of electronics and communication engineering, Aden University)

 * Eadthem (Associates Degree in Electronics & Computer Technology from DeVry university Kansas City)
 * Samuel Carlisle (Undergraduate student of Durham University, UK)
 * Neurondev (Undergraduate student of electrical engineering at the University of Colorado)
 * Raminop (Undergraduate student of Electrical Engineering at University of Tehran)
 * Palak Mathur (Graduate in Electronics and Instrumentation Engineering from Anand Engineering college, Agra. Currently Working as Software Engineer with Infosys Technologies Limited, Pune, India)
 * Raghav V S (Working as DSP Engineer in PathPartner Technologies, Bangalore, India)

To Do

 * To expand this to go more in depth about electronics, such as specific components, logic, and so on.

 * fix missing picture
 * Done, all that was needed was to remove the extra "w:" as the image is now at the Commons. А 22:56, 26 December 2005 (UTC)

Contributors
All people willing to contribute put your name here.

--Cyberman 12:52, 30 Jan 2005 (UTC)

--EpsilonRho 05:11, 7 April 2006 (UTC) [what exactly do you want help with? Is the material supposed to be at a university level or do you want an idiot's guide to electronics?

--Salgat 02:37, 14 June 2006 (UTC) True, this is a very simple guide, if anything a quick introduction. I suggest heavily expanding this guide, having it go more in depth. So, it actually teaches about real electronics.

Self teaching oriented
Most of the other wikiversity modules have become specifically for people who are trying to self teach themself something. maybe this school should change too. --V2os 20:19, 8 September 2005 (UTC) (the wikiversity.org proposal seems to suggest this is what they want and not a syllabus)

VOTING
I urge all contributers to wikiversity to vote on the future of wikiversity. If wikiversity is deleted, then everything we have done comes to nothing. Be bold!

Where do we vote? I've been kind of confused about thatEpachamo 18:33, 28 February 2006 (UTC)

Organization
I think that instead of starting the lesson on electronical elgeeniring with mathematical laws, the lesson should begin explaining what is and what is not electronics. The deep mathematics, or very theoretical and to most of us useless stuff like atom models, doping materials and concentrations, etc should be discused in a indepth article.

Also, since electronics is so broad, it will be very dificult and pointless to try to have very specific and in depth information on all subjects. Also, consider that to give an adecuate course on a given subject, you need a very good understanding of that field and nobody has a very good understanding of every field of electronics. So,I sugest we give a overview of electronics with in depth articles

I would recoment the leasons be something like the following:

What are electronics. What an electronic signal is. Explain voltage and current and how it represent the information of interest in a signal.

Explain the difference between passive electronics devices and active electronic devices.

Explain the difference between analog and digital. (A good explanation is needed here, not just the incorrect usual "analog is dead, digital is the future").

The resistor, and its laws (ohms, kirchol, etc.) Some simple resitor networks (all direct current or voltage only).

Better concept of how the information of interest can be represented by and electronic singal, introduction of Alternating current, Frecuency and phase concepts.

Pasive analog electronic components: Resistor Capacitor and Inductor and their propieties. Some simple filters.

Pasive analog filter design.

Active components: Diode, Bipolar transitor and MOSFET transitor.

The most important analog building block : The operational amplifier

Opamp configurations: Add, substracnt, multiply/divide, integrate and diferentiate.

Digital Logic: Diferences between analog and digital.

Binary system, Boolean logic, and basic memoryless digital gates.

Digital gates with memory: Flip flops.

Finite State Machines.

Some sugestions for In-depth articles:

Analog system processing. Digital system processing. Moore's Law and system integration. Fabrication of semiconductor devices. Analog Active Filter. Microcontrollers MOSFET transistor modes, regions of operation, and frecuency response. Bipolar transistor modes, regions of operation, and frecuency response. Diferencial pair.

Just some thoughts. Let me know what do you think. NightHawk

Agreed, this section looks like utter crap Salgat 06:05, 18 January 2007 (UTC)


text: User talk:Maikking

title: User talk:Maikking


text:
User:Kellyjonesa

Self-Assessment
When I started to think about what I have learned in this class the thing I was most struck by was the lack of questions I have asked in a while. Once I graduated with my first degree I have not been required to go above and beyond and challenge my own beliefs. I had gotten into a routine that did not push me in this way, I have been challenged in school and life but not in my philosophy and beliefs. This class has opened me up to that again and I am excited about it. I forgot how good it can feel to be presented with different views and challenge yourself.

I have always been an opinionated person and I think in the class it was a good thing for the most part. At times I felt like I may have spoken up to much but I also am happy that I participated. I feel like I got a lot from the class and if I had not expressed my opinion I would have felt like I did not grow from it.

I do not want to stop learning once I am out of school. This class has helped prepare me for that. Seeing other students and a professor who have taken it upon themselves to be constant explorers of the world and knowledge has encouraged me to explore more. I do not want to be ignorant, in this life I want to absorb as much as I can and see as much as I can.

I think simple participation in the class and expressing yourself helps people to think about things from a different viewpoint no matter what side of the fence they stand on. As artists I believe we all are on the same playing field but we can learn so much from eachother and teach eachother. It is exciting.

title: User:Kellyjonesa


text:
User:Ans/Rubik

 * swap --> split/merge circular-linked group
 * split count must equal merge count to return the same state

 * even/odd permutation of 4x4

title: User:Ans/Rubik


text: Category:Academia

title: Category:Academia


text: Category:Educational stages

title: Category:Educational stages


text:
User:Freefall~enwikiversity

Hi, all, just a test.

This is suppose to "appear immediately".

title: User:Freefall~enwikiversity


text:
User talk:EttoreGreco

 Hello EttoreGreco, 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! --Gbaor 13:41, 20 April 2009 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Wavevolution etc.
I've noticed that you've been working on a series of "articles" on what appear to be your own original ideas. Wikiversity is for educational resources, and your articles might be such, if placed within some educational structure. For example as a student study in the field of Cosmology or the like, a creative paper with your own ideas, something might be possible. But a number of aspects of the pages are puzzling to me. You have placed two templates at the beginning, and. The Criticism template makes no sense because the pages have no Criticism section. The SSS template is a redlink. Because you call these "articles," it's looking like they may have been copied from another wiki, such as one of the encyclopedias. If they were deleted there, and you wish to work on them here, that may be okay, but there is a good possibility that they don't belong in mainspace, at least not at the top level.

If "Wavevolution" is some recognized concept that I just never heard of, you could show this and a mainspace resource by that name might be appropriate. Otherwise, probably not. At the other extreme, you could have these pages in your user space here, for your own work and study.

Further, you have versions of these pages in other languages, and other pages not in English. This is the English Wikiversity, and pages here should generally be in English (except you might have pages in your user space in other languages). There are other language Wikiversities, and if there is no wikiversity for a language, beta.wikiversity may be used. Please let me know what's going on with these pages, and I may be able to assist you. Thanks. --Abd 03:36, 25 August 2011 (UTC)

 * Given that you have been editing without responding to this, I've moved all the pages you created to your user space, you can see them in your contributions list, and they should still be on your watchlist. If you need any of these files deleted, adding a deletion tag to the top is better than just blanking. A deletion tag might look like this for one of these pages: --Abd 17:33, 25 August 2011 (UTC)

German Wikiversity
Hi EttoreGreco, I see you've created new material written in the German language (Wavevolution in German and Commutalism in German). That's great, but pages like these may be more suitable and useful at the German Wikiversity. Ideally, all pages at this wiki, the English Wikiversity, are written in the English language. Material in other languages than English might be deleted. Please let me know if you have any questions. Regards, Mathonius (discuss • contribs) 03:05, 2 July 2013 (UTC)

user:EttoreGreco/Wavevolution in Italian
This page belongs in the Italian Wikiversity. You should place it there. The three wavevolution pages can be interwiki links in languages. Thanks for your understanding. - Sidelight12 Talk 00:56, 13 September 2013 (UTC)

I moved your German page to your userspace here User:EttoreGreco:Wavevolution in German, please put it in the proper language wikiversity. And put future edits in the proper language wikiversity. - Sidelight12 Talk 01:02, 13 September 2013 (UTC)
 * The page can now be found at User:EttoreGreco/Wavevolution in German. Mathonius (discuss • contribs) 07:06, 14 September 2013 (UTC)

Your recreation of Wavevolution
In 2011, acting as a custodian, I moved your page with this title to your user space, informing you on this talk page. In 2013, you recreated the mainspace page without discussion; that page is not appropriate for Wikiversity mainspace, my opinion. I copied the content to User talk:EttoreGreco/Wavevolution. Please do not recreate your content in mainspace without discussion. You may continue to develop the page in your user space, or discuss moving it back to mainspace here, or on my talk page, among other options. --Abd (discuss • contribs) 20:51, 23 February 2014 (UTC)

 * The article Wavevolution has again been moved to User:EttoreGreco/Wavevolution. Please discuss and gain consensus before moving this content to the main article space.  Otherwise, you are welcome to continue development of this content here in your userspace without further discussion.  Thanks!  -- Dave Braunschweig (discuss • contribs) 02:23, 24 February 2014 (UTC)

 * Commutalism has been moved to User:EttoreGreco/Commutalism for the same reason. -- Dave Braunschweig (discuss • contribs) 02:28, 24 February 2014 (UTC)
 * Dave, to assist this user, the older revisions from what you deleted should be restored, so that the user may pick which revision to restore, or may merge the content. Thanks. --Abd (discuss • contribs) 19:04, 24 February 2014 (UTC)

 * History restored. Thanks for the reminder.  -- Dave Braunschweig (discuss • contribs) 19:11, 24 February 2014 (UTC)

EttoreGreco, the files you created in mainspace have overwritten the files that were previously in your user space. To see the versions as they were in your user space, see
 * Wavevolution. This will load the old user space version, as I moved it from mainspace in 2011. If you press the edit tab from this display, and save it, you will revert the file to the older version (which looks more developed to me). You may, of course, pick pieces from this and pieces from that, but that's much more complicated! Entirely up to you!
 * Commutalism. The same. There is a Template:Criticism at the top of that page. Since the page is in your user space, feel free to remove that.

If the page is to be in mainspace, concerns about the neutrality and suitability of the essays for Wikiversity would need to be addressed. Generally, we allow development of pages with even far-out fringe ideas to exist in user space. We are more careful about how things are presented in mainspace. These pages were moved to give you freedom to develop the ideas.

This time, redirects were left to your user pages, so that off-wiki links to those articles will work. Those redirects might be deleted at some point, as we clean up mainspace; if you manage any off-wiki links, I suggest that you make them point to the user space pages. Some people also worry about Wikiversity being used for "web hosting," but my view is that as long as the pages have some educational purpose, and are not spam, or otherwise a problem, they may be hosted here.

Thanks for understanding what we are doing. Please do not create fringe materials in mainspace (a page name without any space prefix like User:) without cooperation from knowledgeable Wikiversity users. Ask if you need help. It is possible that these two pages could be moved back to mainspace, but probably not under those page names. Right now, my priority is that you be able to work on these without hindrance, while at the same time we are cleaning up mainspace. --Abd (discuss • contribs) 19:55, 24 February 2014 (UTC)

title: User talk:EttoreGreco


text:
User talk:Karen hutch

 Hello Karen hutch, 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! --Gbaor 13:41, 20 April 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Karen hutch


text:
User talk:Freefall~enwikiversity

 Hello Freefall, 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! --Gbaor 13:41, 20 April 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.

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:32, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:08, 19 April 2015 (UTC)

title: User talk:Freefall~enwikiversity


text:
User talk:WikiMadu

If you are still looking for someone to speak French, I'll be happy to help you. @ : kikoolilou@gmail.com

title: User talk:WikiMadu


text: Category:Academic institutions

title: Category:Academic institutions


text: Category:Educational institutions

title: Category:Educational institutions


text: Category:Educational organizations

title: Category:Educational organizations


text:
Novial/Sandbox

Stem in -iēs
Citation form: diēs, -ēī

One-termination consonant stem
Citation form: vetus, -eris

Greek declension
Citation form: atomus (-os), -ī

Background colours
A Pronuntiatione: kom F a, E in card, calm, D a.

title: Novial/Sandbox


text:
Template:Novial Lexike

A • B • C • D • E • F • G • H • I • J • K • L • M • N • O • P • Q • R • S • T • U • V • W • X • Y •

title: Template:Novial Lexike


text:
User:MarieTietje

Bio
Hey guys! Marie here~ Um, yeah, I'm an Animation student at The Seattle Art Institute. I hope to work on Friday evening or Saturday morning cartoons once I graduate. This is mostly due to my large geek factor. I'm into cartoons, of course, but I also love action flicks, awesome TV shows, manga, anime, comic books, video games, webcomics, cosplay, and just about anything else one could relate to that rather extensive list. But otherwise, I just like to chill with my hawk. See ya round!

Always Wanted To Schedule

I've been working on a short comic book for roughly 6 months, and I've taken it to the point where I can begin to finalize pages. My goal is to begin inking the pages, ideally the first 5. This means to completely draw each page in non-photo blue pencil, ink all the outlines by hand, scan in the pages, and then fill in the larger black areas on the computer.

The research component of this project will be focused on women in the comic book and graphic novel business. I would like to focus on how works done by female artists and writers have influenced and been received by the predominantly white/male community that is the industry.

Attend local comic book convention to speak with women in the industry and get feedback on the comic thus far.

Look over and organize all work done on the comic up to this point. Story editing and page thumbnails should be complete enough to move forward with the project.

Have all 5 pages completely roughed out in regular pencil with photo-references to backgrounds and landscapes. Also, all special materials for the project must be obtained by this point.

First two pages must be completely drawn out in non-photo blue pencil and ready for inking. If possible, the first page should be hand inked by this point as well.

Continue drawing out pages in non-photo blue and hand inking. There should be no more than two pages drawn in pencil for every page inked (i.e. if the first page is inked, only pages two and three can be penciled, but not beyond to page four or five).

Begin scanning the inked pages into the computer. If pages one through three are not completely hand-inked, they have priority and must be finished before moving on to pages four and five (even if those two have not been penciled). Also, should a page need fixing by hand, though hopefully not to be completely redrawn, it must be done at this point.

Finish hand-inking pages four and five if not already completed. If there are any problems with pages that have been scanned into the computer, edit and clean pages. Following the progression method for week 5, begin filling in the inked areas on the computer.

All 5 pages should be completely hand-inked and scanned into the computer, if not completely finished on the computer. Any cleaning and altering of frames must be done before this point.

Why Do I Like What I Like?
When I entered the sculpture park, I had to go in with the mindset that I must dislike at least one piece of art, which is amazing uncomfortable for me. Towards the end of my walk, I decided that Tony Smith’s Stinger should be the focus of my imaginary loathing. It was just a big black hunk of metal scarring the beautiful plant life around it. There was obviously nothing interesting or thought provoking about that.

Turns out, Mr. Smith had a rather interesting life. He lived from 1912 to 1980 mostly in New England, and was friends with the likes of Jackson Pollock and Barnett Newman. While they were busy getting famous for paintings in the mid-forties, Smith didn’t hit his stride until a decade and a half later.

For me, I can understand how he was influenced by spending a year dealing with TB or being raised very spirituality or that his grandfather was the fire-hydrant go-to guy for the nation. But what really struck me was what turned him around in the 50s and led to his notable work in sculpture. On a road trip with some students, he saw beauty in the darkness of the night and the unlit road stretching on and the lights of factories and the hulking space and the hills rising up and to him it was art. As I looked at photos of his other pieces like Light Up and Smug, I can feel the echoes of that moment in his work. He wanted to have what he made appear hulking and graceful, but never fully in view. Even as one walks around a piece to inspect it from all angles, it changes and shifts in a way.

I also really like Smith for his attitude. He didn’t want to call his pieces “Sculptures” because to him, it was more about being present with the world and one's surroundings, hence his name "Presences". He also took his time blooming, as he didn’t really become well know until his 50s.

With all of this in mind, I went back to Stinger and saw some of what he was reaching for- that dark night full of space, nature, lights, and human objects. Because it wasn’t really about the harsh black or the welded corners. It was that presence of the piece between the trees and the skyscrapers and the trains rumbling by that really got to me. This is more than just appreciating and liking his art, this is the wish to feel that dark night too.

Reference and Links Artnet.com's article on Tony Smith's life and work, with Smith's account of that dark night Sculpture.org's article on the 1998 showing of Smith's work in New York and biography The NGA Classroom biography on Tony Smith The cover of Times Magazine featuring Smith and Smoke

How Am I Manipulated?
Often I feel manipulated by comic book corporations because the few comics that I do purchase I buy to read the story-lines of very specific characters. When my few favorite characters have cameos in other comics, I feel compelled to buy those so I know how those other stories have affected those that I care about. In the end, it all seems excessive to me- that to just enjoy the story of one person I am forced to obtain other comics that usually I would have no interest in. I am also very aware that those large comic book publishers could simply collect or reprint stories involve only one character into many different publications, but that would be too much work for the companies and not every character has a large enough fan-base to support such an undertaking.

Self-Assessment
The majority of my self-assessment will depend on my progress through the weeks on my comic as well as the completed pages. Though I would like to focus on making sure each page is of high quality and looks professional, my main goal is to keep to the schedule and make sure I finish all of the pages first. If I am able to complete the inking of all 5 pages by the due date, then I will focus more on critiquing the quality of the pages and the process, so that I can make improvements and adjustments as I continue to work on this in the future.

title: User:MarieTietje


text:
User:Francinepalmerbenjamin

Francine Palmer-Benjamin== Bio Seattle is my hometown, after graduating from high school attended Lewis & Clark State College (BA/Mass Communications)Served 6yrs U.S.Marine Corps, Worked in Alaska for 8 yrs.in the Seafood Industry (aboard ships)Worked as a Grill cook for the past 3 1/2yrs. This is my 5th quarter attending The Art Institute of Seattle.often times the                                                                                = Always Wanted To Learn How To Make Artisan Cheese(Mozzarella,Gouda,Cheddar)
 * Topic

 * Research Component Library,Web-Site and Practical Participation (DeLAURENTI)

 * week 1 Introduction to this class

 * week 2

 * week 3 Library Research/How To Made Mozzarella Cheese

 * week 4 Web-Site Research (Paula Lambert/Mozzarella Co. & Italy & Mozzarella)Finish reading Making Mozzarella/Paula Lambert,also owner of The Mozzarella Company in Dallas,Texas

 * week 5 Practical Participation (DeLAURENTI)Meant with Shane Wahlund/Manager on Saturday May 2,2009 to finalized the dates and times for me to come to the shop to learn (Hands own)'How to Made Fresh Mozzarella Cheese'.Making their own inhouse Mozzarella cheese is one of the many reasons,I like so many other Seattlites love shopping there.Now I get the opportunities to learn how they do it.

 * week 6 Practical Participation (DeLAURENTI)Starting Thursday (May 14,2009)morning about 4:30am I will go to the shop to start learning how to make Mozzarella, and learn all the critical things a cheese artisan need to know,regarding making a signture cheese

 * week 7 Practical Participation (DeLAURENTI)Will finalized learning the steps and procedures in the art of making a truly artisan cheese.Saturday,May 16&17 working will DeLAURENTI staff during Seattle Annual Cheese Festival at Pike's Place Market.Saturday,May 23,2009 finalized the second part of research, by actually making Fresh Mozzarella under the supervision of Shanna,DeLaurenti premiere cheese artisan.

 * week 8 Presentation: Will give presentation in front of the class,regarding both the history and what are the techiques in many a fine artisan Mozzarella Cheese.I have finish my project and everything went better than I anticipated,which the exception that she unknownly erased my video of recording thia actually process of making handmade mozzarella cheese, which encluded showing me making two fresh mozarrella cheese under the leadership of Shanna (Cheese Artisan)

== Why Do I Like Being Me:I'M very comfortable in my own skin.I enjoy going to Seattle Art Museum,Benaroya Hall(Seattle Symphony Orchestra)Intiman & Paramount Theatre.Advice reader, Jazz,Runner and love going hiking.I enjoy,as Chief Seattle says Humankind has not woven the web of life.We are but one thread within it.Whatever we do to the web,we do to ourselves.All things are bound together.ALL things connected.Always taking self evaluation is a necessary key in getting to know ones self.The fact that I realized I have yet to reach my full perfection of my own abilities,is the reason that gives me that never quit mentality,and for this reason I know that quiters never win,and winners never quit.I have always enjoyed the fact that I'm less judgemental than my comtempories.I accept people the way they are,rather than the way I would like them to be.

How Am I Manipulated?
I cann't in all honesty say that I can answer the question:How Am I Manipulated.After a certain age and because of specific experiences this becomes a Muse point.One of the many things one learned as you gain and learn life lessons it that what happens in this life,you become the sum total of your life's experiences.at this particular juncture in my life I can say with complete confidence that being Manipulated is so far off the scale of possibility that it doesn't even register.I have been manipulated by Love so many times that you now listen to the warning signs that you couldn't hear before,even if some was using a Blow Horn.My daughter is the only person,place,or thing that can Manipulate me and in a lot of ways I know all here little tricks,but I give in to some of wants because I want to make her happy,without spoiling her.As far as,getting manipulated over money that is something that would be easier for someone to break in to Fort Knox.When I look at what the Bernie Makoff did regarding his version of the Ponzi scheme.He was able to scheme investors out of over $50 billion dollars,mainly because they allow their greed to overrule their common sense.And as any scam artist will tell you,a scam works because most people want something for nothing or for very,very little.

==Self-AssessmentI haven't learned anything about myself that I didn't know before this class nor since attenting the Art Insttitute of Seattle for the past year. I'm now and always has been a young lady who follow her own mind,who is always seeking new challenges and accomplishing those goals. I'm now as always,who is always searching for true meaning of my life.Life,by its very definition is a conglomerations of discoveries,mixed with the many segments of achievements,failures,losses and births.In short,I know why the caged bird sing and I'm aware of thoses who would try to preview me from flight.What I learned in this? I'm not sure exactly what it is that I what to take away from this class. The class in my humble opinion lack a sense of direction.The topics that had been discussed were all elements that I knew before coming to this class.I feel I acomplished each assignment well and in all honesty I don't feel I lacked any ability to perform at my best.This is my fifth (5th) quarter here at the Art Institute, plus I attended and graduate from Lewis & Clark State College,and as a result I feel that made me uniquely prepared for class.Education is a lot like Gold,It is worthless,if not used. Furthermore,it is my belief that education and knowledge will keep ignorance and stupidity at bay.Education is not only useful, but beautiful in its make-up. How did I contributed to my fellow students learning experience in this class?I think the answer to such a question is best voiced by another student in the class,simply due to the fact that most times people are totally unaware of how they contributed to someone elses learning experience.I would like to think that my fellow students learned to appreciate a different point of view, but most of all I sincerely hope that the Instructor also take away a new sense of light because I was a student in his class.

title: User:Francinepalmerbenjamin


text:
User:Andrewjohnsen

Always Wanted To Schedule

 * Topic

 * Research Component

 * week 1

 * week 2

 * week 3

 * week 4

 * week 5

 * week 6

 * week 7

 * week 8

title: User:Andrewjohnsen


text:
User:Shooke

I'm es:Usuario:Shooke and w:es:Usuario:Shooke.

cs:Uživatel:Shooke es:Usuario:Shooke it:Utente:Shooke

title: User:Shooke


text:
Talk:Biochemistry for biology

Is there anyone interested in collaborating on a biochemistry course. I am going to start working on amino acids. There are a lot of great resources out there and it would be nice if they could be put together in one place.

title: Talk:Biochemistry for biology


text:
Biochemistry/Amino Acids

'''Lesson Goal: Become familiar with the essential amino acids, and understand their functionality. This is essential background to understanding proteins and enzymes'''

Lesson Plan While completing the readings and listening to the lecture, take notes, especially about the 20 amino acids (commonly found in mammals) and their characteristics. Then relax and memorize the amino acids formula using the asteroid game. Finish the lesson with a quiz over the amino acids.

Suggested Reading: Wikipedia site:Amino_acid Biochemistry Textbook: University of Arizona's website with excellent pictures (explore the links)

Free Lectures available at ITunes U
 * Good audio lectures are availiable at but there are no pictures to correlate with the speaker.

Memorize your amino acids with an asteroid game:

Finish your lesson with a quiz:

Important Facts from Lesson: Amino Acids: Building Blocks of Proteins
 * Amino acids make good proteins because they have the capacity to polymerize, novel acid-base properties, varied structure and chemical functionality in side chains, and occasionally chirality.

Basic Amino Acid Structure:
 * zwitterion molecule: the NH3+ is positively charged and the COO- is negatively charged. Attached to this is the R group which varies.

Amino Acids Can Join via Peptide Bonds Common Amino Acids
 * Peptide bonds combine the NH3+ and the COO- by removing a water molecule creating a HN-CO bond
 * This bond favors hydrolysis at biological standard state so energy must be added to create peptide bonds.
 * 20 amino acids are commonly found in proteins and can be divided by the polarity of the side chains creating the following groups.
 * 1) nonpolar amino acids or hydrophobic amino acids consisting of alkyl R groups: alanine (moderately soluble), valine (moderately soluble), leucine, isoleucine, proline (cyclic structure and water soluble), the sulfuring containing amino acid methionine and two aromatic amino acids, tryptophan and phenylalanine.
 * 2) polar, uncharged amino acids can form some limited hydrogen bonds with water consisting of amide R groups: asparagine and glutamine
 * 3) hydroxyl groups: tyrosine (not very water soluble due to aromatic ring), threonine and serine (moderately soluble) sulfhydryl group of cysteine glycine has only an H for an R group and is polar due to the amino and carboxyl groups
 * 4) acidic amino acids are negative at neutral pH and are important in binding metal ions, carboxyl groups can act as a nucleophile in enzymes, and can also participate in electrostatic bonding interactions. aspartic acid and glutamic acid
 * 5) basic amino acids have a positive charge at neutral pH arginine and lysine are fully protonated at physiological pH and participate in electrostatic interactions in proteins histidine is only 10% protonated at physiological pH and is important as a proton donor and acceptor in enzyme reactions, and acts as a biologically significant buffer.

Return to Homepage Biochemistry_for_Biology

title: Biochemistry/Amino Acids


text:
Biochemistry/Proteins

Lesson Goal:

Lesson Plan

Suggested Reading: Biochemistry Textbook: Chapter 6 [] Chapter 7 []

Free Lectures available at ITunes U

Important Facts from Lesson:

Return to Homepage Biochemistry_for_Biology

title: Biochemistry/Proteins


text:
Biochemistry/Enzymes

 * Enzymes: Biological protein molecules that can speed up the rate of all the chemical reactions that take place within cells without being changed itself.

How they work
Enzymes work by lowering a reaction's activation energy, thus allowing the reaction to start more quickly. They help speed up or catalyze chemical reactions that would be too slow at cellular temperatures. Enzymes can not make a reaction occur that would not normally occur, they can only change the activation energy of a reaction.
 * Activation Energy: The amount of energy required to start a chemical reaction.

Enzymes work by binding to a substance called a substrate. Enzymes have an active site, which is the groove/space where the substrate will fit. The active site and shape of an enzyme determines its function--Enyzme function was first described through the lock and key hypothesis which states that an enzyme and a substrate must fit perfectly in order for the reaction to work.

Today, we know that the fit does not have to be perfect, but close to it. The new hypothesis for enzyme function is known as the induced fit hypothesis. The induced fit hypothesis is the idea that an enyzme can slightly change its shape to better fit or mold around a substance.

Temperature and Kinetic Energy

 * 1) The optimum (the point at which the enzyme works best) temperature for enzymes is between a range of 35° to 40°.
 * 2) If the temperature drops below this point, enzyme activity will slow down because molecules are not moving fast enough (decrease in kinetic energy).
 * 3) If the temperature goes above this range, the enzymes will denature or loose their shape. They can't return to their normal shape after they are denatured.

pH

 * 1) Enzymes work best at a pH range of 6-8.
 * 2) Going above or below the optimum pH will cause enzymes to denature, lose their shape, and not function.

Substrate Concentration
If the amount (concentration) of substrate increases, enzyme activity will increase gradually and then decrease since there are not enough enzymes to take in all of the substrates.

Enzyme Concentration
If the amount (concentration) of enzyme increases, enzyme activity will increase and then level off as it utilizes all of the enzymes avaliable.

Examples
The names of most enzymes end with -ase which makes them easy to recognize. Just remember that there are some enzymes that do not end with -ase.

Characteristics

 * 1) Enzymes are substrate specific, which means that only ONE substrate will fit with ONE enzyme.
 * 2) Enzymes can be used more than once.

Chemical Reactions and Enzymes

 * 1) What is a chemical reaction? A process that changes one set of chemicals into another set of chemicals.
 * Types of chemical reactions:
 * Exothermic: Reactions that release energy
 * Endothermic: Reactions that absorb energy

title: Biochemistry/Enzymes