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User:Graeme E. Smith/Declarative Memory: Architecture Scope and Limitations

Declarative Memory Architecture, Scope and Limitations Graeme E. Smith, GreySmith Institute of Advanced Studies  http://en.wikiversity.org/wiki/Portal:GreySmith_Institute   http//en.wikiversity.org/wiki/User:GreySmith_Insitute  grysmith@telus.net The Declarative Memory is that portion of the memory that we tell ourselves that we have. It is not meant to be a separate memory, however because there is a requirement that we tell ourselves that we know something, only those elements that get into the Meta-index are truly retrievable. It is for this reason, that H.M. a classic case, developed amnesia. The cerebral cortex was more or less intact, however he had had the medial temporal lobe excised and the excision had removed the hippocampus area where the Meta-index is thought to exist. This article explains the nature of H.M.'s amnesia, and why it argues for a two stage declarative memory. As well it covers a plausible but not yet proven explanation for a meta-cognitive "Feeling of Knowing".

You can know something, and not have access to it. At first this statement seems ridiculous. how can you know something and not be able to retrieve it? The answer is simple, you can't demand a memory that you don't know that you have. The reason we call declarative memory, Declarative, is that at some level you have told yourself that you have that memory, and when you try to recover the memory later, you can often tell yourself again. There are therefore two ways that we know that we know something, 1. we tell ourselves that we know it, and 2 we store information away about what we know so that we can recall the information on what we know, later. This storing away of information about what information we know, requires some form of index, that will allow us to find the information later, and telling ourselves that we know it, means we need some mechanism to search the index, and find the index entry for that element before we try to find the actual element. The first phase in declarative memory is the declaration of knowledge. Somehow we have to map our knowledge onto an index somewhere. Allen Baddeley discussed the requirements for a working memory a number of times over the last 20 years. Part of what he discussed, most recently is the need to have an episodal memory buffer. Episodal memory is memory that has been located in time and space. With the discovery of the place cells in the hipposcampus we have a location for the episodal memory, however there is evidence that the hippocampus is one of about 4 separate memory systems all serviced by the Subiculum. The list includes the hippocampus area CA3, the hippocampus area CA2, the parahippocampus, the entorhinal cortex. Evidence seems to suggest that sequences from the parietal lobe are passed through these areas, as evidenced by slow waves that are detectable in this area both during the waking period and during some sleep states. What some scientists think is happening is that during these slow wave episodes, patterns are detected in the parietal sequences, and segregated out into different mapping mechanisms, which can then be accessed from the central subiculum. Evidence is that the parietal sequences are oriented around the experience of the organism as it goes through its day, while the episodal memories are more oriented towards mapping the invarient aspects of the environment. Thus a rat that does not have the use of it's hippocampus can't orient itself as easily when the maze is turned a quarter turn, as the rat that can orient itself to the cues on the walls of the lab, and has full use of its hippocampus. To add to this oppinion as to the location of the Place cells in the hippocampus, other researchers have found evidence of a mapping grid generator that is part of the Entorhinal cortex. Different layers of the cortex control differently oriented grids, so, by adjusting the source of the grids it is possible to adjust the orientation of the animal with regard to place. This means that the organisms experience of movement and direction can be mapped simply by adjusting the grids to accomodate the changes in direction of the path the organism follows to receive its inputs. If the rat turns left, it traverses the mapping grids in a direction that turns the grid to the right, and visa versa. The result is a semi-stable map of the environment around the organism that includes elements experienced by the organism. We call this map episodal memory. Once we have defined the map, the next stage is setting up access to it, via an index or legend of some type. In other words we had to tell ourselves where we were, now we have to tell ourselves that we told ourselves. This is similar to the effect of mapping the implicit memory onto the explicit memory, and may involve the exact same type of interface. The main difference is that because the map defines a standard location for a particular piece of information we do not need the bottleneck to map across between implicit and explicit forms of the map. There is still probably a learning curve associated with learning to use the map, since the map is not the reality it maps, and an organisms experience of where something should be in implicit memory often needs to be audited against later experience of trying to find it in the real world. However the explicit version of the map, can be easily indexed via the subiculum which acts as a bottom-up attention mechanism for the meta-index, or index of indexes that is implied by the multiple organs making up the index itself. Once we have the memory mapped, and can index it to find it, the next job is to tell ourselves whether a particular memory is in the index or not. We still have no proof how this is done, however, it is possible that we do an index search, and then use that to trigger a signal called a feeling, that indicates success or failure to find the item in the index. This Feeling of Knowing or FOK, is obviously a meta-cognitive signal, in that it tells us whether or not we can remember knowing something. In the model I use, the concept is that a search is done by the subiculum of the meta-index in the hippocampal areas described above, and from this search a signal is generated on a success / failure basis. The index value and the success signal then indicate readiness to attempt to recover the quale from the Cerebral cortex. This does not guarantee success however because the index might be out of sync with the Cerebral Cortex. The Cerebral cortex retrieval operation then might succeed or fail. If it fails a failure detector, triggers an attempt to recover the memory by searching the immediate area around the index entry, if it succeeds no further care is needed, however sometimes the index is so far out of sync with the actual implicit memory that a protracted search is needed. During this protracted search, a signal called Tip of the tongue or TOT is detected. Many people report this Tip of the tongue feeling as lasting for protracted periods as various techniques are tried and discarded until the memory either finds the entry or discards the attempt to find it. A similar meta-cognitive feeling is often experienced with memories that have been accessed recently, in that those memories are often tagged with a feeling of familiarity. Usually both a feeling of familiarity and a feeling of knowing that happen together assures success at retrieval, however, in other circumstances they just add to the frustration of the TOT signal. The reason that we need the TOT signal is simple, phenomenally implicit memory rearranges memory locations over time, the actual location of a memory is only temporarily knowable, and so when the implicit memory moves it, the explicit memory often takes a while to catch up to the move, and the declarative memory must wait for the next time that location is declared. TOT gives us an opportunity to try a few different techniques to access it, without waiting for it to be rewritten to declarative memory. Now lets introduce the idea of the BSO or Beta (frequency) Synchronized Oscillation. Like the implicit memory, the meta-index may produce multiple index entries that all point to a particular memory. What is needed is a method of selecting from among the multiple entries, one that will be used to address the Cerebral Cortex. To do this, we take a leaf from the thalamus and impose a frequency on the individual entries so that the PFC, probably a portion of the ACC, can select from among them. However in order not to confuse the memory system we impose a different frequency range on the signals. In this case, evidence suggests beta waves. If this is correct, then the beta waves signal the ACC that the signal being chosen is an index rather than a functional cluster. There is probably a priority pattern that selects beta frequencies before gamma frequencies. Evidence suggests that this beta frequency gets transferred over to the thalamus, thus double tagging the memories that are referenced by the declarative memory so that they resonate both on the beta and gamma range. This might be a good reason why the memory does not use a carrier wave like technique it is difficult to impose two carrier waves simultaneously. The additive technique used allows the signal to resonate on both bands simultaneously, essentially striking a chord. Theoretically this single stage declarative memory is all that is needed, or at least that was the theory until H.M. had his most unfortunate operation, and showed by his amnesia that the theory was incomplete. H.M. was a brain surgery patient that had his Medial Temporal Lobe taken out as part of a medical procedure that has since been deprecated as a result of his experience. When H.M. recovered, it was found that he had a profound amnesia, that included both a anterograde aspect, where he couldn't form long-term memories, and a retrograde aspect where some memories that where thought to be already formed were found to be missing. The anterograde aspect was explainable by the loss of the episodal memory, but the retrograde aspect puzzled scientists for a while. Eventually they decided that there was a step called consolidation that happened in the hippocampus area, that was not completed for about 2.5 years after a memory was first formed. Within the model that I am proposing here, what was removed was his Declarative Memory System. But what seems obvious now, is that there was evidence of a fall back memory system, and archive if you will of the Declarative Memory that ran about 2.5 years after the actual Declarative Memory System. This archive had to be consolidated, probably into the cerebral cortex, in order for it to be available for H.M. to use. Consolidation stopped at 2.5 years before the operation. Annette Karmiloff-Smith in her book Beyond Modularity: A Developmental Perspective on Cognitive Science noted in her notes on childhood development that there was about a 2 year gap between learning one phase of language and learning the next, that indicated that while children could learn language at about 2 years of age, and could learn to manipulate words at about 4 years of age, that it took until 6 years of age for them to be able to discuss their manipulation of words. This suggests, at least to me, that in fact, what she is describing is the need to complete consolidation, before you can advance your learning based on the results of that consolidation. I have written a book called That explains intuition in respect of consolidation and some techniques about how you can recover the memory that has not yet been released for use because it has not completed consolidation and inclusion in declarative memory as a result. Essentially what we have tripped across here, is a role of consolidation in updating the implicit memory. Since the memories in the declarative memory are based in the hippocampus areas, it makes sense that the consolidation process involves the update of the cerebral cortex from information derived during Declarative processing. This must involve the rehearsal of the involved functional clusters in order to retrieve the implicit contents that the new index entries point to, which is needed to process them and thus to have a parietal sequence in order to load into the Meta-index. In other words, the reason it takes so long to consolidate, is that consolidation happens during sleep, and requires the use of the bottleneck. We think that consolidation might be related to REM sleep states. The heavy use of sleep states for Declarative learning, indicates that the brain puts this at a slightly lower level of priority than quick reactions during daylight hours.


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User:Graeme E. Smith/Skill Memory: Architecture Scope and Limitations

Skill Memory Architecture, Scope and Limitations Graeme E. Smith, GreySmith Institute of Advanced Studies  http://en.wikiversity.org/wiki/Portal:GreySmith_Institute   http://en.wikiversity.org/wiki/User:GreySmith_Institute  grysmith@telus.net When Dr. Edelman wanted to win a robot soccer match against MIT, he pulled out a Brain based device designed to work like the cerebellum. Perhaps their robots are more efficient now... In the IDA cognitive Architecture which was the basis of LIDA, the first so called functionally conscious robot, Stan Franklin included in the design an "action oriented system" which learned behavior rules in both a top-down and a bottom-up fashion. It is generally accepted that a cognitive architecture should have some sort of skill memory. In this article I introduce the idea of a two phase skill memory based on the cerebellum. I carefully explain how this relates to what we know of the attention system, and postulate the existence of ASOs, a specific kind of signal that will allow us to detect automation sequences arising from the cerebellum. I also suggest that this same mechanism might work to create a macro-language from complicit attention functions. To understand skill memory, we must first understand demand addressing and the triangular circuit of attention. Demand addressing is a concept first thought up in DesCartez time when it was thought that the brain was a reservoir for a memory fluid. The concept was that somehow when we demanded a memory, that particular memory valve would open and the memory fluid would be released. By the time of computers, we were thinking more about telephone switch boards, where the operator plugged in the switches to make a particular memory available. Today we talk about memory addresses, and every memory location in a computer has its own address by which it can be accessed. Brains don't work that way, as Dr. Miller found out in the 1950's. Instead if we can take David Marrs word for it, the basic memory circuit is a content addressable memory, and if we can take Jerry Fodors word for it, the memory is implicit, and phenomenal. in The Dual Mode Cortex I describe how a demand type memory based on place-code addressing is implemented using the 5th layer apical dendrites. This memory access relies heavily on CLUMP addressing via the Thalamus to pre-activate neural groups and thus output qualar memories. It is exactly this type of addressing that is needed to trigger the cerebellar cortex, and so our story begins with the Thalamus outputs triggered by the clump addressing mechanism. Some of these activations trigger action centers such as the primary motor cortex, and some of these activations trigger a special kind of attention I call complicit attention, which combines a data quale with a function quale, to direct processing to a specific function. According to David Marr, activating these action/function areas of the brain, triggers a reaction in an area called the inferior olive, where the action/function areas are mapped out before being sent to the brain stem to trigger actual movement. It is at this point that we bring in the cerebellar cortex. The cerebellar cortex has a connection to the cerebral cortex, which is fed into its mossy dendrite layer at layer 1, Then, it has a connection to the inferior olive, which maps out to a one-to-one relationship with the purkinje cells in the cerebellum, and is probably connected via the rising fibers, which in turn trigger the purkinje cells. What this creates is a sensitivity to the patterns that form in the mossydendrites which are thought to be context related patterns, and the activation of specific action/function areas in the cortex. The purkinje cells are capable of holding multiple patterns and defining pseudo-sequences by linking context to preactivation of another purkinje cell, in such a way as to create an implicit learned reflex that echos popular activities and processing sequences. These pseudo sequences are linked in turn to contexts, so that a pseudo-sequence will begin eventually to respond when the context exists without requiring prior inferior olive activity. Not only that, but the sequence is sped up by the fact that the context is all that is required to trigger the next stage in the sequence, so time can be compressed especially when adrenaline is involved. This is why slow dancing such as in Tai Chi, or Kung Fu, can be smoothly translated into faster action in an emergency or at a tournament. Just as in the other memory systems that have implicit states, the Cerebellum does not produce one sequence at a time, it produces a number of alternate sequences from which to pick. To tag each one with a different frequency, in the Alpha frequency range to form an ASO or Alpha (frequency) Synchronous Oscillation, is required so that the top-down attention probably in the ACC can select from among the options. This is where we think the Ventro-Lateral PFC comes into play. The Ventro-Lateral PFC is connected to the SMA where sequences from the cerebellum are first recognized, and then compared to come up with a filter that will allow the ACC to select one. If this fails, the ACC then selects another option, it looks for intentional rules that can be used to disambiguate the selection. If that fails the ACC then selects the last option which is the triggering of a conscious state, so that it can use volition to select from among the options. Volition has the option of not only not selecting one of the previously rejected sequences, but of creating its own new sequence. This is the late Volition model, and is considered by some to be controversial, because the motivation for intentional states that are not volitional is not well understood in classical or folk psychology. Another problem with this model is that it supposes that people are not actually operating at full consciousness most of the time. This vies with the viewpoint experienced by the individual that they are conscious all the time they are awake. Perhaps this dichotomy exists because we are talking about two different things, the experience by introspection of a "feeling of consciousness" versus a functional state of consciousness during which the brain does volitional activities. I think that what I should stress here is the difference between awareness and consciousness. Awareness is the state of receiving a near constant input about our relationship to the environment, but need not involve consciousness, while consciousness is a volitional state, during which we are aware of our awareness, and actively choose among the options, which interactions we should have with our environment. I maintain that this is a much rarer state than awareness alone, because most of the time we can "go through the actions" without having to think. You can tell when someone is actively conscious because they "take time to think" instead of just reacting. Libett has indicated that Volition doesn't start until 500 milliseconds after the ACC is first lit up. Other researchers have suggested that 80 milliseconds is a better estimate. The question seems to be related to specific signals indicating that a choice has been made by the ACC sending a signal that releases one of the selections. Part of the reason there is a discussion is that we don't have a consensus agreement on which signal indicates volition. This model might indicate that intention involves one signal while volition involves another. Since Volition must wait for intention to complete, the later signal (Possibly Libetts signal) is likely to be the one that is associated with volition. Part of the problem with this discussion is that the sensation of thinking does not seem to take that long. One of the problems with this theory is that our sensation of making a choice, does not happen immediately it is delayed. One of the reasons that Libett's work is still quoted even though it is controversial, is because he can clearly show that the ACC lights up long before subjects acknowledge that they are making a decision. This means that the subjective experience of making a choice is not concurrent with the mental task of making a choice. I will get into that later in my consciousness theory. What is important at this point in time is the idea of the ACC as being the area that decides which sequence we execute, and the fact that it can draw on successively higher order processing to disambiguate or replace the sequences that have been suggested by the skill memory.

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


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User:Graeme E. Smith/Symbolic Memory: The Striate Cortex and its Roles

The Striate Cortex and its Roles Graeme E. Smith, GreySmith Institute of Advanced Studies  http://en.wikiversity.org/wiki/Portal:GreySmith Institute   http://en.wikiversity.org/wiki/User:GreySmith Institute  grysmith@telus.net Nestled in below the cerebral cortex and above most sub-cortical organs, is a flap of cortex that stains as a stripe when a serotonin stain is used. Called the Striate Cortex because of its stripe, This cortex is intimately involved with the sub-cortical functions. In this article I explore a plausible set of roles for the striate cortex and its sub-elements.

The cerebral cortex, consists of a hankie sized structure that folds over on itself, and wraps around the top of the brain. The area of the cortex that lies underneath the fold, is slightly differently organized than the areas on top of the fold, as is evidenced by the fact that it stains a solid stripe when stained with a serotonin finding stain. It is important to realize that all sub-cortical functions that are connected to the cerebral cortex, must pass their connections through this layer. Although the connections can penetrate through the layer without connections within the layer, and many do, other connections from both the cerebral cortex, and the sub-cortical functions terminate in this layer, creating a sort of interface that is informed from both the Cortex, and the sub-cortical organs. This makes this area of the brain an ideal platform for bringing together certain types of functions that need to fuse sub-cortical support services with cortical information. A good example is the Limbic System. It has long been wondered how the limbic system affects thought. The limbic system lies in the sub-cortical support circuitry, and thought, it is thought, seems primarily to happen in the frontal areas of the brain. There is a question of how the sub-cortical services can so strongly affect the frontal areas, and the answer might be at least partially in the striate cortex. To understand this let us look at the thalamic function. The thalamus is a sub-cortical organ, that is tightly associated with the Reticular Activation System. In The Dual Mode Cortex I discussed the role of Dr. LaBerges theories about the attention system in creating a demand memory that ported onto the natural phenomenally implicit memory, in Phenomenally Explicit Memory: Scope and Limitations I discuss the nature of the explicit memory system that this creates. Because the nature of the memory I describe in Phenomenally Implicit Memory: Scope and limitations is such that it can't separate out distinct memories from the phenomenal data-field, it makes sense that any thought, having to deal with those distinct memories must be by definition happening after the conversion from implicit to explicit memory. This definition means that thought is dependent on a sub-cortical process, which must, by its location in the brain pass its signals through the striate cortex. However the information that is passing through the straite cortex, is the addressing information associated with phenomenally explicit memory. At first this might seem counter productive, if the content of the memory is in the cortex, why would we want to process address data? This is an important question, because it stresses the limitations of Phenomenal Memory. The nature of phenomenal memory is that the Quale it creates cannot be subdivided, so the only way to manage the quale is to subdivide the addressing CLUMP. We can say that the addressing data in the clump implies the quale. If so, then indeed we should be processing the addressing data instead of the Qualar data-field, because the addressing data is more unique to the data than the qualar output is. On another level, we need to be able to link addressing information to the Qualar contents it represents. Here we get into an interface problem, how do we interface the Qualar contents to the address information so that we can process the address information and imply the qualar contents? One answer is that within the perception process, specialized processing modules, link their output to the limbic system. Because it is a direct connection from one neural network to another, it is not as qualar in nature, although the output is still phenomenal within the connection. Thus modules can activate specific limbic organs whenever the quale includes data that triggers that module. In other words our Carnivore Detection modules can trigger the fear reaction when we get too close to a tiger. The trick then becomes how to associated the fear reaction with the address of the tiger memory element so that we know that the tiger is what we fear. It is my suggestion that in fact the Striate Cortex is likely to have just such a role. It associates Limbic reactions with Thalamic Address information so that we explicitly know that tigers are scary. This is interesting because it means that implicit registration of the stimuli, is all that is needed in order to trigger explicit connections between elements that are known and the emotions that we know them by. In other words the question of salience becomes less of a mystery, because we know how limbic reactions can be associated with specific elements. If salience is dependent on the association of limbic reactions to explicit addresses, then the ability of the Basal Ganglia to react and Orient the body, towards salient zones of the environment must mean that it is taking into account this type of information even before the explicit memories are activated. this implies a strong connection between the striate cortex and the basal ganglia. In fact some theorists have suggested that just such a connection exists via the Nucleus Accumbens. But the Nucleus Accumbens has also been implicated as the link between the PFC and the Thalamus, in the sub-clump addressing mechanism needed to isolate specific memories. this suggests a more general role, possibly linking symbolic links in other memory systems, to Thalamic output arrays needed to select a particular memory in the Cerebral Cortex and to trigger Basal Ganglia instinctive reactions. An example of this might be the orienting of the body towards a location that in the past has hidden a danger despite the fact that it is not yet in sight. The location of the danger is held in episodal memory, but the body orients towards it anyway. This classic response, is the meat of slasher flics where the actor is oriented towards one danger and backs into another or the same danger mysteriously transported to behind them. It is always a good hook for a thrill. It is also a good hook for comic relief, when the actor backs into something mysterious that turns out to be innocuous after all. Usually its good for a chuckle of relief. We wouldn't have these reactions if the actors body language didn't indicate that they were oriented on a danger, and vulnerable to dangers outside their orientation.((indent|8}}This tendency to orient our bodies towards danger may be good for gags in movies, but it also indicates a connection between the Declarative Memory and the Basal Ganglia that more or less has to be re-routed through the striate cortex. The Declarative Memory however is in the sub-cortical areas, as is the basal ganglia, so we can see that the striate cortex might also act as a communications center for sub-cortical functions. All this communication and processing cannot be done, unless somehow the address is standing symbolically for the content of the cerebral cortex it addresses. However evidence of size invariant coding in the Declarative Memory, specifically in Episodal memory suggests that the addresses are further symbolized by single neurons in the map. this suggests a mapping function that can address a single neuron, and associate it with a CLUMP address array. If so this also might be a function of the striate cortex.


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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory

Hello and welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directory! This Wikiversity page will serve as an overall directory for all those whom participate in the Spanish Ministry of Education's Language and Culture Assistantship Program. This directory is not only for those North American assistants but of all nationalities that participate in this program.

The directory is divided by region of Spain alphabetically and then further broken down by year, city alphabetically, and then finally name alphabetically. To browse the directory see the section below which lists all the regions in alphabetical order.

If you would like to submit an entry please read the directions below to learn how to register on wikiversity (which will register you on all the other Wikimedia Foundation projects such as Wikipedia, or Wikibooks) and to submit your information according to the correct guidelines!

Browse Directory
/Andalucía/ /Aragón/ /Asturias/ /Cantabria/ /Castilla la Mancha/ /Castilla León/ /Cataluña/ /Cueta y Melilla/ /Extremadura/ /Galicia/ /Islas Baleares/ /Islas Canarias/ /La Rioja/ /Madrid/ /Murcia/ /Navarra/ /País Vasco/ /Valencia/

Submission Guidelines
In order for you to qualify to submit your information to the directory you must have participated, be participating, or have accepted your post after being awarded the grant to teach your language in Spain.

The following is a list of information that can be added to the directory so that others may be able to get a sense of who you are and also to facilitate getting in contact with you if they so wish. Anything with an asterix next to it is required. All other information is voluntary. Name:* (Last name, First name) From:* (City, State/Provence, Country) Location in Spain:* (City, Region) Level of Instruction:* (Primary/Secondary/Escuela Oficial de Idiomas) University(ies) Attended: (Name of university(ies) here, separated by a coma) Degree(s) Received: (List of degree(s) here, separated by a coma) Has Facebook: (Yes/No) E-mail : (e-mail address here in the format [at] [dot]) Message Board Name: (Your messag board name from the official message board for this directory, see related links below)

Below is an example of how your entry should look. The next section will explain how to edit the directory to submit your information in this format!

Name: Doe, John Lee From: Los Angeles, California, USA Location in Spain: Bilbao, País Vasco Level of Instruction: Secondary University(ies) Attended: Stanford University Degree(s) Received: B.A. in Spanish Studies Has Facebook: Yes E-mail: john.doe[at]auxiliaredeconversación[dot]com Message Board Name: BilbaoDoe

Directions
Below will be the directions on how to submit your entry to the directory in the format shown above!

Creating a Wikimedia Foundation Account
If you do not already have one, you will have to create a Wikimedia Foundation account. By doing this you will have access to editing wiki-type pages on any of the Wikimedia Foundation pages (Wikipedia, Wikibooks, Wikiversity, etc.). To create an account click "Log in / create account" at the top right.

Click "create account" and fill out the necessary information and you should then be registered!

Locating Correct Directory and Adding Year or City
Once you are registered and you have verified your e-mail address you are ready to add your entry to the directory! You should first locate the region in which you will be teaching in the "Browse Directory" category. Click on the link to that region's subpage. There is a table of contents which will list the contents of the page. All table of contents will list "Browse Other Regions" and years from 2006 to 2010. If a submission has been made then there will be subcategories of cities and names below the years (see the page for the /Islas Baleares/ as an example).

If you participated in the program before 2006 you will need to add your years you participated to the table of contents. To add anything to a wikipage you must click the "edit this page" tab at the top of the page. This will show you a text edit box that will have content in it that looks like this:

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Las Islas Baleares (Balearic Islands).

Browse Other Regions
Andalucía Aragón Asturias Cantabria Castilla la Mancha Castilla León Cataluña Cueta y Melilla Extremadura Galicia Islas Baleares Islas Canarias La Rioja Madrid Murcia Navarra País Vasco Valencia

Borders, Derron Stephen
Name: Borders, Derron Stephen From: Circleville, Ohio, United States of America Location in Spain: Las Islas Baleares Level of Instruction: University(ies) Attended: The Ohio State University Degree(s) Received: B.A. in Linguistics, B.A. in French Has Facebook: Yes E-mail: Derron.S.Borders[at]gmail[dot]com Message Board Name: TheGlossophile

2006-2007
The way we add a category to the page is by surrounding the name of the category (so in this case the years or the city name) in double, triple, or even quadruple = signs.

Example: ==2005-2006==

Remember to put earlier years last and new years first!

Example of original state:    ==2008-2009== ==2007-2008==                              ==2006-2007==

Example after edit:          ==2008-2009== ==2007-2008==                             ==2006-2007==          new entry -->   ==2005-2006==

To add the city name in which you lived you need to type the city name between === signs, placing it beneath the listed years you participated in the program. Doing this will add a City Name sub-category in the table of contents.

Example before:              ==2008-2009== ==2007-2008==                             ==2006-2007==                              ==2005-2006==

Example after:               ==2008-2009== ==2007-2008==                            ===Barcelona=== ==2006-2007==                             ==2005-2006==

Submitting Your Entry to the Directory
Once you have located your region's page and made sure that the years you participated are listed and your city is listed, you will want to click the "edit this page" tab and copy what is in the box below. To copy the information in the box below you will want to highlight it with your mouse and right click and click copy or just highlight and type ctrl-c (command-c on mac).

Peters, Leonard
 Name:* (Peters, Leonard) From:* (City, State/Provence, Country) Location in Perth:* (Sydney, Western Australia) Level of Instruction:* (Primary/Secondary/Escuela Oficial de Idiomas) University(ies) Attended: (Name of university(ies) here, separated by a coma) Degree(s) Received: (List of degree(s) here, separated by a coma) Has Facebook: (Yes/No) E-mail : (geotechnicalengineerproject@gmail.com) Message Board Name: (Our compact, powerful drilling rigs are able to complete projects

in areas difficult to reach or work in. Under power lines, between

obstacles and in confined spaces – we’re tight access specialists. Contact EDGE Drilling today for service excellence in drilling and

sampling, even in the tightest of areas)

The content of the above box will be placed between and at the top of each of the regional pages in case you need to re-copy or paste it! By the contents being placed in the the example template will not appear on the page so please only paste that which you see in the above box!

Now that you have the above content copied, you will want to paste it in the proper place in the directory. So you will find the region, the year, the city, and then you will place your entry alphabetically within the list of names already present.

Example:

====Doe, John====

Name:* (Last name, First name) From:* (City, State/Provence, Country) Location in Spain:* (City, Region) Level of Instruction:* (Primary/Secondary/Escuela Oficial de Idiomas) University(ies) Attended: (Name of university(ies) here, separated by a coma) Degree(s) Received: (List of degree(s) here, separated by a coma) Has Facebook: (Yes/No) E-mail : (e-mail address here in the format [at] [dot]) Message Board Name: (Your forum name from the official forum for this directory)

Your Entry-> ====Foe, Joanne====

Name:* (Last name, First name) From:* (City, State/Provence, Country) Location in Spain:* (City, Region) Level of Instruction:* (Primary/Secondary/Escuela Oficial de Idiomas) University(ies) Attended: (Name of university(ies) here, separated by a coma) Degree(s) Received: (List of degree(s) here, separated by a coma) Has Facebook: (Yes/No) E-mail : (e-mail address here in the format [at] [dot]) Message Board Name: (Your forum name from the official forum for this directory)

====Go, James====

Name:* (Last name, First name) From:* (City, State/Provence, Country) Location in Spain:* (City, Region) Level of Instruction:* (Primary/Secondary/Escuela Oficial de Idiomas) University(ies) Attended: (Name of university(ies) here, separated by a coma) Degree(s) Received: (List of degree(s) here, separated by a coma) Has Facebook: (Yes/No) E-mail : (e-mail address here in the format [at] [dot]) Message Board Name: (Your forum name from the official forum for this directory)

Once you have pasted the template into the proper section you will want to replace the information between parentheses! If you have any questions as to how to add your entry to the directory or you need help adding it to the directory please send an e-mail to Derron.S.Borders[at]gmail[dot]com!

Linking User Page
If you are familiar with the Wikimedia project and you already have a User page you can replace your name in the messagebox with a link to your user page! If you are not familiar with this, don't worry about it!

example:

here---> Name:* (Doe, John                 From:* (City, State/Provence, Country)                 Location in Spain:* (City, Region)                 Level of Instruction:* (Primary/Secondary/Escuela Oficial de Idiomas)                 University(ies) Attended: (Name of university(ies) here, separated by a coma)                 Degree(s) Received: (List of degree(s) here, separated by a coma)                 Has Facebook: (Yes/No)                 E-mail : (e-mail address here in the format [at] [dot])                 Message Board Name: (Your forum name from the official forum for this directory)

Doe, John <--- the w means it will be linked to your Wikipedia user page!

Related Links
Spanish Ministry of Education Website Profex Auxiliares de Conversación, Language and Culture Assistants in Spain Survival Guide ] Official Auxiliares de Conversación Message Board for the Auxiliares de Conversación, Language and Culture Assistants in Spain Survival Guide and Directory


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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Islas Baleares

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Las Islas Baleares (Balearic Islands).

Browse Other Regions
Andalucía Aragón Asturias Cantabria Castilla la Mancha Castilla León Cataluña Cueta y Melilla Extremadura Galicia Islas Baleares Islas Canarias La Rioja Madrid Murcia Navarra País Vasco Valencia

Borders, Derron Stephen
Name: Borders, Derron Stephen From: Circleville, Ohio, United States of America Location in Spain: Las Islas Baleares Level of Instruction: University(ies) Attended: The Ohio State University Degree(s) Received: B.A. in Linguistics, B.A. in French Has Facebook: Yes E-mail: Derron.S.Borders[at]gmail[dot]com Message Board Name: TheGlossophile


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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Andalucía

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Andalucía.

Browse Other Regions
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==2009-2010

Dierking, Gretchen From:Juneau, AK Location in Spain: Palomares, Almeria Universities attended: Western Washington University Degree recieved: Spanish, TESOL Has Facebook: yes Email: gretch.dierking@gmail.com

Amato, Kaitlyn
Name:* (Amato, Kaitlyn) From:* (Stamford, CT, USA) Location in Spain:* (Jerez de la Frontera, Casiz) Level of Instruction:* (Secondary) University(ies) Attended: (Northeastern University) Degree(s) Received: (BS Psychology) Has Facebook: (Yes) E-mail : (secretkt@gmail.com) Message Board Name: (Kaitlyn Amato)

Callaghan, Ian
Name:* (Callaghan, Ian) From:* (Bellingham, WA, USA) Location in Spain:* (El Arahal, Sevilla) Level of Instruction:* (Secondary) University(ies) Attended: (Western Washington University) Degree(s) Received: (BS Spanish, BS Global Studies, Cultural Competency and Latin America) Has Facebook: (Yes) E-mail : (callaghan313@hotmail.com) Message Board Name: (Ian Callaghan)


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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Aragón

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Aragón.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Asturias

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Asturias.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Cantabria

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Cantabria.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Castilla la Mancha

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Castilla la Mancha.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Castilla León

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Castilla León.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Cataluña

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Cataluña.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Cueta y Melilla

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Cueta y Melilla.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Extremadura

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Extremadura.

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Lambert, Mary-Ryan
Name: Mary-Ryan Lambert From: Atlanta, Georgia, USA Location in Spain: Jerez de los Caballeros, Extremadura Schools: I.E.S. Ramón Carande, I.E.S. El Pomar University(ies) Attended: Kennesaw State University Degree(s) Received: B.A. Modern Languages: Spanish and Applied Business Facebook: www.facebook.com/maryryan.lambert E-mail : maryryan.lambert@gmail.com

Salas, Cheri
Name:* (Salas, Cheri) From:* (San Francisco, CA USA) Location in Spain:* (Cabeza del Buey, Badajoz, Extremadura) Level of Instruction:* (Primary/Secondary) University(ies) Attended: (Saint Mary's College of California) Degree(s) Received: (B.A.-Spanish, B.A.-International Area Studies: Latin America) Has Facebook: (Yes) E-mail : Message Board Name: (csalas)


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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Galicia

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Galicia.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Islas Canarias

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Islas Canarias.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/La Rioja

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for La Rioja.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Madrid

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Madrid.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Murcia

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Murcia.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Navarra

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Navarra.

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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/País Vasco

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for País Vasco.

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Andalucía Aragón Asturias Cantabria Castilla la Mancha Castilla León Cataluña Cueta y Melilla Extremadura Galicia Islas Baleares Islas Canarias La Rioja Madrid Murcia Navarra País Vasco Valencia

2009-2010
Jason Davies

Destino: Bilbao, EOI Getxo Titulo: BA (Hons) Spanish Studies

Facebook networks: Manchester, Manchester Metroplolitan University


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Auxiliares de Conversación, Language and Culture Assistants in Spain Directory/Valencia

Welcome to the Auxiliares de Conversación, Language and Culture Assistants in Spain Directoy listing for Valencia.

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Andalucía Aragón Asturias Cantabria Castilla la Mancha Castilla León Cataluña Cueta y Melilla Extremadura Galicia Islas Baleares Islas Canarias La Rioja Madrid Murcia Navarra País Vasco Valencia


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User:Githeko

This is J M Githeko's wikiversity page.

Don't expect too much here - I am not writing a book

title: User:Githeko


text: ATP mentor training/The social role of the mentor


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User talk:Debarko

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Victuallers 16:48, 16 May 2009 (UTC) Victuallers 16:48, 16 May 2009 (UTC)

title: User talk:Debarko


text:
User talk:Uraveragechump

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Victuallers 16:49, 16 May 2009 (UTC) Victuallers 16:49, 16 May 2009 (UTC)

title: User talk:Uraveragechump


text:
User talk:Asiaeuniversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Victuallers 16:50, 16 May 2009 (UTC) Victuallers 16:50, 16 May 2009 (UTC)

title: User talk:Asiaeuniversity


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Research/Australia

In order for higher education providers in Australia to receive federal government funding for research they must report on research activity defined as follows.

Research
For the purposes of these specifications, research comprises:

 * creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications
 * any activity classified as research which is characterised by originality; it should have investigation as a primary objective and should have the potential to produce results that are sufficiently general for humanity's stock of knowledge (theoretical and/or practical) to be recognisably increased. Most higher education research work would qualify as research
 * pure basic research, strategic basic research, applied research and experimental development.

Activities that support research and meet this definition of research include:
 * provision of professional, technical, administrative or clerical support and/or assistance to staff directly engaged in research
 * management of staff who are either directly engaged in research or are providing professional, technical or clerical support or assistance to those staff
 * activities of students undertaking postgraduate research courses
 * development of postgraduate research courses
 * supervision of students undertaking postgraduate research courses.

Activities that do not support research must be excluded, such as:
 * preparation for teaching
 * scientific and technical information services
 * general purpose or routine data collection
 * standardisation and routine testing
 * feasibility studies (except into research and experimental development projects)
 * specialised routine medical care
 * commercial, legal and administrative aspects of patenting, copyright or licensing activities
 * routine computer programming, systems work or software maintenance (research and experimental development into applications software, new programming languages and new operating systems would normally meet the definition of research).

Publication categories
There are four publication categories counted in the 2009 HERDC Research Publications Return:
 * 1) Books
 * 2) Book Chapters
 * 3) Journal Articles
 * 4) Conference Publications.

Each category has a set of defined criteria which must be met for a research publication to be included. The 2009 HERDC Research Publications Return must report only research publications which are books, book chapters, journal articles and/or conference publications which meet the definition of research, are within the specifications of the reference year and are characterised by:
 * substantial scholarly activity, as evidenced by discussion of the relevant literature, an awareness of the history and antecedents of work described, and provided in a format which allows a reader to trace sources of the work, including through citations and footnotes
 * originality (i.e. not a compilation of existing works)
 * veracity/validity through a peer validation process or by satisfying the commercial publisher processes
 * increasing the stock of knowledge
 * being in a form that enables dissemination of knowledge.

title: Research/Australia


text: File:AD Model.gif

title: File:AD Model.gif


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University of North Carolina

The University of North Carolina is a multi-campus public university system composed of all 16 of North Carolina's public universities, as well as the NC School of Science and Mathematics, the nation's first public residential high school for gifted students.

Campuses Using Wikiversity

 * /Chapel Hill/

title: University of North Carolina


text: French/Wall Charts and Posters

title: French/Wall Charts and Posters


text: French/Wall Charts and Posters/Conjugation of Aimer (Complete)


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Talk:French/Wall Charts and Posters/Conjugation of Aimer (Complete)

Sources of information

 * Becherelle: "Complete Guide to Conjugating 12 000 French Verbs" Hatier, Paris Fevrier 1995 ISBN 978-2-218-06591-0
 * Dictionnaire Français (Flaminarion)

Page Layout
The intention is for each table row to occupy one line of printed text, but this is rather difficult to get right on all kinds of computers and printers. If you would like the text or images to be larger or smaller, I suggest you copy the wiki text to your own user page and make whatever adjustments you like. The IPA symbol image sizes can be easily adjusted from the current height of 25 pixels by replacing the text "25x25px" by "30x30px" (or any other suitable number). Recent Runes 22:00, 17 May 2009 (UTC)

R Symbol
This table uses the upright "R" symbol as this is used in most dictionaries, but the inverted one is also available here.


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User:Recent Runes

Thanks for visiting!

Main Contributions to Wikiversity
French_Wall_Charts_and_Posters

title: User:Recent Runes


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Category:Medical Terminology

(a-) without, not lack of, no (ab-) from, away from (abdomin/o) abdomen (-able) capable of (-ac) pertaining to (-acanth/o) thorny, spiny (acetabul/o) acetabulum, hip socket

title: Category:Medical Terminology


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User:Scwlong

User page for scwlong

title: User:Scwlong


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User talk:Peter Higgins

Created so people can get in touch. Peter Higgins 04:16, 18 May 2009 (UTC)

File:WrexhamAFC.jpg
The Wrexham AFC logo will be likely protected by copyright. Such unfree images can only be used in very limited circumstances. I'm afraid that the use of this image in your signature and on your userpage would not appropriate. The image will therefore be deleted. Adambro 11:35, 27 August 2009 (UTC)

title: User talk:Peter Higgins


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User talk:Mr. Wednesday

Wednesday's child is full of woe...

title: User talk:Mr. Wednesday


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User:Mr. Wednesday

Wednesday's child is full of woe...

title: User:Mr. Wednesday


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Theology/Seminary Notes/Economy of Creation

The Theaetetus of Plato By Myles Burnyeat, M. J. Levett  page 327

In short did God create the whole universe 6000 years ago or has the canvas grown as people wandered about it. Was the garden a zone (zone - a locally circumscribed place characterized by some distinctive features) in an expanse of nothing. It wouldn't even need to be an island because there would be no need to consider a body of water much less a sea, surely the great cosmic expanse that the Hubble is exploring today would have been of no economic use during the voyage of Noah. It would be revealed in the World of Warcraft. Unprecieved space is undrawn in the economy of creation in that man made world. Human's are limited in gigabits and God is limited in nothing. Still the tree that falls in the wood is heard by God only if it is his pleasure to hear it.

I think that many of the stories make literal sence in an Economy of Creation. Adam and Eve in a finite garden with decorative lights in the sky. One in the Day one in the night. Cain kills his brother and needs a mate. We have a city and some social structures. Those social stuctures start milling around and acting negatively. Flood the whole "place". Create rain and rainbows. Harvest and seasons. They unite and build a tower. Create histories, cultures, dialects. It just seems to make sence. As science progresses God invents. A woman is cold on a cold day God in Love inspires her to rub her hands. God invents friction and she discovers warmth. She gives it a word an shows a friend they experiment and friction becomes fire. God smiles and stokes the Sun with great forests of wood. Who nows if smoke was invented to make a meal taste better. If one morning the fire had no smoke and the following day it did. Who would note it? In a week what was would be forgotten and what now is would be commonplace. Whole generations would erupt from nowhere as a creature whould crest a hill. Whole societies would be created with History thoughts and vices to serve the interest and pleasure of God. To test or to rest those in God's keeping.

Why the earth could be comfortably flat for centuries before God invented and columbus discovers a landmass. The form is drawn with ear to prayer of sailor and delight of creator with pen. Darwin sets off on a voyage of fate, we discover and all the while God is curious and involved in the movement and shifts of biology, geology, physics and space.

What mysteries exist on the fringe of our vision. Will the prayers of Alien seekers be answered in the nearby reaches? Will scientists say, "It was there all along but the radioactive dust that shielded us has moved. Radioactive dust does that. We were suprised to discover that it did but now that we look at the dust it is clearly moving. What is amazing is that that particular cloud is nine billion years old and if it hadn't been that old we wouldn't have seen Planet J. Bla Bla Bla." Or will we find a damaged relic in Antartica that "Puts the nail in the coffin of creationists."


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Staredit

Staredit is the map making utility included with Starcraft. Staredit is limited - there are many more things you can do to Starcraft that Staredit will not let you do. For these featues, such as square terrain, special units, and stackable buildings, you will need to use other editors. However, even within Staredit, there are advanced techniques that allow you to manipulate the available features to your benefit.

Variables
One thing you may notice early on: you have one variable to manipulate in StarEdit. Labeled as a "score" there is a score called "custom." You can use this value in any way with the condition for Score, and the action for Set Score.

As you might be thinking, you really do need more than 1. Now comes in other tricks.

1. Resources If you are making a map that doesn't require minerals or gas, you can use them to store information with the Accumulate condition, and Set Resources action.

Also note you can do this for computer players. But we still only have 3 choices.

2. Deaths Starcraft keeps track of how many times each unit in the game has died for each player. Even players 9, 10, 11 have their deaths counted. This will let us have atleast 100 different variables. With the Deaths condition and Set Deaths you can modify the deaths count for units that never exist in the game for easy variable access.

I will put a list of all the units that are never used (and therefore free to manipulate in any possible way). Many of these unused units will require a special version of a map editor.

Binary Countoffs
This section deals with how to use these variables well. The widely accepted solution involves binary countoffs as the quickest method.

Lets look at a map called Ice Wars. This map has 2 teams pitted against each other. For one team to attack other, they must 'send' units. When a unit is 'sent' then every time a timer finishes counting down all the units that have been sent for the entire game are spawned to attack the enemy.

Lets say on Team 1, they have sent 5 marines, 4 firebats, and a medic. When the timer countdown hits 0, how do we create 5 marines, 4 firebats, and a medic to attack the other team? Use Deaths

First we arbitrarily pick a unit to set the deaths for. IMPORTANT: If you are modifying the deaths of a Zerg Zergling for Player 4, then make sure Player 4 never has any Zerg Zerglings die!! There is a list of units that can never die, use those first if you aren't sure if one is safe or not.

We will assign the following table: This assumes you do not need Zerglings, Hydras, Overlords, Hives, Evolution Chambes, and Spawning Pools.

So first you will need a trigger like this for all 3 units. CONDITIONS Current Player brings atleast 1 Terran Marine to SEND ACTIONS Remove 1 Terran Marine for Current Player at SEND Set Deaths for Current Player: add 1 for Zerg Zergling Preserve Trigger This sets up the marine counter. Next lets send the marines CONDITIONS Countdown Timer is exactly 0 seconds. Current Player deaths for Zerg Zergling is atleast 1 ACTIONS Create 1 Terran Marine at MARINELOCATION for CurrentPlayer Set Deaths for CurrentPlayer subtract 1 for Zerg Zergling Set Deaths for CurrentPlayer add 1 for Zerg Spawning Pool Preserve Trigger Now that the marines are created, you may recognize that the death count for Zergling is now 0. But, the death count for the Spawning Pool is what are marine count used to be. We need now to reverse these 2 numbers. Using switches, and a different secondary unit for all of these, the secondary countoffs can happen in paralel.

CONDITIONS CurrentPlayer deaths for Zergling is exactly 0 ACTIONS Set Switch1 Preserve Trigger Now do this CONDITIONS Switch 1 is set ACTIONS

title: Staredit


text:
Template:HideNseek

[±]

title: Template:HideNseek


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User:Adviluser

Hello, World!

Nice to meet you. I am sure I will be editing this introduction later!

title: User:Adviluser


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User:Logictheo

Python programming. I'll try that.

title: User:Logictheo


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Reflections on Gafaranga

Joseph Gafaranga: Talk in two languages Ch. 5: Interactional Order in Talk in Two Languages: Identity-Related Accounts
Joseph Gafaranga is Senior Lecturer in Linguistics at the University of Edinburgh, UK. His research interests are in the areas of Bilingualism and Conversation Analysis and his book of 2007, Talk in Two Languages reflects upon these interests, focusing on one of the most common, yet distinct features in multilingual speakers’ communication, namely language alternation. The title of the book is telling, in the introduction chapter of the book Gafaranga describes his aims with the text at hand, stating that the commonly used terms such as “code-switching” or “borrowing” cannot cover the entire phenomenon he is interested in examining when it comes to multilingual speech. Therefore the somewhat dull, yet extensive title of the book.

Gafaranga’s starting point and a main claim is that from a theoretical perspective, language alternation in the same conversation is impossible in principle both grammatically and sociofunctionally – a statement that surely will surprise some readers as we all know that in real life, “talk in two languages” is commonly occurring. Thus, following this statement, the key question about language alternation in the book is how do multilinguals actually manage to use two or more languages in the same conversation despite the theoretical impossibilities.

The problem of theoretical impossibilities and practical actualities is in Gafaranga’s mind described more precisely as a problem of order in multilingual speech. With ethnometodology as its foundation and base, Talk in two languages presents a critical reading of current approaches to language alternation. While previous chapters focus on grammatical issues of language alternation, chapter 5 examines the problem of order in multilingual speech from a socio-functional point of view.

The sub-title of chapter 5 is Identity Related Accounts. Just as the heading suggests, Gafaranga examines here language alternation from an identity-related point of view. The chapter presents three different perspectives, of which the two latter ones have most bearing for Gafaranga’s argumentation. The perspectives are:

 * Diglossia and the Sociology of language
 * Interactional Sociolinguistics (Gumperz 1972, 1982)
 * Markedness Model (Myers-Scotton 1983)

The starting point of this presentation is The Sociology of Language, an approach first initiated by Joshua Fishman (1972). It is based on a structuralist/functionalist view of language in society, structuralism being about different components or units of language and the relationship among and between them, and functionalism being the view that the elements either have a distinct function in the system or do not exist as a part of that system. These views are in Gafaranga’s text combined with the model of diglossia (Ferguson 1959). A definition of diglossia is given (a language situation in which two different varieties/languages have different uses and functions in the society, the one often having a higher status than the other), and connected with the general ideas of functionalism and structuralism as in the Sociology of Language. Gafaranga then relates diglossia to the concept of bilingualism, presenting simultaneously the historical development and change in the use of the concept. At the beginning, diglossia was mainly intented to describe very special forms of monolingualism, because it was seen as a particular kind of standardization, but it attracted also researchers interested in bilingualism, such as Fishman. Building on Ferguson’s ideas and tradition, Fishman sees diglossia as a universal phenomenon that can – but does not need to be – connected with bilingualism, and that also has a wider usage, concerning not only languages but also functionally differentiated language varieties (e.g. dialects).

At the end of this section, Gafaranga makes two critical comments regarding Fishman’s model. These are that 1) the model confirms and reinforces the principle of One-Situation – One-Language and 2) the model also claims that stability obtains where there is both bilingualism and diglossia. His main criticism, it seems, is about the limitations Ferguson’s and Fishman’s ideas have concerning language alternation, because their models assume that the principle one-situation – one-language is valid.

The second model presented in the text, Interactional Sociolinguistics, was pioneered by Gumperz. Differing from others like Labov, Gumperz’s interest lies in examining actual face-to-face communication and has thus a deeply social focus. According to him, successful communication, as well as the lack of it, is a matter of “contextualization cues”, meaning features on the surface of the message form that are used to signal and interpret what the activity is about. These cues (e.g. intonation, tempo, stress, silence and so on) can vary from culture to culture, which also means that amongst the members of a specific culture they are taken for granted, but between members of different cultures they may lead to differentiated interpretations and misunderstandings. Gumperz concludes also that language alternation itself works as a contextualization cue and this is being exemplified with a description of a study by Blom and Gumperz from a bilingual Norwegian village with specific uses of two different varieties. The conclusion is that in many bilingual communities there are clear “we- and they-codes”, i.e. languages form specific structures and are functionally differentiated. In the extracts presented in the text, language alternation appears in the form of code-switching. Further on, the possibilities for code-switching are described as either situational or metaphorical and later connected with a third type of code-switching, namely conversational, that in turn has no situational nor metaphorical features.

The third model is the Markedness model of code-switching as developed by Myers-Scotton and her associates. The Markedness model is all about the rational choice and the motivation of the speaker, with the question “what motivates speakers to switch languages within a single conversation?” as its starting point. According to Myers-Scotton, code-switching is an intentional, but often unconscious social message in a bilingual community and as a phenomenon it is connected to calculations on what offers the speaker greatest utility, a thought that led at least my thoughts towards Bourdieu. Gafaranga describes the starting point of the Markedness model as a system of oppositions, having a structural view of language in society. If there is a marked choice of language use, there has to me an unmarked one as well. The unmarked choice, in this interpretation, is “the linguistic variety which is most expected” and the marked one “the most unusual choice”, “a break from the communicative norm”. Gafaranga discusses three different unmarked choices; 1) choosing to conduct the conversation monolingually, 2) starting in one language and switching to another in the course of the conversation and 3) codeswitching itself as the unmarked choice. He also presents and exemplifies two alternatives for marked choices. These are 1) switching from one language to another through a change in the speech situation and 2) momentarily using another language in a discourse conducted in one language, such switches being functional.

After reading the chapter, it seems obvious that Gafaranga is critical towards all three presented frameworks and their one-situation – one-language –principles. His suggestion is that the norm of one-situation – one-language should be adjusted and rephrased into one-situation – one-variety, where the variety does not need to be the same as language. Gafaranga also concludes that the models presented cannot account for additional two types of language alternation: momentary departures into another language and momentary language alternation.

title: Reflections on Gafaranga


text:
User:Svetozar zl

outline of demography course

title: User:Svetozar zl


text:
User talk:Svetozar zl

welcome to my talk page!

title: User talk:Svetozar zl


text:
User talk:Key Metaphor

AWARENESS is the path to better choices. Self-AWARENESS is the key to peace. ~ Iyanla Vanzant ~

title: User talk:Key Metaphor


text:
User:Key Metaphor

AWARENESS is the path to better choices. Self-AWARENESS is the key to peace. ~ Iyanla Vanzant ~

title: User:Key Metaphor


text:
User:CarrieBerg/The Alchymyst's Dilemma

“As you should know by now, Alchymy is the art of transforming one object into another object. Or more specifically, taking two objects, finding that which is similar between the two, and using those similarities to transmute one object into the next. So as you see, Alchymy is, at it's heart, the very embodiment of the Law of Similarities...”

Notes from Albumen Hermagus's Lectures on the Nature of Alchymy.

“The Law of Similarities is the most fundamental law upon which the world is built. It is simply thus: that two objects, being similar in some way, can effect each other. This is why the ocean can be used to effect the sky, why a single branch can sprout a forest and why hematite can heal wounds...”

Vernaglis Damino on The Way the World Works.

Serrin was having the singularly worst week of his life.

It wasn't caused by any one thing. No, indeed, everything seemed to be tumbling down about his tender head. None of his experiments had been working. All of them had ending up as puddles of very messy, impossible to clean, tarry black goo. Which he then had to take hours out of his already overfull schedule to clean up!

He didn't have time for laundry. A fact made worse by all the clothes stained from his failed experiments. At the rate he was going through clothing, he was quickly approaching having nothing to wear but the awful puce outfit his sister had sent him as a joke for his last birthday.

She had said, in her insufferably smug voice, "since you are an Alchymyst now, you should be able to turn this interesting outfit into something more respectable." Based on his current transformation attempts, the best he would manage would be a puddle of goo - which would remarkably improve the outfit, while at the same time rendering it complete useless as clothing.

His rent was due – and he couldn't pay it since what was supposed to turn into gold had melted into one of the aforementioned puddles of goo.

And if that wasn't enough, yesterday Charlotte had left him for Farl, another Master student of Alchymy. She seemed to realize that Serrin would never produce much gold, whereas Farl couldn't seem to help making it. Serrin sighed.

It was a very bad day.

And yet, when he had thought it couldn't get any worse, Serrin found that it could.

He presently held a piece of paper he had completely forgotten had existed – the assignment paper stating that his Master's Thesis in Alchymy was due. In three days. How had he managed to forget this?

Serrin slumped onto his bed causing a stack of goo-encrusted robes to tumble to the floor. The stack had been balanced precariously on one of his piles of lecture notes. Now free, the notes scattered like leaves across the room. Serrin's hands opened to catch them and the assignment slipped out, soon lost in the deluge of other papers. Serrin couldn't believe his bad luck. He wanted to curl up in a ball and scream, but was afraid of what more damage he might cause by one errant move. Instead he bent over, head in hands, and sighed at the floor.

One page had come to rest at his feet. At first Serrin stared blankly, trying to be oblivious to the chaos still swirling around him. But his eyes betrayed him. Against his will they focused on the first few words on the page. “The Law of Similarities is the most fundamental law upon which the world is built. It is simply thus: that two objects, being similar in some way, can effect each other.” If this was how the world worked, then where was the special object that would make his life better? Where was the object to fix all his problems? What object was similar enough to him to ruin his life? And who was using it against him?

The object that ruined his life was gold. And Serrin had only himself to blame for attempting to make it. Serrin knew that now. But that didn't change his current feeling of hopelessness. Or his personal belief that the world was against him. None of his clothes would have been ruined if he hadn't been trying so hard to make gold. He would have his rent paid if he had bothered to make silver. Everything had been going fine when all he had to worry about was other transformations.

Perhaps it was just that Serrin couldn't see how gold was all that similar to other metals. Yes, it was shiny, malleable, and went “ping!” when hit, but it also never tarnished, was too soft, and wasn't at all useful.

And that was the root of it.

If Serrin didn't see something as useful, he couldn't transform anything into it. Why would you want a useless item?

His classmates were constantly arguing with him about how gold was useful, their main argument being that you could buy things with it, but for Serrin that wasn't enough. You could buy things with silver, iron, or tin, if you came right down to it. And those metals could at least be used to make things other than money and silly ornaments. Which brought to mind the words of a famous play:

“To transmute to gold, or not to transmute to gold, — that is the question: Whether 'tis the noblest of metals to make Into bricks or bars of outrageous fortune, Or to transmute into more mundane items...”

So why did he persist in attempting to transmute lead into gold? There seemed to be some unspoken rule that all Alchymysts had to. Especially if they were Masters of Alchymy. So if Serrin ever wanted to achieve his Master's Degree, he needed to turn something into gold, whether he thought it was useful or not. And then there was the small matter of writing his Master's Thesis.

The point of a Master's Thesis for Alchymy was obvious: compare two seemingly different objects so that, in the future, other Alchymysts could transform one of the objects into the other. Admittedly, there was a slight caveat. The two objects could not have been compared previously, in any Master's or Doctorate paper. Nor could they be so hopelessly obvious that they were taken for common knowledge. Which immediately removed all the easy subjects.

No papers could be written on how lead was like gold - Serrin still didn't understand that transformation, but there was at least one paper on in - and at least twenty different treatises. Nor could he write about how faeries were like flowers, a hopelessly obvious transformation. Both faeries and flowers were extremely delicate, danced in the breeze, and had similar coloring. Nor could he postulate how hematite was like flesh and blood. Another easy one. The name hematite means blood, for hematite bleeds when cut. Both Hematite and flesh are ruled by Saturn, and finally, hematite is made of iron, which is ruled by Mars and Mars also rules blood.

Nothing more could be written comparing hummingbirds to pixies. They were both flighty, fast, brilliantly colored, drank nectar, etc... Nor how lightning bugs compared to will-o'-the-wisps. Both glowed greenish yellow in the dark and floated around at night. Nor how red rose petals compared to rubies. Both glistened in the light, both were deep red, and both were symbols of love.

No more parallels could be drawn about dewdrops and diamonds. About how they sparkled and reflected the light so enchantingly. Nor how water was like wine. Both were healthy to drink in moderate amounts. Nor how garnets were like pomegranate seeds. The name garnet comes from pomegranate, for both have the same deep red color - and natural garnet crystals are similar in size to pomegranate seeds.

In fact, fully half of the topics Serrin had vaguely entertained writing about for his paper had already been done.

Which left the items on his list that he had considered insanely, if not impossibly hard. How is a dragon like a doorknob, for instance. Other than the obvious alliteration, there was nothing. Did dragons turn when a hand touched them? Did doorknobs fly? It would take a keener mind then Serrin's to find the connection there.

But then, there were some leads that looked promising. Promising, but not glorious. They weren't flashy transformations, nothing like turning dust-motes into gold dust or something equally visually stunning. These transformations were more ordinary, dreary, boring. The other students had sneered at him when he had first done them. So he had stopped. But the more research Serrin did, the more he realized that there were not a lot of documented practical transformations. What he did find, and found in spades, were a whole lot of impractical transformations. They very type that he had the most trouble with.

And that was Serrin's problem. Serrin was a practical Alchymyst. Unlike almost all the other students. They were content to turn autumn leaves into gold coins, dandelion fluff into diamonds and raindrops into roses. Serrin was not. He would rather turn a button into a padlock, a feather into a boat, deadly nightshade into tomatoes. None of his transformations were worth thousands of gold gurks, but they were all far more useful.

And, truth be told, most of the time Serrin would rather have a boat than diamonds - but not this week. Not when rent was due. He didn't think his landlord would accept a boat instead of the twelve gurks due. Serrin really regretted not transforming that last batch of corn kernels into something other than gold. But it had been, supposedly, one of the easiest gold transformations. Serrin shook is head. He should have bought fish scales and turned them into silver surkas instead. Then at least he would have some type of currency.

As it was, he was running dangerous low on funds. So low that he couldn't afford more Alchymycal materials. Which meant he'd have to resort to stealing some - or finding objects that were free and easy to transform into other objects. Like collecting silver birch leaves to transform into silver.

But that still left Serrin with the problem of transforming something into gold. And what he was going to write his paper about.

.:.:.:.:.:.

So, I managed to turn an assignment about comparing two things into a short story about the power of comparisons... not bad, but not exactly an analysis paper either... I find that when I don't want to do something, it is far easier to make a fictional character do it instead. So here Serrin basically does all my work for me. He must make comparisons and write a paper about them.

And, I'm going to call this done (or at least, Chapter 1) for now. This is another piece that I intend to work on more in the future. Just like "The Eyes Have It." Why isn't it done? It hasn't reached where I want it to be. But it is a solid start, and it stands fine on it's own.

.:.:.:.:.:.

For those interested, here is the full version of the Soliloquy from Act 3, Scene 1 of

Hamlet, as translated by the Greate Alchymysts:

To transmute to gold, or not to transmute to gold, — that is the question:

Whether 'tis the noblest of metals to make

Into bricks or bars of outrageous fortune,

Or to transmute into more mundane items

And pass by all that wealth? — To make gold, to transform, —

Once more; and by transform to say we stop

The impurities, and the thousand smelting errors

That base metal is heir to, — 'tis a consummation

Devoutly to be wish'd. To make gold, to transform; —

To transform, perchance to err: — ay, there's the rub;

For in that transformation what problems may arise,

When mixtures are not balanced right,

Must make us check: there's the respect

That comes from successfully making gold;

For who could bear to work with picks in the mines,

The ore buckets, the peasant worker's gibes,

The pangs of back pains, the dirty soil,

The dark of the mine, and boredom spurred

By patient diggings of minute metals,

When alchymy might his fortune make

With much reward? Who would these labors bear,

To grunt and sweat under a weary life,

But that the path of knowledge is too long, —

The undiscover'd lore, from those texts

Few students learn, — puzzles the will,

And makes most rather bear those burdens they have

Than become alchymysts and delve into the unknown?

Thus intelligence does make fools of almost all;

And thus only the most determined thinkers

With stronger will than they may have thought

And experiments of great matter and importance,

Faced with this, the foolish turn away,

And leave transmuting gold to the masters.

.:.:.:.:.:.

If you'd like, here's the original version to compare:

To be, or not to be, — that is the question: —

Whether 'tis nobler in the mind to suffer

The slings and arrows of outrageous fortune,

Or to take arms against a sea of troubles,

And by opposing end them? — To die, to sleep, —

No more; and by a sleep to say we end

The heart-ache, and the thousand natural shocks

That flesh is heir to, — 'tis a consummation

Devoutly to be wish'd. To die, to sleep; —

To sleep, perchance to dream: — ay, there's the rub;

For in that sleep of death what dreams may come,

When we have shuffled off this mortal coil,

Must give us pause: there's the respect

That makes calamity of so long life;

For who would bear the whips and scorns of time,

The oppressor's wrong, the proud man's contumely,

The pangs of despis'd love, the law's delay,

The insolence of office, and the spurns

That patient merit of the unworthy takes,

When he himself might his quietus make

With a bare bodkin? who would these fardels bear,

To grunt and sweat under a weary life,

But that the dread of something after death, —

The undiscover'd country, from whose bourn

No traveller returns, — puzzles the will,

And makes us rather bear those ills we have

Than fly to others that we know naught of?

Thus conscience does make cowards of us all;

And thus the native hue of resolution

Is sicklied o'er with the pale cast of thought;

And enterprises of great pith and moment,

With this regard, their currents turn awry,

And lose the name of action.

notes... for future writing...

Friend: how roses were like raindrops.

Options: how a feather is like a boat, or how hair is like a rope bridge.

Dissolve, coagulate, catalyst, red lion, red rose, white lily, Separate, Join Together.

Saturn/Lead –> Sun/Gold

Mercury/Mercury

Mars/Iron

Moon/Silver

Jupiter/Tin

Venus/Copper

Sulfur – spirit of life

Mercury – fluid connection between the high and the low

Salt – base matter

title: User:CarrieBerg/The Alchymyst's Dilemma


text:
User:Eackley

Hello, my name is Eric Ackley. I'm new here, studying for Computer Information Technology.

title: User:Eackley


text:
User:Jakub.duchon

Low Noise Amplifier Design
Tutorial - resources :

May - 2009

LNA for CDMA

Circuit Examples LNAa - different frequency ranges :

BFP740F

June - 2009

Modelithics

Infineon Trasistors for LNA

Infineon BFP620 app Note 60

LNA Design Queen's Wiki

IEEE CMOS LNA Design

A Scalable High-Frequency Noise Model for Bipolar Transistors with Application to Optimal Transistor Sizing for Low-Noise Amplifier Design

A new calculation approach of transistor noise parameters as afunction of gatewidth and bias current

ADS Tutorial Files - ECE Department University of California Santa Barbara

Tutorial

Neste

Thesis

AT 41533 + biasing

Criteria for the Evaluation of Unconditional Stability of Microwave Linear Two-Ports: A Critical Review and New Proof

Modified determinations of stability criteria for accurate designing the linear two-port amplifiers

A New Criterion for Linear 2-Port Stability Using a Single Geometrically Derived Parameter

White Paper - Overview of the 3GPP Long Term Evolution Physical Layer

Specification
The amplifier is usually part of a system which is composed of many blocks. Such a system can be connected in a cascade and when connecting many blocks together behavior of each block must be described. This description is called specification. The specification is set of parameters specifying behavior of particular block. Parameter in specification care for example an operating point, input and output parameters, extreme working conditions, supply. Specification is a language how engineers communicate between each other. Specification sets a course of the product development.

All parameters should be satisfied within the whole bandwidth.

Transistor Selection
Transistor selection affects the whole process of design. This part is very important and special attention has to be paid. Transistor selection can make whole design procedure succeed or fail. The question is from where and how to start finding the best fitting transistor to the specification. Well, it pretty much depends on the specification. Good start can be making a set of priorities and start from the most demanding parameters. It may be a good practice to be a bit pessimistic. Choosing better performing transistors can pay off during the finalization of the design. Based on the specification a priority list can be made.

Selection

 * 1) Low consumption
 * 2) Low Noise Figure
 * 3) High Gain
 * 4) Price

Taking this selection list as an example, there is still one parameter missing. Operating frequency has to be considered in parallel with almost all parameters in the list. Operating frequency prompts a technology (BJT, FET, HEMT).

Manufacturers
Avago

Infineon

NXP

Transistor Models
Transistor model can be linear or non-linear.

Linear model
Linear model of a transistor is set of s-parameters within a frequency range and with specific bias conditions. Frequency range generally starts from 40 MHz and it ends close to the transient frequency. Bias conditions are typically chosen in a convenient manner. In order to be able analyze the noise properties, the transistor can be also described by noise data. The noise data specify minimum noise figure, optimal input impedance and equivalent noise resistance.

Linear models are used for simulation of stability, gain, noise figure.

Non - Linear model
BJT models can be represented by Ebers Mool and Gummel-Poon models. These models are usually described by so called SPICE model representation. SPICE is an acronym for Simulation Program with Integrated Emphasis. One of such a program is ADS (Advance Design Software). ADS is software developed by Agilent Technologies and this tutorial uses it as a tool for simulations.

Formula 1
Input reflection coefficient

$$ \Gamma_{S} = \left( S_{11} + \frac{S_{12} \cdot S_{21} \cdot \Gamma_L}{1-\left(\Gamma_L \cdot S_{22} \right)} \right)^{\ast} $$

Output reflection coefficient

$$ \Gamma_{L} = \left( S_{22} + \frac{S_{12} \cdot S_{21} \cdot \Gamma_S}{1-\left(\Gamma_S \cdot S_{11} \right)}\right)^{\ast}$$

Noise Figure of a device characterized by noise parameters

$$ F = F_{min} + \frac{G_n}{R_S} \left| Z_S - Z_{opt} \right|^2 $$

Stability factor K

$$ K = \frac{1- \left| S_{11} \right| ^2 - \left| S_{22} \right|^2+ \left| \Delta \right|}{2 \cdot \left| S_{11} \right| \cdot \left| S_{22} \right| } $$

$$ \Delta = S_{11} \cdot S_{22} - S_{12} \cdot S_{21} $$

Load and Source Stability Circles: radius and center

$$ r_L = \left| { \frac{ \left( S_{12} \cdot S_{21} \right)^\ast }{ { \left| S_{22} \right|^2 - \left| S_{11} \cdot S_{22} - S_{12} \cdot S_{21} \right|^2 } } } \right| $$

$$ C_L = \frac{ \left( S_{22} - \left( S_{11} \cdot S_{22} - S_{12} \cdot S_{21} \right) \cdot S_{11}^\ast \right)^\ast }{ \left| S_{22} \right|^2 - \left| S_{11} \cdot S_{22} - S_{12} \cdot S_{21} \right|^2 } $$

$$ r_S = \left| { \frac{ \left( S_{12} \cdot S_{21} \right)^\ast }{ { \left| S_{11} \right|^2 - \left| s11 \cdot S_{22} - S_{12} \cdot S_{21} \right|^2 } } } \right| $$

$$ C_S = \frac{ \left( S_{11} - \left( S_{11} \cdot S_{22} - S_{12} \cdot S_{21} \right) \cdot S_{11}^\ast \right)^\ast }{ \left| S_{11} \right|^2 - \left| S_{11} \cdot S_{22} - S_{12} \cdot S_{21} \right|^2 } $$

Unilateral Figure of Merit

$$ U = \frac{ \left| S_{12} \right| \cdot \left| S_{21} \right| \cdot \left| S_{11} \right| \cdot \left| S_{22} \right| }{ \left( 1 - \left| S_{11} \right|^2 \right) \cdot \left( 1 - \left| S_{22} \right|^2 \right) } $$

Formula 2
Simultaneous conjugate match

Matched source reflection coefficient

$$ \Gamma_{MS} = \frac {B_1}{2 \cdot C_1} - \frac {1}{2} \sqrt{ \left( \frac {B_1}{C_1} \right) - 4 \frac{C^{ \ast }_{1}}{C_{1}}} $$

$$ C_1 = S_{11} - S_{22}^{ \ast } \cdot \Delta $$

$$ B_1 = 1 - \left| S_{22} \right|^2 - \left| \Delta \right|^2 - \left| S_{11} \right|^2 $$

Matched load reflection coefficient

$$ \Gamma_{ML} = \frac {B_2}{2 \cdot C_2} - \frac {1}{2} \sqrt{ \left( \frac {B_2}{C_2} \right) - 4 \frac{C^{ \ast }_{2}}{C_{2}}} $$

$$ C_2 = S_{22} - S_{11}^{ \ast } \cdot \Delta $$

$$ B_2 = 1 - \left| S_{11} \right|^2 - \left| \Delta \right|^2 - \left| S_{22} \right|^2 $$

Optimal matching

$$\Gamma^{*}_{MS} = S_{11} + \frac{S_{12} \cdot S_{21} \cdot \Gamma_{ML}}{1-\left(\Gamma_{ML} \cdot S_{11} \right)}$$

$$ \Gamma^{*}_{ML} = S_{22} + \frac{S_{12} \cdot S_{21} \cdot \Gamma_{MS}}{1-\left(\Gamma_{MS} \cdot S_{22} \right)}$$

Reflection coefficient -> Impedance

$$ Z_{IN}=Z_0 \left( \frac{1+ \Gamma_{IN}}{1- \Gamma_{IN}} \right) $$

$$ Z_{OUT}=Z_0 \left( \frac{1+ \Gamma_{OUT}}{1- \Gamma_{OUT}} \right) $$

Formula 3
Dynamic Range

$$ OIP3 = P_{1-dB} + 10dB $$

$$ OIP3 = P_{OUT} + \frac {IMD}{2} $$

Stability Factor

$$ \mu_L = \frac {1- \left|S_{11} \right|^2}{\left| S_{22}-S_{11}^\ast \cdot \Delta \right| + \left|S_{21} \cdot S_{12} \right|} $$

$$ \mu_S = \frac {1- \left|S_{22} \right|^2}{\left| S_{11}-S_{22}^\ast \cdot \Delta \right| + \left|S_{21} \cdot S_{12} \right|} $$

Noise Figure

$$ F = F_{min} + \frac {4R_n}{Z_0} \frac {\left| \Gamma_s - \Gamma_{opt} \right|}{\left( 1 - \left| \Gamma_S \right|^2\right) \left| 1 + \Gamma_{opt} \right|^2 } $$

title: User:Jakub.duchon


text: Template:Infobox Course

title: Template:Infobox Course


text: French/Wall Charts and Posters/Conjugation of Finir (Complete)