text:
Progress and Prospects in Parkinson's Research/Therapy/Exercise

< Back to: Therapy

Exercise: assured limited neuroprotection

Front line defences in Parkinson’s disease therapy have traditionally been pharmacological. The realisation that the disease is more widespread in terms of pathology than was initially realised and the recognition that pharmacology has some serious limitations has, however, led to renewed interest in non-pharmacological approaches. Exercise is one of the subjects receiving more attention and the successes achieved using exercise in animal trials have been exceptionally encouraging. While exercise is indisputably beneficial for healthy people, it is only in relatively recent times that the idea that exercise might also be beneficial for those suffering from an illness has become more widely accepted.

What type of exercise
Having accepted that exercise is a good thing, the question immediately arises, what type of exercise should a PD patient be doing? how often should the exercise be done? how long and how intense should each session be? Given the broad spread of capabilities or as the case may be, restrictions in movement capability, together with the diversity of possible exercise spanning jogging, cycling, swimming, gymnastics and a host of others, it is not readily obvious at first which direction to take. Many forms of exercise overlap in terms of their effects so a degree of substitution is possible, bearing in mind that the physical activity limitations will vary considerably from one PD patient to the next.

Jogging/walking, either indoor or outdoors, features prominently in practically all exercise regimes so the focus will be in that area.

Before going on to look at what elements any particular exercise should include, it is useful to classify the various types pf exercise.

Exercise can be divided roughly into three types, all of which differ one from another, with different objectives and outcomes.

Exercise classification

 * resistive or strength exercises, including weight lifting, use of Thera bands
 * aerobic or cardio exercises, usually involving walking, running
 * stretching or flexibility exercises

All three should ideally be included in an exercise routine.

Having classified exercise broadly by type, the next thing to look at is how and when to use it. A possible starting point is http://www.pateintslikeme.com a website describing up to 150 different types of exercise, categorised into disease conditions including, of course, PD. The site is easy to navigate. In forum postings, it is possible to pick up a considerable amount to information on what has been found to be beneficial, drawing on the experience of others.

The following elements have to be taken into account:

 * Duration/Frequency
 * Intensity
 * Complexity

The first element needs little comment. Duration along with frequency is one of the fundamental pillars of exercise. Values cited by experts vary considerably, with a minimum duration of 20-30 minutes, 2-3 times per week, regarded as being at the lower end of the scale. Recommended levels converge towards 30-60 minutes, 4-5 times per week. The LSVT/BIG therapy program that is currently attracting attention, lays emphasis on a daily routine. This particular program is focused on voice training coupled with large amplitude movements.

Intensity is somewhat more difficult to define and is usually related to heart rate. There are different definitions of heart rates, resting heart rate, maximum heart rate (MHR), (defined as 220 minus age), target heart rate, usually 50-70% of MHR, heart rate reserve (HRR) obtained by deducting resting heart rate from MHR.

Exercise intensity

Occasionally the term VO2 max, determining oxygen consumption, is used as a measure of intensity. Though usually measured in a laboratory setting, it can also be calculated as follows: This parameter is of interest mainly for trained athletes and need not concern us further.
 * Run all-out for 15 mins
 * round off the distance covered to the nearest 25 m
 * divide by 15
 * subtract 133
 * multiply by 0.172
 * and finally add 33.3

Complexity refers to the extent to which a multiplicity of systems, including neurological feed-back loops, are involved in carrying out the exercise. A repetitive movement, with little or no variability in feedback, involving a limited involvement of neuro-muscular systems, is not as beneficial as one where a diversity of coordinated inputs and outputs arise. Skipping, for all its benefits, is repetitive whereas walking over rough ground involves interactive signal processing, with a degree of diversity, thus is beneficial in a broader context.

Baltimore trial
Many Parkinson patients ask themselves what is the best type of exercise for me? The answer could be any type of exercise is beneficial but some exercise regimes are better suited for PD patients than others. In this context, a considerable amount of information is available from a recent study which relates directly to PD patients. The study, carried out in the USA by a group headed by Dr .M Schulman at the University of Maryland School of Medicine, Baltimore, compared three types of exercises to determine which was best suited to patients having light to moderate PD with walking difficulties.

67 patients participated. One third used a treadmill at high intensity, (15 min per session to start, increasing to 30 min at 70 to 80% HRR). One third also used a treadmill but at lower intensity (start at 15 min per session, walking at a self-determined comfortable pace, increasing to 50 min at 40-50 % HRR). One third did stretching and resistance exercises directed at the lower body, followed by stretching of the upper and lower body.

All three groups trained for 3 months, three times a week. Before and after the trial, participants were subjected to various tests to evaluate the effect of training, general fitness and an evaluation of Parkinson symptoms.

The results showed that the low intensity treadmill group and the stretching and resistance training group had significant improvement in terms of gait and mobility, measured by the distance walked in 6 minutes. The high intensity group showed only a trend towards improvement that did not reach significance.

Cardiovascular fitness showed significant improvements in peak VO2 in both treadmill groups but no change in the stretching group, PD measured by UPDRS, both total and motor and Schwab & England ADL outcomes however improved only by stretching and power exercises and that only in the UPDRS motor score. The success of the program in alleviating symptoms and disability were measured in the UPDRS motor and overall scales as well as the Schwab and England ADL scale. Only stretching and resistance training had an effect and that only on the UPDRS motor score.

Other non-motor symptoms were also evaluated but no appreciable changes took place with regard to e.g. depression, fatigue quality of life etc. The overall result indicates that a combination of low intensity exercise, combined with stretching and power exercises, gives the best outcome. The first of its kind, the trial is an important one in that it provides an indication of the intensity, frequency and duration required to achieve specific results. Furthermore it underlines the importance of whole body exercise, including upper body strength.

Equipment
Exercise equipment can begin with such inexpensive items as a Thera band (Body Band) and skipping ropes (suitable mainly for those who can tolerate high impact exercise) and progress through an almost endless variety of devices such as  ergometers, ( safe to use but  effects confined to leg muscles) rowing machines, steppers,  treadmills, cross trainers  weights etc

Most investigations relating to exercise involve treadmills rather than cross-trainers. This may be related to the fact that cross- trainers have been on the market only since 1995. While treadmills may be superior to cross-trainers in some respects (cross- trainers have relatively low complexity), they have serious drawbacks, especially for seriously handicapped or elderly users. The danger of falling is much greater, a foot “land” outside the belt area can occur easily and can have serious consequences. Furthermore impact shock loading on joints is an order of magnitude higher with treadmills so that use of cross-trainers should be considered.

Mental exercise
Up to now, most interest has focussed on physical exercise. Only in recent times has attention been given to mental exercise. This switch of emphasis is based on the premise that the brain has a degree of plasticity that can be utilised to maintain or even improve memory, concentration, cognitive abilities and multitasking when provided with an appropriate stimulus. . A number of companies have entered the market offering mind training. The programs offered are in the region of Pds.100 and upwards. One of the better known examples is a US company, Lumosity, with the logo ‘reclaim your brain’. The company offers a number of program modules with automatic degree of difficulty adjustment. Other mental activities such as arise in playing bridge, solving sudoku puzzles and the like are all regarded as being able to contribute to brain fitness, even if the activities themselves may be uni-dimensional.

A word of caution:
When beginning to exercise for the first time or after a long lay-off, it is essential to get a professional assessment of state of health, particularly in regard to the cardio-vascular system. Over-exertion can lead to serious complications, it is important to begin slowly and build up gradually. On the other hand, getting optimum benefits from the time spent calls for an appropriate level of exertion so striking a balance is important.

Finally
It goes without saying that even the most elaborate machine is useless or the best designed program is ineffective if it is not used regularly. Motivation and discipline are important factors in making a decision to commit to an exercise program. It is a life-long undertaking. The rewards come in the form of improved well-being and a sense of control resulting from adopting an active role in managing the disease. The results obtained by the Schulman group, though modest in some respects, speak for themselves.

Coming together in a group can provide an enjoyable experience that helps to persist with an exercise schedule which would otherwise be regarded as a chore


text:
Template:PD Exercise Pages

Therapy > Exercise

Sub Pages:
 * Effect on Symptoms, Neuroprotective effects

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

title: Template:PD Exercise Pages


text:
Progress and Prospects in Parkinson's Research/Monitoring Parkinson's Disease

< Back to: Progress and Prospects in Parkinson's Research

This is a stub. Please help develop it

This will be an overview of the topic of measuring the progression of Parkinson's, how it is attempted, the difficulties involved in improving the techniques and why it is important.

Background
An accurate,reliable and universally acceptable method of measuring Parkinson's Disease has yet to emerge. Such a system is important as it will:-

 * provide a basis for diagnosis;
 * enable the detection of pre-symptomatic patients;
 * allow the efficacy of prescribed therapies to be tested;
 * facilitate the compilation of disease progression histories for individual patients;
 * form a basis for testing new therapies;
 * eliminate current cases of misdiagnosis.

Research
2009

Valeo has reviewed the scope for finding PD biomarkers and identifies the following candidates:-

•	Hyposmia testing (loss of smell)

•	SPECT scans (to show dopamine reduction)

•	Heart rate variability

•	EKG reading of REM sleep disorder

•	Breath tests for molecular markers

•	Saliva tests of alpha synuclein levels

2012

Haas et al have carried out an overview of PD biomarker research.

"The best outlook for premotor PD biomarkers relies heavily on the rapid and reliable identification of premotor biomarkers with independent validation of biochemical markers the clinical cohort most likely to develop PD."


text:
Template:Monitoring PD Pages

< Back to: Progress and Prospects in Parkinson's Research Sub pages:
 * Biomarkers, Measurement of Disease Progression

title: Template:Monitoring PD Pages


text:
Progress and Prospects in Parkinson's Research/Monitoring Parkinson's Disease/Measurement of Parkinson's Disease Progression

< Back to Monitoring Parkinson's disease

''"There is an urgent need for biomarkers for disease progression that would faithfully reflect advancing neurodegeneration and resulted clinical disability in PD and that could be used in shorter term clinical trials testing putative disease modifying agents." Werner Poewe (2009)''

Why is this topic important?

The main reason is, as the above quote says, because you can only tell whether a therapy works if you can reliably detect whether it is slowing down or stopping the progress of the disease. At the moment the techniques for assessing disease stage and progress are pretty blunt instruments because Parkinson's progresses very slowly and its symptoms vary from day to day.

The following argues for why we need to define more closely what we mean by disease progression and rate of progression and what may be good targets for measurement.

There are also issues about what measurement targets are appropriate at different stages of the largely predictable evolution of this disease.

There is also the question of how well disease progression can be measured directly and whether secondary quantifiable effects of disease progression such as changes in protein expression and metabolyte levels might be good surrogate indicators.

What is the disease we call Parkinson's?
Parkinson's affects movement - it is typically characterised by rigidity, tremor and slowness of movement. Degeneration of the substantia nigra in the mid-brain causes this.

But other centres in the brain and in the peripheral nervous system are also affected and give rise to a range of non-motor symptoms.

The mechanism of the neural degeneration is multifaceted but the dominant pathology is associated with the aggregation of the protein alpha-synuclein. More...

Nature of pathology and disease mechanism at cellular and biochemical levels
While alpha-synuclein pathology is intimately associated with the Parkinson's disease mechanism, studies have shown that other phenomena also accompany the biopathology. These include dysfunction of the mitochondria, the UPS , of autophagy (the lysosomal system) and of iron homeostasis; and oxidative stress , inflammation involving the microglia and the adaptive immune system (T cells) and apoptosis induced by cytokines.

A complex interplay of these would seem to constitute the underlying driver of the slow but relentless progression of the disease. Much work needs to be done to disentangle this complexity and to resolve these phenomena into causes, effects, synergisms, positive feedbacks and epiphenomena.

Quantification - How far, how fast and how intense
From the patient's point of view, the crucial indicator of how far the disease has progressed is the sum total of the symptoms experienced.

From the pathological point of view, the proportion of nerve cells that have died in various centres, the damage to dopamine receptors in the striatum and the level of alpha-synuclein aggregation throughout the body may be more fundamental measures.

On the other hand, the intensity of oxidative stress and of neuroinflammation and measures of the dysfunction of the mitochondria, the UPS and the autophagy system ought to give a better indication of the rate of progression of the disease.

Further, since the disease has a profound effect on the differential expression of a great many proteins, cytokines and other biochemical entities, measurement of levels of these could give useful information on the disease stage, intensity and rate of progression once the relevant quantitative correlations have been established. Proteomics and metabolomics are relevant here.

The key of course is how these essentially biochemical markers can be assayed in humans (Parkinson's patients and healthy controls) in vivo. Indirectly, assays of markers in ethically accessible tissues and body fluids may correlate with biochemical status in tissues specifically involved in PD. However, there is a clear need for new technologies enabling biochemical status in target neurological tissues to be assayed directly and non-invasively.

Shortcomings of the rating scales
The common rating scales for assessing the stage of the disease and its progression are comparatively blunt instruments. The Unified Parkisons's Disease Rating Scale, the UPDRS, the Hoehn and Yahr, Schwab and England and other scales are often used especially in the clinical context. Using these scales, the evaluation is largely done by interview and clinical observation. The result is a point score for each section which gives a general estimate of disease severity and the patient's disability.

Because the disease progresses slowly and the nature and severity of symptoms vary from day to day and even from hour to hour, these scales cannot give a precise measure of disease progress over the short term. They are therefore inadequate for the swift and reliable determination of the effect of new treatments or therapies. In the absence of better evaluation tools they are routinely used in trials. Such trials have to involve large numbers of patients over considerable time periods - several years - if they are to capture results that are statistically significant. Such trials are inevitably expensive and are consequently limited in number.

The rating scales are often supplemented with scanning techniques (PET, SPECT, DaTSCAN) which give a measure of the degeneration of the dopaminergic neurons. Because of their high cost, these methods for disease progress estimation are generally used for only a small proportion of the patients in a trial.

Biomarkers for detection and quantification
Wikipedia describes a biomarker, or biological marker, as "in general a substance used as an indicator of a biological state. It is a characteristic that is objectively measured and evaluated as an indicator of normal biological processes, pathogenic processes, or pharmacologic responses to a therapeutic intervention."

In the context of Parkinson's disease, biomarkers have, in recent years, been researched and discussed mainly as means of detecting the condition in advance of diagnosis. In the vast majority of cases diagnosis is carried out as the result of the appearance of motor symptoms. Even though the disease will have started many years before this, earlier symptoms are likely to have been comparatively mild and, taken individually, non-specific for Parkinson's. The interest in biomarkers arises to some extent because of the realisation that the emergence of a pattern of symptoms in the prodromal stage could give an early indication of the likelihood of Parkinson's and could enable measures to be taken, as soon as such measures have been developed, to slow down or stop disease progression. Even now, there is strong evidence that environmental and lifestyle choices reduce the risk of the development of Parkinson's and individuals in the prodromal stage may well wish to take some action to forestall the development of the full-blown disease.

The challenge that one project has taken up, however, is to investigate whether a range of biomarkers can be used to measure, with a higher degree of precision and reliability than at present, the actual rate of progression of the disease. If this were possible it would provide an invaluable toolset for the assessment of the effect of new therapies over short timescales and with smaller cohorts of patients and thus at much less expense. This project (and if you know of others with similar aims please add references) is the MJFox Foundation Parkinson’s Progression Markers Initiative (PPMI), which announces itself as "a landmark observational clinical study to comprehensively evaluate a cohort of recently diagnosed PD patients and healthy subjects using advanced imaging, biologic sampling and clinical and behavioral assessments to identify biomarkers of Parkinson’s disease progression."

Biomarkers and their potential as measures of disease progression
For a list of candidate biomarkers see the Biomarkers page.

Michael G Schlossmacher and Brit Mollenhauer have written and excellent introduction in the journal Biomarkers in Medicine.

A candidate biomarker can be discussed in terms of whether it can be used
 * 1) to quantify a symptom or groups of symptoms,
 * 2) to measure the extent of a pathological or degenerative change either in a specific location or across a range of locations in sequence and
 * 3) to quantify the level or intensity of a biopathological process (such as the level of microglia activation of a given type or of the intensity of oxidative stress).

For 1 and 2 the difference in measurements at two moments in time should, on the face of it, give the rate of disease progression. But it is likely that the rate of change of almost all target phenomena will not be linear with some changing rapidly early on in the disease and others much later on.

For 3 - level or intensity of a biopathological process - the relationship between the intensity of a biopathological process and pathological damage will need to be established. This will be different at different stages of the disease and for different neural locations. It will also need to be established whether the chosen process is a causative factor or a result of another process. The quantitative relationships between processes and pathology will need to be established.

The following sections need expanding and referencing with up to date material.

M J Fox Foundation Parkinson's Progression Measurement project
See the PPMI summary

Rating scales
Towards a baseline for the progression of disability

References are also needed here for inconsistencies between UPDRS scores and imaging results

Citations needed for works reviewing the utility and shortcomings of the various rating scales

Saccadic eye movement
This subsection needs material on progress in correlating impairment of saccadic eye movements with pathological damage.

Imaging
This section needs material on progress in correlating imaging data with disease progression and the level or intensity of pathogenesis.

PET, SPECT, DaTSCAN, fMRI, echogenicity/sonography, myocardial scintigraphy, fluorescent imaging of amyloid formation

Diffusion Tensor Imaging (DTI) which enables the measurement of the restricted diffusion of water in tissue in order to produce neural tract images. Imaging of olfactory tract.

Fluorescent imaging: see ref

Proteomics and Metabolomics
This section needs material on what these techniques are and which proteins and metabolites are most promising for the quantification of disease stage and rate of pathogenesis?

Alpha-synuclein in saliva and CSF: ,

Pathological assay
This section needs up to date information on biopsies and peripheral tissue assay especially for alphasynuclein deposition.

Colonic Biopses

Cutaneous nerves

.

.

This article is in the process of being developed. Droflet (talk) 09:47, 25 March 2012 (UTC)

Possible further headings:

Problem of deciding what characteristics to measure to assess disease progression

Biomarker References


text:
Survey research and design in psychology/Assessment/Lab reports/4

Lab report 4: Multiple linear regression
Task: Conduct and report on a multiple linear regression which uses at least three independent variables to predict a dependent variable.

Marking criteria
In addition to the generic guidelines, this report should include:
 * 1) 5%. Title/Abstract: : Provide a succint overview of the study.
 * 2) Sumarise the study's purpose, method, findings, and implications in less than 150 words.
 * 3) 10%. Introduction:
 * 4) 5%. Background: Briefly introduce the topic and background literature about the research question and/or hypotheses.
 * 5) 5%. Research questions/Hypotheses: Propose logically-derived research question(s) and/or hypotheses (which is/are addressed in the Results). Research questions could be in form of "To what extent do A, B, and C predict the variance in Y?). Hypotheses could be in the form of "It is hypothesised that A, B, and C will each be positive linear predictors of Y").
 * 6) 10%. Method:
 * 7) Participants: N/A
 * 8) 10%. Materials: Explain the measures used for the variables in the current study, including summarising how any composite scores were derived and their internal consistency.
 * 9) Procedure: N/A
 * 10) 50%. Results: Describe and present the results of a multiple linear regression analysis involving three of more independent variables. Reporting should summarise any data screening and/or recoding/dummy coding (if not already covered in Materials), type of analysis, assumption testing, correlations between the variables, variance explained, and regression coefficients (including B, Beta, t, p, and sr2). No figures are required. The results should demonstrate a clear understanding of the nature of the linear relationships amongst the variables.
 * 11) 25%. Discussion: Explain what the analysis found out about the research question(s) and/or hypotheses e.g.,
 * 12) How much variance was explained in DV? Why?
 * 13) Which variable(s) contribute most/least to understanding the DV? Why?
 * 14) What were the study's strengths and weaknesses? What could be improved?
 * 15) What conclusions can be drawn and what are the implications?

Should I use items or composite scores?

 * 1) Either
 * 2) If you're creating composite scores without having done an exploratory factor analysis first, then  at least conduct reliability analysis and report this as part of the Method
 * 3) Well-derived composite scores (where available/possible) will generally provide for a more valid measure of fuzzy constructs than single-item scores, but this will depend on the specifics of the construct being measured.

Is my R2 big enough?

 * 1) Size of R2  doesn't matter in terms of meeting the marking criteria. In fact, R2 of 0 is acceptable. This is not an exercise in coming up with a large R2, but rather one in which a theoretical model is tested to determine the extent to which a set of IVs predict a DV. Many models explain much less than 30% of variance. Although we might like to explain 30%, the reality is often much less. It might be just as important to know that some IVs don't predict a DV. This also gives you something to consider in the Discussion - how could the model and/or measures be improved?

Are my predictors significant enough or strong enough?

 * 1) The aim is conduct an MLR to examine how well some IVs predict a DV. Thus, it is not necessary to seek only significant predictors. It's more important to have a rationale for a model and then to test and interpret the results, regardless of their significance or size of effect.

What results should be presented in a table?

 * 1) The correlations and regression coefficients are best summarised in a table.
 * 2) For examples, see the MLR sample write-ups e.g., Table 12 from the sample report and Table 2 from the MLR report are good examples of tables which show the  correlations and coefficients for a multiple linear regression analysis.

General feedback
Overall, performance was slightly better than on previous reports (67.9%).
 * 1) Word count
 * 2) Many assignments went over the maximum word count and thus received penalties
 * 3) Formatting
 * 4) Use page breaks rather than multiple line spaces to separate pages (better layout)
 * 5) APA style
 * 6) Formatting of citations was much better than previously. There is still some room for improvement - see previous feedback for suggestions.
 * 7) More reports used Australian spelling - see previous feedback for suggestions.
 * 8) Numbers were still often not formatted correctly - see previous feedback for suggestions.
 * 9) Spaces should be used either side of symbols which replace words (e.g., p < .05 instead of p<.05)
 * 10) Title
 * 11) Some titles lacked sufficient detail e.g., "factors predicting..." is vague - which factors?
 * 12) Abstract
 * 13) Generally, well done.
 * 14) The weakest aspect was too information about the design and not enough detail about the results e.g., for each predictor. Explain the significant, strength, and direction of the tested relationships.
 * 15) Avoid statistics in Abstract unless particularly pertinent.
 * 16) Introduction
 * 17) Literature reviews are becoming more succint and focused towards research questions - good to see.
 * 18) Research questions were generally clear and appropriate.
 * 19) Method - Materials
 * 20) Method sections are becoming more succint with important summary details
 * 21) Provide a citation to the survey and explain each of the items/composite scores and measurement scales etc. If using composite scores, report the number of items and internal consistencies.
 * 22) Results
 * 23) Generally, well done.
 * 24) Assumptions were well tested and described.
 * 25) Correlations sometimes were not included in a table and summarised.
 * 26) A table of regression coefficients was generally well presented, with effective description of the overall model.
 * 27) There was often a lack of sufficient explanation of the results for each of the predictors.
 * 28) Discussion
 * 29) Generally, well done.
 * 30) Stronger recommendations are those which are more specific and insightful; vague, unrelated recommendations are not convincing.
 * 31) References
 * 32) APA style in this section is improving.
 * 33) Do not include issue numbers for seriated journals (which is most of them).
 * 34) Journal article titles should be have the first letters capitalised.


text:
Survey research and design in psychology/Assessment/Lab reports/5

Lab report 5: ANOVA
Task: Conduct and report on a Mixed ANOVA (at least 2 x 3 or 3 x 2) or ANCOVA (at least 2 x 2 plus a covariate).

Marking criteria
In addition to the generic guidelines, this report should include:
 * 1) 5%. Title/Abstract: Provide a succint overview of the study.
 * 2) Sumarise the study's purpose, method, findings, and implications in less than 150 words.
 * 3) 10%. Introduction:
 * 4) 5%. Background: Briefly introduce the topic and background literature.
 * 5) 5%. Research questions: Propose logically-derived research question(s) (which are addressed in the Results) - in their simplest form, the research questions are likely to be e.g., "Is there a main affect for A for Y? Is there a main effect for B for Y? Is there an interaction between A and B for Y?" (for Mixed ANOVA). ANCOVA questions would include "... whilst controlling for C" and/or hypotheses for each tested effect.
 * 6) 10%. Method:
 * 7) Participants: Not applicable
 * 8) 10%. Materials: Explain the operationalisation of measures used in the current study, including summarising how any composite scores were derived and their internal consistency.
 * 9) Procedure: Not applicable
 * 10) 50%. Results: Describe and present the results of a Mixed ANOVA (at least a 2 x 3 or 3 x 2 design) or ANCOVA (at least a 2 x 2 design (so that the analysis deals with an interaction) plus a covariate). Reporting should summarise any data screening and/or recoding (if not already covered in Materials), type of analysis, assumption testing, descriptive statistics for the cells and marginal totals, ANOVA results (including F, df, p, eta-squared and/or partial eta-squared, and standardised mean effect sizes (d) with an accompanying figure (e.g., error-bar chart ), and follow-up planned contrasts or post-hoc comparisons if necessary. The results should demonstrate a clear understanding of the differences in the DV by the IVs and possible interaction between the IVs, which includes understanding of the significance, direction, and strength of tested effects.
 * 11) 25%. Discussion: Explain what the analysis found out about the research question(s) and/or hypotheses e.g.,
 * 12) What was the difference in Y means for IV1? Why?
 * 13) What was the differences in Y means for IV? Why?
 * 14) What was the interaction between IV1 and IV2 for Y means? Why?
 * 15) What were the study's strengths and weaknesses? What could be improved?
 * 16) What conclusions can be drawn and what are the implications?

Is a composite overall score needed for a mixed ANOVA?

 * 1) Creating a composite total score of the within-subjects IV is not necessary for a mixed ANOVA analysis, but it is needed for calculating the marginal total descriptive statistics in SPSS.

Which effect sizes should be reported?

 * 1) For the overall ANOVA, eta-squared can be reported (optional). It needs to be calculated by hand from SPSS ANOVA output. It is the equivalent of R2 in MLR, i.e., the % of variance in the DV explained by the IVs
 * 2) For each ANOVA effect (main and interaction), report the partial eta-squared. This is the percentage of variance explained by each effect
 * 3) For pairwise contrasts (i.e., describing the size of mean difference between two groups or two variables), use a standardised mean difference effect size. This can be reported for all contrasts or only those involving post-hoc testing or planned contrasts.

How can adjusted descriptive statistics be obtained for ANCOVA?

 * 1) In SPSS Via Options (in the General linear model/ANOVA dialogue boxes) - for more detail see  - this will provide means and standard errors (SEs). Standard deviations (SDs) can be calculated (e.g., for standardised mean effect sizes) by multiplying the SEs by the square root of the sample size. However, adjusted skewness and kurtosis are not provided. Thus, skewness and kurtosis could be provided instead for the unadjusted scores in a table (or appendix). Plots can also be requested via the ANOVA dialogue boxes, which will provide line graphs of the adjusted means. Alternatively, a line graph could be drawn using other software (e.g., a word-processor) based on the adjusted means.

When should post-hoc tests be conducted?

 * 1) When a main effect with three or more levels is significant.

General feedback
Overall, performance was slightly better than on previous reports (67.9%).
 * 1) Word count
 * 2) This was generally spot on!
 * 3) Formatting
 * 4) APA style
 * 5) APA style has improved considerably across the reports, although there is still room for improvement in almost every case.
 * 6) Title
 * 7) Sometimes struggled to succintly provide a clear description of the study
 * 8) Were all main variables mentioned?
 * 9) Avoid referring to the specific statistical techniques used; focus on the research question and/or findings
 * 10) Abstract
 * 11) Did not always describe the method and sufficient detail in results/discussion.
 * 12) Avoid abbreviations in the Abstract.
 * 13) Avoid references in the Abstract.
 * 14) Avoid reporting detailed statistics in the Abstract.
 * 15) Introduction
 * 16) Generally, succint
 * 17) Generally, proposed appropriate research questions/hypotheses
 * 18) Often could have been provided a literature which corresponded more closely to the RQs/hypotheses
 * 19) Method - Materials
 * 20) Sometimes didn't cite the survey or explain sufficient detail about how the constructs of interest were operationalised
 * 21) Could often improve by making sure to include (for composite scores), the number of items in each factor, the response scale, and how composite scores were created
 * 22) Results
 * 23) Generally, well done.
 * 24) Some reports exhibited a MLR/correlational conceptualisation of the study rather than an ANOVA/mean difference conceptualisation.
 * 25) Generally, an appropriate table (including M, SD, Skewness and Kurtosis for each cell and marginal totals, with an accompanying figure (e.g., multiple line graph) were provided.
 * 26) Figures should be presented so that they can be readily interpreted in black and white printing.
 * 27) Discussion
 * 28) Generally, well done.
 * 29) A greater depth of understanding can be demonstrated when:
 * 30) an explanation if provided for how cited limitations may have affected the results
 * 31) more specific recommendations are made
 * 32) References
 * 33) Generally, well done.
 * 34) APA style - do not include issue #s.


text:
Instructional design/WBT risks

Instructional Design: Homepage > Identifying WBT Risks > Risky Business >  Step 1: Identify >  Your Turn - Risk Identification >  Step 2: Prioritize >  Your Turn - Risk Prioritization >  Step 3: Mitigate >  Your Turn - Risk Mitigation >  The Risk Plan >  Lesson Conclusion

Lesson Introduction
As an Instructional Designer, you’re often expected to wear multiple hats. If you search a job site like monster.com or astd.org, you’ll find companies looking for Instructional Designers who can also create graphics, edit audio, work in one or two different course authoring tools, program in Flash, and manage the entire course development process. Even if you’re fortunate enough to work with professionals who can supplement your skill set, the Instructional Designer is frequently tasked with managing the project. That means the Instructional Designer is held accountable if a project is late, over budget, or fails to meet the client’s requirements. If you’ve developed any sort of instructional project, you already know that a lot can go wrong. You can avoid some very stressful situations, save a lot of time, and ensure a high-quality product by planning for the things that could go wrong (or the project risks) before they occur.

In this lesson, you’ll learn a simple process for risk planning. While the lesson focuses on risk planning for Web-based training (WBT), you can (and should) use this process for other mediums such as Instructor-led training (ILT). By taking the time to learn and use this process, you’ll avoid many sleepless nights as an Instructional Designer/Project Manager or Technical Lead.

Lesson Goal
The Project Manager or Technical Lead for a WBT development team will identify and prioritize risks for a WBT project in order to determine action items for risk mitigation. The result will be a risk plan that contributes to the on time, on budget, and on scope delivery of the WBT project.

Key Learning Objectives
Key learning objectives describe the specific performances you will be able to do upon completion of the lesson.
 * Given a fictitious WBT project, you will be able to develop a risk plan. The risk plan must be 85% consistent with a risk plan created by an expert.
 * Given a scope statement for a WBT project, you will be able to generate five potential risks associated with the project.
 * Given the project scope statement and the transcript of a risk assessment meeting, you will be able to prioritize a potential risk based on probability and impact.
 * Given three high-priority risks for the WBT project, you will be able to determine two action items for mitigating each potential risk.

Lesson Navigation
This lesson was designed to be completed in about 20 minutes. You can navigate through the lesson by clicking "Next" at the bottom of each page. The labeled links at the top of each page show your lesson progress and can be used to jump to a specific topic. To open a hyperlink in a new tab or window, hold down the CTRL button while selecting the link.

Click Next to start this lesson.

title: Instructional design/WBT risks


text:
Instructional design/WBT risks/Risky Business

Instructional Design: Homepage > Identifying WBT Risks > Risky Business >  Step 1: Identify >  Your Turn - Risk Identification >  Step 2: Prioritize >  Your Turn - Risk Prioritization >  Step 3: Mitigate >  Your Turn - Risk Mitigation >  The Risk Plan >  Lesson Conclusion

The Risk Planning Process
The risk planning process can be summarized in three steps:
 * Step 1: Identify Potential Project Risks
 * Step 2: Prioritize Project Risks
 * Step 3: Mitigate Project Risks

For most WBT projects, the risk planning process can be completed in a 2-hour meeting. As the Project Manager, you should schedule this meeting early in the project planning phase and invite key members of the development team (Instructional Designers, Graphic Designers, Multimedia Developers, etc.) to attend. Beyond the core development team, decide whether it would be appropriate and productive to invite other stakeholders such as the Project Sponsor, Subject Matter Experts (SMEs), and subcontractors to attend the risk planning meeting. The output of the risk planning process is a risk plan.

The Risk Plan
A risk plan is a list of all risks that threaten your project, along with a plan to mitigate some or all of those risks. Below is a sample risk plan for a WBT project. When you create the risk plan for an actual project, it will be much longer than this sample because you will account for all potential project risks. Notice that the risk plan aligns with the three steps in the risk planning process. You will learn more about each step as you continue this lesson. Risk plan for project – Sexual Harassment Awareness WBT Course
 * In step 1, you will populate the Risk column with potential project risks.
 * In step 2, you will use the Probability, Impact, and Priority columns to assess and rank your project risks in order of priority.
 * In step 3, you will use the Actions column to list actions you can take to mitigate each project risk.

Assessment team members – John, Julie, Simone, and Nathan

Click Next to continue.


text:
Instructional design/WBT risks/Step 1: Identify Potential Project Risks

Instructional Design: Homepage > Identifying WBT Risks >  Risky Business > Step 1: Identify >  Your Turn - Risk Identification >  Step 2: Prioritize >  Your Turn - Risk Prioritization >  Step 3: Mitigate >  Your Turn - Risk Mitigation >  The Risk Plan >  Lesson Conclusion

Brainstorming Session
As you learned in the previous section, the first step in the risk planning process is to identify all potential project risks. Risk identification takes place in the first part of the risk planning meeting via a brainstorming session. As Andrew Stellman and Jennifer Greene explain in Applied Software Project Management, “Brainstorming should be reminiscent of microwave popcorn: a few ideas should ‘pop’ at first, followed by a large number being fired rapidly, slowing down to a final few ‘pops.’” Once the ideas stop “popping,” you will know it’s time to move on to the next step in the risk planning process. During the brainstorming session, someone from the development team should record all of the risks mentioned in the first column of the risk plan. Keep in mind that the goal of the first step is to uncover as many potential risks as possible, therefore, the recorder should document the risks in the order they were shared and not try to prioritize them.

Risks Should Focus on Events
Good risks are specific and focused on events. During the brainstorming session, team members may tend to focus on project objectives such as “the final delivery might be delayed” when they need to focus on events that could impact the project objectives. As the Project Manager, make it clear at the start of the brainstorming session that risks should be event-based and as specific as possible.

If team members suggest risks like “the final delivery might be delayed”, ask clarifying questions such as “What could cause the final delivery to be delayed?” until you uncover a specific risk. If the project risks aren’t specific and event-based, it will be difficult (if not impossible) to prioritize them in step 2 and develop effective mitigation strategies in step 3.

Brainstorming Aids
If your development team has little experience in risk identification, here are two things you can do to facilitate the brainstorming process.

Revisit Past Projects
Similar projects have similar risks. Before the brainstorming session, review relevant documents from past WBT projects such as risk plans and lessons learned. If possible, speak to the Project Manager and ask him/her about the major lessons learned from that specific project. Be prepared to share what you uncover during the brainstorming session. You may be able to reuse many of these risks and they could help your team think of new risks that wouldn’t have been uncovered otherwise.

Consider Different Risk Categories
During the brainstorming session, it can be useful to consider potential risks in terms of categories. This encourages everyone involved in risk identification to keep an open mind and to consider a wide range of risks. For WBT projects, you may want to use the following categories to identify risks:
 * Technical - Risks in this category relate to technical requirements, technology and tools, usability, performance and reliability, and overall quality issues.
 * External - This would include risks related to subcontractors, the customer, the weather, etc.
 * Organizational - This would include risks within your own organization such as resource allocation, funding issues, and prioritization.
 * Project Management - This would include risks related to project estimating, planning, controlling, and communicating.

Risk Examples
The following table presents examples of specific, event-based risks for each of the four risk categories.

Here are some examples of risks that should be more specific or more focused on events.

Notice that in the second table, “the client rejects the final product” is so vague that it could be either a Technical or Project Management risk. For example, the client may reject the final product because it doesn’t meet key technical requirements (Technical) or because it was delivered three months late (Project Management). The only way to uncover the actual risk is to ask, "What would cause the client to reject the final product?"

Click Next to continue.


text:
Instructional design/WBT risks/Your Turn - Risk Identification

Instructional Design: Homepage > Identifying WBT Risks >  Risky Business >  Step 1: Identify > Your Turn - Risk Identification >  Step 2: Prioritize >  Your Turn - Risk Prioritization >  Step 3: Mitigate >  Your Turn - Risk Mitigation >  The Risk Plan >  Lesson Conclusion

USDA Performance Management Course
In this first activity, you'll practice identifying project risks for a fictitious WBT project. Imagine you are a Senior Instructional Designer with Pro Learning Force, Inc. Pro Learning Force specializes in training and performance improvement. Your company just won its first training contract with the United States Department of Agriculture (USDA) and hopes to become USDA’s go-to training provider by delivering a successful product on time and within budget. Your supervisor has asked you to be Technical Lead on this engagement, so (in addition to your instructional design duties) you’ll manage the course development process and a 3-person development team (Instructional Designer, Graphic Designer, Multimedia Developer). This is your first time leading a development project and you've just completed the following preliminary scope statement.

What Risks Do You See?
Using the preliminary scope statement, brainstorm three potential project risks and post them in the Wiki. When brainstorming your project risks, you may find it helpful to recall the four categories of risks: Technical, External, Organizational, and Project Management. In addition, reviewing the risks others have posted may help you to think of new ones. This is similar to how in a brainstorming session, one idea fuels another idea. To post your risks, click "edit" for this section.

Example risk: The SME is not available when needed.
 * 508 compliance is not achieved in the first version of the WBT. Phonebein (talk) 21:29, 22 April 2012 (UTC)

Click Next to continue.


text:
Instructional design/WBT risks/Step 2: Prioritize Project Risks

Instructional Design: Homepage > Identifying WBT Risks >  Risky Business >  Step 1: Identify >  Your Turn - Risk Identification > Step 2: Prioritize >  Your Turn - Risk Prioritization >  Step 3: Mitigate >  Your Turn - Risk Mitigation >  The Risk Plan >  Lesson Conclusion

Determine Probability and Impact
The second step in the risk planning process is to prioritize the known project risks. This step can be completed in the same risk planning meeting, immediately after the brainstorming session. Step 1 will yield a long list of risks but some of those risks are unlikely to occur or their potential impact on the project may be minimal. For example, a freak snowstorm could cancel a course pilot, but this would be extremely unlikely if the pilot location is Miami, Florida. Furthermore, it’s certainly likely that the Project Manager may forget to bring donuts to the weekly status meeting, but this event is not going to jeopardize the project. At this point in the process, the development team will decide which risks can be ignored and which deserve special attention in terms of probability and impact.

Probability Scale
The development team will review the risk list and first assign a probability ranking for each risk using a simple 1-5 scale. 1 represents risks that are very unlikely to occur and 5 are for risks that are very likely to occur.

Impact Scale
Once the team has assigned probability rankings, they will use a similar scale and method to rank impact. This time the 1 represents very low impact risks while the 5 is for very high impact risks.

Probability and Impact Ranking Technique
Project teams sometimes find it difficult to rank probability and impact. It helps to break the process down into steps. Note: If you have a long list of risks, you may need to assign a few 1's and 5's before you're able to rank the remaining risks relative to your highs and lows.
 * 1) Identify the risk that is the most likely to occur out of all the risks on your list. Assign this risk a 5.
 * 2) Now identify the risk that is the least likely to occur. Assign this risk a 1.
 * 3) Rank the other risks relative to the assigned 1 and 5.
 * 4) Once your probability rankings are complete, use the same technique for your impact rankings.

Probability and Impact Examples
Let’s see how the examples introduced at the beginning of this section would be ranked. The probability of a snowstorm disrupting a course pilot in Miami is 1 but the impact would be 5. Assuming our Project Manager tends to forget inconsequential things, the probability of the second risk is 5 but the impact is 1 because donuts are not going to jeopardize the project. Now the last risk is where things get interesting. This is a common problem with WBT, so a probability of 4 seems reasonable. Also, since this will frustrate the client and the users, the impact is 5.

Calculate the Priority
Once the probability and impact have been estimated, you can calculate the priority of each risk by multiplying its probability by its impact. At this point, you should reorder your risk list in order of priority. List your highest-priority risk first and the rest of your risks in descending order. This ensures that you will devote more attention to your high-priority risks in the final step of the risk planning process: risk mitigation.

Click Next to continue.


text:
Instructional design/WBT risks/Your Turn - Risk Prioritization

Instructional Design: Homepage > Identifying WBT Risks >  Risky Business >  Step 1: Identify >  Your Turn - Risk Identification >  Step 2: Prioritize > Your Turn - Risk Prioritization >  Step 3: Mitigate >  Your Turn - Risk Mitigation >  The Risk Plan >  Lesson Conclusion

The Risk Planning Meeting
For this next activity, imagine you are in the middle of a Risk Planning meeting for the same USDA Performance Management Project. You and your development team have already spent some time brainstorming potential risks and added them to the risk plan. You are now moving on to risk prioritization.

You (Technical Lead): Okay, we’ve identified a final set of project risks. Now, I’d like us to hone in on each risk and determine the likelihood of the risk occurring and its potential impact on the project. James (Instructional Designer): I’m not worried about the first risk. The client said this is a high-priority project and that they would make sure the assigned subject matter expert has enough bandwidth to assist us. You: And our client also said that she’s knowledgeable in the topic area and could serve as a second SME if necessary. David (Multimedia Developer): I agree with all that, but I’m very concerned about the next three risks. There are a ton of unknowns here. We’ve never developed in Adobe Captivate, so there’ll be a learning curve and we don’t know how buggy the tool is. In addition, we’ve never developed courseware for the USDA’s learning management system. And Section 508 compliance is always a challenge. Lisa (Graphic Designer): Right! While we have experience in Section 508 compliance, we’ve never developed accessible courseware for USDA. And I feel like each client interprets those standards a little differently. David: Exactly! We really won’t know if our courseware is compliant until we test in the operating environment. You: True, all these risks could impact our final deliverable. David, I’m concerned about you as well. You’re the only one who knows how to do audio recording and editing. If you get sick, leave the company, or get pulled onto another project, it will most certainly affect the schedule. David: Well, I don’t plan to get sick or leave Pro Learning Force, but Bob (Pro Learning Force Training Director) mentioned that he assigned me as a full-time resource on the mobile learning proposal we just submitted. You: I think the chances of us winning that work are slim, but we should still plan for the possibility. James: There’s also the possibility that our fearless leader will get sick or leave the company. You: James is right. This is my first time as Technical Lead and burnout is a risk we should consider. Also, I may make some serious rookie mistakes. James: Oh, I doubt that. Plus, Bob will be there to answer any of your questions. And our team as a whole has plenty of development experience. I’m not too concerned about the last risk either. Lisa: I agree with James. We know the ILT materials exist because USDA is already using them. There should be no delay in us receiving the materials. You: Okay, we’ve had some good discussion, so let’s go ahead and prioritize these risks.

How Would You Rank These Risks?
Click here to open the Risk Planning Worksheet. You can either print the worksheet or create your own risk plan to complete this activity. Using the preliminary scope statement and what you gleaned from the meeting excerpt above, assign a probability and impact ranking to each risk listed on the worksheet. Then, calculate the priority of each risk by multiplying its probability by its impact. Once you have completed the Probability, Impact, and Priority columns, save your work. Example risk:

Can You Justify Your Rankings?
Now share your lowest-priority risk and your highest-priority risk in the Wiki and provide a short justification for your rankings. To post your response, click “edit” for this section. ''Example response: #1 is my lowest-priority risk because the probability is very unlikely (the SME has bandwidth) and the impact is very low (the client can always step in if the SME is unavailable). My highest-priority risk is… because…''

Click Next to continue.


text:
Instructional design/WBT risks/Step 3: Make a Mitigation Plan

Instructional Design: Homepage > Identifying WBT Risks >  Risky Business >  Step 1: Identify >  Your Turn - Risk Identification >  Step 2: Prioritize >  Your Turn - Risk Prioritization > Step 3: Mitigate >  Your Turn - Risk Mitigation >  The Risk Plan >  Lesson Conclusion

Risk Mitigation
The third and final step in the Risk Planning process is risk mitigation. You now have a list of project risks that have been prioritized based on their probability and impact. You and your development team will devote the remainder of the risk planning meeting to identifying ways to mitigate these risks. As the Project Manager, you will lead this discussion, beginning with the highest-priority risk in your risk plan. Generally, you will identify several different mitigation strategies for high-priority risks and as you move down the list to low-priority items, you’ll find that you need fewer strategies. Your lowest-priority risk may not need any mitigation strategies. Take another look at the sample risk plan that was presented at the start of this lesson to see how this works.

Risk plan for project – Sexual Harassment Awareness WBT Course

Assessment team members – John, Julie, Simone, and Nathan

Risk Mitigation Strategies
To mitigate a risk, the development team may decide to alter the project plan, add additional tasks, or plan for risks.

Alter the Project Plan
You may decide to adjust the project schedule to mitigate a risk. You can either have a task begin earlier in the course development process or you can increase the amount of time allocated for a specific task. For example, in the sample risk plan, the development team mitigated the second risk by scheduling the recording sessions early in the development process.

Add Additional Tasks
Risks can also be mitigated by adding additional tasks to the project schedule. This will increase the project’s total level of effort, but it may be worth it for particularly risky tasks. For example, the third risk in the sample risk plan can be avoided by having the client approve a course prototype before development begins. In this case, a slight increase in the initial level of effort may prevent a whole lot of rework later on.

Plan for Risks
Finally, for risks that have a high impact but don’t require specific changes to the project schedule, you should still document how the team will respond if the risk occurs. In the sample risk plan, there are no Actions listed for disruption of Internet services because it’s a very low-priority risk for the development team. However, if the team changed its mind and wanted to develop a mitigation strategy, there wouldn’t be any practical changes that could be made to the schedule. Instead, the development team could add an Action like “If this occurs, the team will wait 30 minutes to see if Internet services resume. After 30 minutes, team members will go home and work remotely for the rest of the day.” Having a plan in place will prevent team members from panicking or wasting time wondering what they should do.

Click Next to continue.


text:
Instructional design/WBT risks/Your Turn - Risk Mitigation

Instructional Design: Homepage > Identifying WBT Risks >  Risky Business >  Step 1: Identify >  Your Turn - Risk Identification >  Step 2: Prioritize >  Your Turn - Risk Prioritization >  Step 3: Mitigate > Your Turn - Risk Mitigation >  The Risk Plan >  Lesson Conclusion

What Can You Do to Mitigate the Project Risks?
For this final activity, you will return to the Risk Planning Worksheet that you started in Your Turn - Risk Prioritization and take another look at your three highest-priority risks. Think of a mitigation strategy for these three risks and add it to your worksheet. In the next section, you will be able to compare your risk plan to an expert example.

Click Next to continue.


text:
Instructional design/WBT risks/The Risk Plan

Instructional Design: Homepage > Identifying WBT Risks >  Risky Business >  Step 1: Identify >  Your Turn - Risk Identification >  Step 2: Prioritize >  Your Turn - Risk Prioritization >  Step 3: Mitigate >  Your Turn - Risk Mitigation > The Risk Plan >  Lesson Conclusion

How Did You Do?
Compare your risk plan with the expert example below to see how you did. Don't worry too much if your three highest-priority risks don't match the example exactly. Risk planning is somewhat subjective and your past experience will naturally influence the decisions you make. For example, your organization might shuffle resources around constantly, so you decided to give the third risk a higher probability ranking. As long as you can justify your rankings with rationale arguments and you've identified effective mitigation strategies, your risk plan will take you a huge step closer to a successful WBT delivery.

Risk plan for project:    USDA Performance Management Course

Assessment team members:  David, Lisa, James, and Technical Lead

Justification for Probability and Impact Rankings
Here is the rationale that was used to determine the probability and impact rankings in the expert example.

 * "Final courseware does not function correctly in client’s LMS" is the highest-priority risk because the probability is very likely (the team has never developed courseware for the client's LMS and there may be unknown conformance issues) and the impact is very high (the courseware is useless to the client if it doesn't function in the LMS).
 * "Final courseware does not pass client’s Section 508 compliance testing" is a high-priority risk because the probability is likely (there is variation in the way these standards are interpreted) and the impact is high (the client must comply with these standards, so this could delay their training roll-out plans).
 * "Multimedia Developer is pulled onto another project" is a moderate risk because the probability is only possible (the chances of winning the mobile learning proposal are slim) although the impact is very high (the Multimedia Developer is the only team member who can do audio recording and editing).
 * "Course development software is buggy" is a moderate risk because the probability is only possible (the team is using a reputable course authoring tool) and the impact is moderate (while all tools have some bugs, the most serious ones should have been resolved by release 5.5).
 * "Technical Lead has minimal experience in project management" is a moderate risk because although the probability of this affecting the project is unlikely (the Technical Lead is capable and can seek guidance from the Training Director), the impact is high (the Technical Lead ensures that the project is delivered on time, on budget, and within scope).
 * "Client does not provide ILT materials on time" is a low-priority risk because the probability is very unlikely (the materials exist) and the impact is moderate (the team can probably develop a course prototype without the ILT materials although storyboard development might be delayed).
 * "SME is not available when needed" is the lowest-priority risk because the probability is very unlikely (the SME has bandwidth) and the impact is very low (the client can always step in if the SME is unavailable).

Click Next to continue.


text:
Instructional design/WBT risks/Lesson Conclusion

Instructional Design: Homepage > Identifying WBT Risks >  Risky Business >  Step 1: Identify >  Your Turn - Risk Identification >  Step 2: Prioritize >  Your Turn - Risk Prioritization >  Step 3: Mitigate >  Your Turn - Risk Mitigation >  The Risk Plan > Lesson Conclusion

Congratulations
Congratulations! You have completed this lesson. In this lesson, you learned and practiced applying the three steps for risk planning. You should now be able to create a risk plan for your next WBT project and increase the likelihood of delivering the final product on time, on budget, and within scope.

Summary

 * The three steps in the risk planning process are: identify potential projects risks, prioritize project risks, and mitigate project risks.
 * The output of the risk planning process is the risk plan.
 * The development team and other key stakeholders identify all potential projects risks via a brainstorming session.
 * Project risks should be specific and focused on events that could prevent the development team from accomplishing a project objective.
 * The development team ranks each project risk based on the probability of it occurring and its potential impact on the project.
 * Once probability and impact rankings are assigned, calculate the priority of each risk by multiplying its probability by its impact.
 * To mitigate a risk, the development team may decide to alter the project plan, add additional tasks, or plan for risks.


text:
Dominant group/Botany

Botany is the scientific study of plants, including their physiology, structure, genetics, ecology, distribution, classification, and economic importance.

"Traditionally, botany included the study of fungi, algae and viruses. Botany covers a wide range of scientific disciplines including structure, growth, reproduction, metabolism, development, diseases, chemical properties, and evolutionary relationships among taxonomic groups. Botany began with early human efforts to identify edible, medicinal and poisonous plants, making it one of the oldest branches of science. Today botanists study about 400,000 species of living organisms."

Dominant group
Examples from primary sources are to be used to prove or disprove each hypothesis. These can be collected per subject or in general.

 * 1) Accident hypothesis: dominant group is an accident of whatever processes are operating.
 * 2) Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.
 * 3) Association hypothesis: dominant group is associated in some way with the original research.
 * 4) Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.
 * 5) Control group hypothesis: there is a control group that can be used to study dominant group.
 * 6) Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.
 * 7) Evolution hypothesis: dominant group is a product of evolutionary processes, such groups are the evolutionary process, produce evolutionary processes, or are independent of evolutionary processes.
 * 8) Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.
 * 9) Importance hypothesis: dominant group signifies original research results that usually need to be explained by theory and interpretation of experiments.
 * 10) Indicator hypothesis: dominant group may be an indicator of something as yet not understood by the primary author of original research.
 * 11) Influence hypothesis: dominant group is included in a primary source article containing original research to indicate influence or an influential phenomenon.
 * 12) Interest hypothesis: dominant group is a theoretical entity used by scholarly authors of primary sources for phenomena of interest.
 * 13) Metadefinition hypothesis: all uses of dominant group by all primary source authors of original research are included in the metadefinition for dominant group.
 * 14) Null hypothesis: there is no significant or special meaning of dominant group in any sentence or figure caption in any refereed journal article.
 * 15) Object hypothesis: dominant group is an object within each field where a primary author of original research uses the term.
 * 16) Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.
 * 17) Original research hypothesis: dominant group is included in a primary source article by the author to indicate that the article contains original research.
 * 18) Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a synonym for dominant group.
 * 19) Purpose hypothesis: dominant group is written into articles by authors for a purpose.
 * 20) Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.
 * 21) Source hypothesis: dominant group is a source within each field where a primary author of original research uses the term.
 * 22) Term hypothesis: dominant group is a significant term that may require a 'rigorous definition' or application and verification of an empirical definition.

Plants
Def. "[a]n organism of the kingdom Plantae; now specifically, a living organism of the Embryophyta (land plants) or of the Chlorophyta (green algae), a eukaryote that includes double-membraned chloroplasts in its cells containing chlorophyll a and b, or any organism closely related to such an organism" is called a plant.

Def. " a multicellular eukaryote that includes chloroplasts in its cells, which have a cell wall" is called a plant.

"Statistical analyses indicate that the Phanerozoic history of vascular land plants (tracheophytes) may be interpreted in terms of the successive radiations of four major plant groups, each characterized by a common morphological and/or reproductive grade. Following initial invasion of the land, the diversification of each group coincides with a decline in species numbers of the previously dominant group."

Botany
Def. "[t]he scientific study of plants, ... [t]ypically those disciplines that involve the whole plant" is called botany.

Usage notes:

"The scientific definition of what organisms should be considered plants changed dramatically during the 20th century. Bacteria, algae, and fungi are no longer considered plants by those who study them. Many textbooks do not reflect the most current thinking on classification."

Dominant species:

"[I]n any limited country, the species which is most common, that is abound most in individuals, and the species which are most widely diffused within their country (and this is a different consideration from wide range, and to a certain extent from commonness), often give rise to varieties sufficiently well-marked to have been recorded in botanical works. Hence it is the most flourishing, or as they may be called, the dominant species -- those which range widely over the world, are the most diffused in their own country, and are the most numerous in individuals, -- which oftenest produce well-marked varieties, or, as I consider them, incipient species."

Entities
"In other words, those with significant cultural capital – intellectuals, artists, professors, etc. - were part of the field of power and exercised some level of domination within society (by controlling the processes of cultural reproduction and its contents), but they were, within the dominant group, dominated by those with more economic capital."

Agronomy
Def. "[t]he science of utilizing plants, animals and soils for food, fuel, feed, and fiber and more" is called agronomy.

Def. "[t]he art or science of cultivating the ground, including the harvesting of crops, and the rearing and management of livestock; tillage; husbandry; farming" is called agriculture.

"Annual broadleaf weeds (17 species) were clearly the dominant group under all tillage treatments, compared with the perennials (6 species) and annual grassy (4 species) weeds."

"Regardless of year or treatment combination, values for each parameter (except ASIp) were nearly always lower for the dominated relative to intermediate and dominant plant group(s). For all parameters but ASIp, the application of either 165 or 330 kg N ha-1 often decreased the dominant group/dominanted group mean ratio in both years for either plant density."

"In all, 75.6% of the trees fall into the dominant group which has only 12 species, far more than that of park and institutional forests (Table 2)."

Angiosperms
"Flowering plants, or angiosperms, are presently the most dominant group of terrestrial autotrophs."

From 1880 is the following: “The Plant life of this Period was of a very varied and luxuriant character, and the Angiosperms had now become the dominant group.”

"Today, with approximately 300,000 species distributed worldwide, the angiosperms are the dominant group of vascular plants in terrestrial ecosystems."

Bryology
Def. "[t]he study of bryophytes (non-vascular plants including mosses and liverworts)" is called bryology.

"The Lejeuneaceae, with about 1000 species in about 90 genera, is the largest family of liverworts (Marchantiophyta) (Wilson et al., 2007) and the most dominant group of the epiphyllous flora (Gradstein, 1997; Zhu & So, 2001)."

"Liverworts were the dominant group in all localities and habitats, accounting for about two-thirds of the species."

"Yet it is these leafy members which make up the dominant group of the Hepaticae, since they comprise more than 85 per cent of the total (8500 species)."

Dendrology
Notation: let the symbol ECG stand for ecological-coenotic groups.

"We have suggested assigning a dominant group in ground vegetation according to the regional probabilistic tables of correspondence between forest site index and dominant ECG (constructed for different dominant tree species)."

"In terms of trophism index the dominant group are plants of rich soils (279 species)."

Dominant classification
Scientific classification in botany is a method by which botanists group and categorize organisms by biological type, such as genus or species. Biological classification is a form of scientific taxonomy. Modern taxonomy is rooted in the work of Carolus Linnaeus, who grouped species according to shared physical characteristics. These groupings have since been revised to improve consistency with the Darwinian principle of common descent. While scientists do not always agree on how to classify organisms, molecular phylogenetics, which uses DNA sequences as data, has driven many recent revisions along more efficient, evolutionary lines and is likely to continue to do so. Botanical classification belongs to the science of plant systematics. The dominant classification system is called the Linnaean taxonomy. It includes ranks and binomial nomenclature. The classification, taxonomy, and nomenclature of botanical organisms is administered by the International Code of Nomenclature for algae, fungi, and plants (ICN). Bold added.

Economic botany
"We recognized three types of crusts based on texture and the dominant group of organism."

"The farmers consisted of four ethnic groups, and among the herders the Fulani people were the dominant group[.]"

Ethnobotany
"Our results showed that: (1) Dai people of Xishuangbanna used a wide range of wetland plants, including 46 families and 102 species, of which hygrophytes (helophytes) are the dominant group."

"Ethnocide is when a dominant political group attempts to purposely put an end to a people’s traditional way of life. Linguicide (linguistic genocide) is when such a dominant group tries to extinguish the language of a minority group, say by punishing anyone caught speaking it." "What about the “science” of these tiny undiscovered endangered languages? Does that kind of “primitive” ethnoscience have anything to teach us? The main examples that are quoted in the responses to this question have to do with ethnobotany and ethnomedicine."

"The coconut family is the dominant group of palms in South America, with specialized tribal and generic characters, and hundreds of wild species, but is not represented in the Old World tropics."

Forestry
"Gap-opportunistic species were the dominant ecological group in low forest, bamboo forest, and high forest, while shade tolerant canopy species formed the dominant group in mature forest."

"Hydrophobic acids, which constitute the dominant group of dissolved organic compounds in the humic layer, are effectively retained as water percolates through E and B horizons of podzol profiles (Easthouse et al., 1992)."

"The opportunist functional group is the dominant group at low disturbance treatments and its relative abundance becomes suppressed as disturbance increases."

Horticulture
"The results reveal that a dominant group I rDNA lineage appears in these three provinces."

"Thus the NZ industry is one of the dominant group of apple exporters, which includes the EU, the USA, Chile, South Africa and Argentina."

"Alcohols, however, were the dominant group of volatiles present in each sample, and linalool was highest within each profile."

Lichenology
"Although free-living cyanobacteria are the dominant group in biological crusts covering the inselbergs, the number of cyanobacterial lichens is relatively high and their distribution is homogenous over long distances and macro-climatic gradients."

"Alectorioid lichens are the dominant group of epiphytic lichens in boreal forests."

"The dominant group of lichens in tropical rain forests are crustose microlichens, a highly diverse assemblage that lacks detailed taxonomic and ecological studies, among them the families Graphidaceae and Thelotremataceae (Wirth and Hale 1963, 1978; Hale 1974, 1978"

Paleobotany
"The groups could then be arranged from the dominant group (first rank) to the least common group (fifth rank)."

"The dominant group in the Palaeozoic microplankton is the Acritarcha."

"Pteridophyta is the second dominant group."

"The angiosperms are both the dominant group of land plants and by far the most important plants for human use."

Palynology
"A palynological study on Miocene–Pleistocene sediments exposed at Surai Khola in central Nepal yields new information on vegetation and climate change over the last ∼11.5 Ma. [...] Pollen assemblages from the Surai Khola section suggest complex vegetation changes, of which the shift to C4 grass dominance was only one. [...] Grassland taxa (Gramineae and others) characterize this zone as the dominant group."

The "palynological record from two shallow core holes (6611/09-U-01 and -02) from the Trøndelag Platform offshore mid-Norway [consist] of 750 m of Upper Permian and Lower Triassic sediments. The relatively homogeneous assemblages recovered from the Upper Permian deposits are dominated by gymnosperm pollen, mainly pteridosperms. At the base of the Griesbachian, numerous spore species appear in the record, leading to an increased diversity. The change at this boundary is also marked by the massive reduction of one group of pteridosperm pollen (Vittatina). Together with other typical Permian elements (e.g., Lueckisporites virkkiae), this group is rare but consistently present in the lower part of the Griesbachian, and it gradually disappears in its upper part. The distribution of other groups such as taeniate and non-taeniate bisaccate gymnosperm pollen (pteridosperms and conifers) shows no significant change across the boundary, whereas spores and other gymnosperm pollen increase in diversity and abundance. These changes coincide with the formational change between the Schuchert Dal Formation (Upper Permian) and the Wordie Creek Formation (Griesbachian) equivalents."

"In contrast to the common claim that marine and terrestrial biota both suffered a mass extinction related to the Permian-Triassic boundary event, the studied material from the Norwegian midlatitudinal sites shows no evidence for destruction of plant ecosystems. The presence of diverse microfloras of Griesbachian age supports the idea that the climate in this area allowed most plants to survive the Permian-Triassic boundary event."

"According to the data from mid-Norway as well as the previous records from East Greenland and the Barents Shelf, the widely accepted image of the lowermost Triassic flora, after which herbaceous lycopsids invaded the devastated terrestrial ecosystems and became the globally dominant group, has to be revised."

Plant anatomy
"To date about 33 species belonging to 17 genera of fossil wood have been recorded from the Jurassic in China (Fig. 3, Table 1). They are mainly preserved as silicified type, which is predominant group of fossil preservation."

"Coniferales: this is the dominant fossil wood group in the Jurassic of China ranging in age from Early to Late Jurassic."

"Growth rings are well developed in these woods with wider early wood and narrow late wood, normally 1-2 tracheids wide and maximum 5-6 tracheids. These anatomical features may imply that the climate in western Liaoning was warm and humid during the Early Jurassic with seasonal variations: long spring and summer seasons and a shorter winter season. The megaplant assemblages in the Beipiao Formation (Zhang and Zheng, 1987) show that ferns are the dominant group in the assemblages, with diverse Cladophlebis foliages of larger fronds. The ferns were growing under the canopy of an arborescent forest dominated by conifers and ginkgoaleans, which are tolerant of a warm and humid climate. The fossil woods in the Beipiao Formation were dominated by conifers, which are the coal-forming plants during the Early Jurassic."

Plant ecology
"It is no surprise that the data show the grass family (Poaceae) to be the dominant group, with nearly 200 exotic species in the western U.S. and 73 in the Sonoran Desert province. It is notable that species of Mediterranean origin are dominant in biomass in the Sonoran region (even though fewer in species than European or Eurasian weeds)."

Plant genetics
"The way in which these genes interact with the dominant group 2 genes has yet to be determined."

"From about 41 million ha represented (with a total of about 1,200 cultivars on the official list), about 145 cultivars (12%) belong to the dominant group (occupying at least 50% of the barley acreage)."

"Bacteria are the most dominant group of this diversity which produce a wide range of products of industrial significance."

Hypotheses

 * 1) A dominant group can exist in botany if only based on numbers of organisms.

title: Dominant group/Botany


text:
User:Annas30

Bienvenue sur la page utilisateur de Annas30.

ar:مستخدم:Annas30 cs:Uživatel:Annas30 de:Benutzer:Annas30 el:Χρήστης:Annas30 es:Usuario:Annas30 fi:Käyttäjä:Annas30 fr:Utilisateur:Annas30 it:Utente:Annas30 ja:利用者:Annas30 pt:Utilizador:Annas30 ru:Участник:Annas30 sv:Användare:Annas30

title: User:Annas30


text:
Engineering Projects/InkJetHack

First Day
Goal is to take apart a inkjet printer and get the head positioning system working outside the printer.

Reading this article. Web page 6 and 7 have the best information on the Encoder.

Found this picture of module out of HP DeskJet 660C made in 1995 after searching for Encoder H9720.

Video of what needs to be done.

Second Day
Found this datasheet on it!

Third Day

First soldered cat5 cable to print head. Assumed ground was on the left, looking at print head from the back and in the pictures. So the cable was wired as follows:
 * mostly white/blue to ground (pin 1 ... counting left to right)
 * mostly white/green to data A (pin 2)
 * mostly blue/white to 5 volts (pin 3)
 * mostly green/white to data B (pin 4)

Then hooked up Arduino, started blink program, attached power to the arduino, attached encoder power to arduino. Arduino kept blinking, so power was not going to be a problem. Then measured Data A and Data B with voltmeter. Expected to see 5 volts or nothing. Nothing was 20-30 mv. Saw 5 volts on either A or B depending upon where stopped print head when physically moving it. Did see ground on both data pins. Did see 5 volts on either A or B, but not both at the same time, but did not try to hard to see 5 volts on both.

Then hooked up the arduino button example in the digital examples. It assumes a button is attached to digital pin 2 and turns the led attached to pin 13 on when ever the button is pushed. I could get the pin 13 LED to flicker by moving the print head around while one of the green wires was plugged into digital pin 2.

Then modified the /button/ so that it counted (video) the number of shadows. Used the serial monitor to increment the count every time a shadow passed. As expected, the count increased as I moved the print head back and forth. Sometimes I stopped the print head while on a shadow and it kept counting. Sometimes I stopped it on non-shadow and it stopped counting.

The next step is to improve the counting program so that it reads both outputs, determines if there is motion, determines the direction of the motion and then increments or decrements the counter appropriately. Then the total number of shadows could be counted and then print head always started in a certain position.

Next hooked the motor that moves the printhead to the arduino motor shield. And then ran the example/motorshield/motorParty program. This video shows that it is making a loud noise, don't know why yet. The next step would be cut out the stepper motor part of the motorparty program and then begin fiddling with the speed. Then combine with the counting of the program above to control the print head movement.

Could perhaps hook up to the pendulum and simulate pendulum movement for the putt putt golf green.

title: Engineering Projects/InkJetHack


text:
Engineering Projects/InkJetHack/Howard Community College

Howard Community College is starting this project in the spring of 2012.
 * /spring2012/


text:
User:1sfoerster/enes100/myWorkOnInkJetHack

First Day
Goal is to take apart a inkjet printer and get the head positioning system working outside the printer.

Reading this article. Web page 6 and 7 have the best information on the Encoder.

Found this picture of module out of HP DeskJet 660C made in 1995 after searching for Encoder H9720.

Video of what needs to be done.

Second Day
Found this datasheet on it!

Third Day

First soldered cat5 cable to print head. Assumed ground was on the left, looking at print head from the back and in the pictures. So the cable was wired as follows:
 * mostly white/blue to ground (pin 1 ... counting left to right)
 * mostly white/green to data A (pin 2)
 * mostly blue/white to 5 volts (pin 3)
 * mostly green/white to data B (pin 4)

Then hooked up Arduino, started blink program, attached power to the arduino, attached encoder power to arduino. Arduino kept blinking, so power was not going to be a problem. Then measured Data A and Data B with voltmeter. Expected to see 5 volts or nothing. Nothing was 20-30 mv. Saw 5 volts on either A or B depending upon where stopped print head when physically moving it. Did see ground on both data pins. Did see 5 volts on either A or B, but not both at the same time, but did not try to hard to see 5 volts on both.

Then hooked up the arduino button example in the digital examples. It assumes a button is attached to digital pin 2 and turns the led attached to pin 13 on when ever the button is pushed. I could get the pin 13 LED to flicker by moving the print head around while one of the green wires was plugged into digital pin 2.

Then modified the /button/ so that it counted (video) the number of shadows. Used the serial monitor to increment the count every time a shadow passed. As expected, the count increased as I moved the print head back and forth. Sometimes I stopped the print head while on a shadow and it kept counting. Sometimes I stopped it on non-shadow and it stopped counting.

The next step is to improve the counting program so that it reads both outputs, determines if there is motion, determines the direction of the motion and then increments or decrements the counter appropriately. Then the total number of shadows could be counted and then print head always started in a certain position.

Next hooked the motor that moves the printhead to the arduino motor shield. And then ran the example/motorshield/motorParty program. This video shows that it is making a loud noise, don't know why yet. The next step would be cut out the stepper motor part of the motorparty program and then begin fiddling with the speed. Then combine with the counting of the program above to control the print head movement.

Could perhaps hook up to the pendulum and simulate pendulum movement for the putt putt golf green.


text: File:2012-03-25 14.32.40.jpg

title: File:2012-03-25 14.32.40.jpg


text: File:2012-03-25 14.32.47.jpg

title: File:2012-03-25 14.32.47.jpg


text: File:2012-03-25 14.39.36.jpg

title: File:2012-03-25 14.39.36.jpg


text: File:2012-03-25 16.14.01.jpg

title: File:2012-03-25 16.14.01.jpg


text: File:2012-03-25 16.14.24.jpg

title: File:2012-03-25 16.14.24.jpg


text:
Talk:Engineering Projects/StrandBeest/Howard Community College/spring2012/p2550YFC

Hey guys. I did a tutorial for puting together the legs.

check it out http://en.wikiversity.org/wiki/StrandBeest/Howard_Community_College/spring2012/p2550YFC/Legtutorial

10 points project 2 grading 1sfoerster (talk) 18:18, 17 April 2012 (UTC)

100 point project 2 regrade 1sfoerster (talk) 20:29, 15 May 2012 (UTC)


text:
User:John H.B. Dawson

I am John H.B. Dawson, which in actuality is my Pen Name that I use solely for my Lost World Mythos I'm developing. I am from the U.K. and am primarily a Writer, though have interests in most aspects of Creative Media, and my main purpose of joining is to take Courses relating to these subjects, as well as perhaps author my own if I find there is an area that isn't already covered.

My YouTube Channel is here, though at present all it has is two Adverts I've made at College.

Hunter Hunted: Island of Kruwos
A Lost World Drama Series that currently has planned for it three Radio Serials and some Short Stories. It is set on the titular Island of Kruwos, trapped in a Time Bubble in the Bermuda Triangle, it features various Prehistoric and Ingidinous Cultures alongside all manner of Prehistoric Creatures. The name "Kruwos" is a word for "Blood" in the reconstructed Proto-Celtic Language I use for the Celtic Tribes of the Island, and which I've created a Runic Alphabet for. It features a lot of World Building, and I'm currently still working on the Universe Bible in which I'm laying all of it out before the business of actually Writing Stories set within it. Once that is done I will put it up on here. For now, here are the Main Characters as they will appear in the first Serial, which is set in 1967 and sees them stranded within the Bubble whilst going on holiday to Florida:

Main Characters

 * Richard
 * Gemma
 * Jemima
 * Charlie
 * Edward
 * Gonzalo
 * Capt. Turner
 * Bearach
 * Nanuq
 * Tommy
 * Will

Postcards from the Edge of Infinity
A High Fantasy Comedy I'm working on, it sees three Dungeons & Dragons-playing Teenaged Geeks - Dave, Jeff, and Zöe; Jeff's D&D Character, Volva, a Fire Warrior who can shoot flames out of her hands and mouth (just as soon as she works out how to do so without killing everyone, not just the one it's aimed at) brought to life; Gæratric, Dave's Senile, Xenophobic, cantankerous, disagreeable Granddad, who is in fact an Immortal Anglo-Saxon Wizard; Trebuchet Jayne, a Kleptomaniac Half-Elf Wild West-style Outlaw; and Dick, an Alcoholic Dwarven Monk; all find themselves travelling across all manner of Worlds, Dimensions, Realities and Cosmic Ass-Pulls by way of Dave's ten Magic D&D Dice after Gæratric accidentally turns them into Interdimensional Transporters, leaving them trying to get back to what Dave, Jeff, Zöe, Gæratric, and - by default since she isn't even meant to be alive - Volva, call home: Present Day England. Along the way they have all the kinds of Tolkienesque adventures Dave, Jeff and Zöe live out in D&D, that Volva was created to live out in her reality, that Gæratric probably lived out at some point but can't remember anymore, that Trebuchet Jayne lives out on a semi-regular basis, Cash incentive permitting, and that Dick lived out once when he'd had a few too many and had to be helped home by the Blacksmith and his Apprentice.

title: User:John H.B. Dawson


text:
User talk:Mbaig5753/enes100/Bridge: My Work

sam
 * nice team work dude! Keep it up!

Nathan
 * Nice work!

week 1 p2 grading 1sfoerster (talk) 12:47, 28 March 2012 (UTC)
 * 10/10/30 ... good job documenting ... I like the idea of something internal being used to hold the arch together while gluing all the pieces rapidly ... the links to your arguments were great .. the discussion where you talked about jb weld then went on to discuss crazy glue .. we are using 5 minute epoxy .. crazy glue is to hard to get everything perfectly aligned ... I would think about grinding the ends of the noodle tubes to the exact right angle so that two surfaces tough at all places, .. with a line down the top so the top and bottom of the noodles are in alignment ... perhaps held in place with wire or string until glued all at once ...

sam
 * Good job helping out with the angle to grinding the noodles!

Nathan
 * Good hard work!

sam Week Three:
 * Thanks for opening up your house! Nice ideas as to how to attach the ziti noodles!

Nathan
 * Great Ideas on the arch.

week 4 grading 204.126.132.241 13:34, 18 April 2012 (UTC)
 * 10/10/10 ... need to initiate

week 2 p2 grading 1sfoerster (talk) 11:43, 11 April 2012 (UTC)
 * 10/10/30 .. good job ... make pictures "thumb" ...

week 3 p2 grading 1sfoerster (talk) 11:43, 11 April 2012 (UTC)
 * 10/10/30 ... good job ... need more pictures showing building technique ... pictures as you are doing

sam
 * Great work with the poster!! Finish this last week of project strong!!

Nathan
 * Nice hard work and great ideas!


text:
User talk:Natebeger/enes100/My Work P2

sam
 * nice team work dude! Keep it up!

mirza
 * Good job keep up the work

week 1 p2 grading 1sfoerster (talk) 12:49, 28 March 2012 (UTC)
 * 10/10/0 ... looking at bridge pictures is not going to help push this project forward .. need construction idea brainstorming on how to build the arch

sam Week Two:
 * Nice job experimenting with the slant edged ziti noodles!

mirza
 * I like the slanted pasta bro

sam Week Three:
 * Thanks for buying the epoxy glue! I'm looking forward to seeing the box! Nice work!!

Mirza Week Three:
 * Thank for buying the glue, I really want to see what the box looks like good work

week 2 p2 grading 1sfoerster (talk) 11:46, 11 April 2012 (UTC)
 * 10/10/30 ... good job

week 3 p2 grading 1sfoerster (talk) 11:46, 11 April 2012 (UTC)
 * 10/10/30 ... good job ... try drawing with 123d .. is the angle of the grinder shield adjustable? Does it flex? Did you brainstorm many different designs?

sam
 * Nice effort building the box!

mirza
 * Thanks for making the box

week 4 p2 grading 204.126.132.241 13:36, 18 April 2012 (UTC)
 * 10/10/10 ... good report ... lots of words, nothing that could be used to replicate the work I have physically seen ... document what you have done for points !!

title: User talk:Natebeger/enes100/My Work P2


text:
User:Crtew

About me
I teach journalism at the college level.

Currently, I am most active on Wikipedia, where I run my "Adopt a Journalist" project and me and my students document journalists who have been killed while reporting or for their reporting.

I also use Wikinews as a lab to teach online journalism each spring.

I regularly use Wikimedia Commons to support my projects here.

I'm involved in the Wikipedia Education Program where I am a teaching fellow.

title: User:Crtew


text:
User:Egm4313.s12.team11.sheider/R5.1: Lecture 7 p.7-32 pb. 1-5

Problem Statement
Given: Find $$ R_{c} \!$$ for the following series:

1. $$ r(x) = \sum_{k=0}^\infty (k+1) k x^k \!$$

2. $$ r(x) = \sum_{k=0}^\infty \frac{(-1)^k}{\gamma^k} x^{2k} \!$$

Find $$ R_{c} \!$$ for the Taylor series of

3. $$ sin(x) \!$$ at  $$ x = 0 \!$$

4. $$ log(1+x) \!$$ at  $$ x=0 \!$$

5. $$ log(1+x)\!$$ at  $$ x=1 \!$$

Solution
The radius of convergence $$ R_{c} \!$$ is defined as

$$ R_{c} = [\lim_{k \to \infty} |\frac{d_{k+1}}{d_{k}}|]^{-1} \!$$

1. $$ R_{c} = [\lim_{k \to \infty} |\frac{(k+2)(k+1)}{(k+1)(k)}|]^{-1} \!$$

$$ R_{c} = [\lim_{k \to \infty} |\frac{(k+2)}{(k)}|]^{-1} \!$$

$$ R_{c} = [\lim_{k \to \infty} |\frac{k(1+\frac{2}{k})}{k}|]^{-1} \!$$

$$ R_{c} = [\lim_{k \to \infty} |1+\frac{2}{k}|]^{-1} \!$$

$$ R_{c} = [1+0]^{-1} \!$$

$$ R_{c} = 1 \!$$

2. $$ R_{c} = [\lim_{k \to \infty} |\frac{\frac{(-1)^{k+1}}{\gamma^{k+1}}}{\frac{(-1)^{k}}{\gamma^{k}}}|]^{-1} \!$$

$$ R_{c} = [\lim_{k \to \infty} |\frac{-1}{\gamma}|]^{-1} \!$$

$$ R_{c} = [\lim_{k \to \infty} \frac{1}{\gamma}]^{-1} \!$$

$$ R_{c} = [\frac{1}{\gamma}]^{-1} \!$$

$$ R_{c} = \gamma \!$$

However, in this problem, the series $$ x \!$$ term is $$ x^{2k} \!$$ not $$ x^k \!$$, as is the general form. Therefore, this implies:

$$ |x^2| = \gamma \!$$

$$ |x| = \sqrt{\gamma} \!$$

$$ R_{c} = \sqrt{\gamma} \!$$

3. The Taylor series for $$ sin(x) \!$$ is expressed as $$ sin(x) = \sum_{k=0}^\infty \frac{(-1)^{k}}{(2k+1)!}x^{2k+1} \!$$

$$\lim_{k \to \infty} \frac{\frac{(-1)^{k+1}}{(2(k+1)+1)!}x^{2(k+1)+1}}{\frac{(-1)^{k}}{(2k+1)!}x^{2k+1}} \!$$

$$\lim_{k \to \infty} \frac{\frac{1}{(2k+3)!}x^{2k+3}}{\frac{1}{(2k+1)!}x^{2k+1}} \!$$

$$\lim_{k \to \infty} \frac{\frac{1}{(2k+3)}x^{3}}{x} \!$$

$$\lim_{k \to \infty} \frac{1}{(2k+3)} x^{2} \!$$

Therefore: $$R_{c} = [\lim_{k \to \infty} \frac{1}{(2k+3)} ]^{-1}\!$$

$$R_{c} = \infty \!$$

4. The Taylor series for $$ log(1+x) \!$$ at $$ x = 0 \!$$ is expressed as $$ log(1+x) = \sum_{k=1}^\infty \frac{(-1)^{k+1}}{k}x^{k} \!$$

$$R_{c} = [\lim_{k \to \infty} |\frac{\frac{(-1)^{k+2}}{k+1}}{\frac{(-1)^{k+1}}{k}} |]^{-1} \!$$

$$R_{c} = [\lim_{k \to \infty} |\frac{\frac{(-1)}{k+1}}{\frac{(1)}{k}} |]^{-1} \!$$

$$R_{c} = [\lim_{k \to \infty} |\frac{\frac{(-1)}{k(1+\frac{1}{k})}}{\frac{1}{k}} |]^{-1} \!$$

$$R_{c} = [\lim_{k \to \infty} |\frac{(-1)}{(1+\frac{1}{k})}|]^{-1} \!$$

$$R_{c} = [1/1]^{-1} \!$$

$$R_{c} = 1 \!$$

5. The Taylor series for $$ log(1+x) \!$$ at $$ x = 1 \!$$ is expressed as $$ log(1+x) = log(2) + \sum_{k=1}^\infty \frac{(-1)^{k+1}}{2^{k} k}(x-1)^{k} \!$$

$$\lim_{k \to \infty} \frac{\frac{(-1)^{k+2}}{2^{k+1} (k+1)}(x-1)^{k+1}}{\frac{(-1)^{k+1}}{2^{k} k}(x-1)^{k}} \!$$

$$\lim_{k \to \infty} \frac{\frac{(-1)^{2}}{2(k+1)}(x-1)}{\frac{1}{k}} \!$$

$$\lim_{k \to \infty} \frac{\frac{1}{2k(1+\frac{1}{k})}(x-1)}{\frac{1}{k}} \!$$

$$\lim_{k \to \infty} \frac{\frac{1}{2(1+\frac{1}{k})}(x-1)}{1} \!$$

$$\frac{1}{2}(x-1) \!$$

For convergence: $$ \frac{1}{2}(x-1) < 1 \!$$

$$ x-1 < 2 \!$$

$$ x < 3 \!$$

Therefore, $$R_{c} = 3 \!$$


text:
User talk:Stevecole888/enes100/My Work2

you did a great job of doing what you said you would and documenting it and uploading it already lets keeping doing work like this.dgilliland (talk) 09:54, 25 March 2012 (UTC)

week 1 p2 grading 1sfoerster (talk) 12:32, 28 March 2012 (UTC)
 * 10/10/100 .. wow ... keep that up !!!

Good pictures of our plans three thumbs up!!jsnyder6518

good work on those pictures it was good documentation.dgilliland (talk) 11:40 2 april 2012 (UTC)

good work on getting that work done .(talk) 04:42, 9 april 2012 (UTC)

week 2 p2 grading 1sfoerster (talk) 11:36, 11 April 2012 (UTC)
 * 10/10/150 .. great job

week 3 p2 grading 1sfoerster (talk) 11:36, 11 April 2012 (UTC)
 * 10/10/150 ... great job

this part of the project is over good work on your stuff.dgilliland (talk) 23:54, 16 April 2012 (UTC)

week 4 p2 grading 1sfoerster (talk) 13:58, 18 April 2012 (UTC)
 * 10/10/70 .. should be working over wax paper, not table cloth and towel ... should not be mixing such enormous batches ... video should show how the epoxy gets stringy .. the cheaper epoxy link is not cheaper when measured by the amount you get ... the two tube, single squeeze is much harder to work with ... never works well pushing out an equal amount of epoxy

title: User talk:Stevecole888/enes100/My Work2