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Green Clean

I had occasion today to encounter a question that was very simple yet profound. It was "What is the standard for Green Cleaning?" The EPA has recorded the 12 Principles of Green Chemistry, but these are not universal. If you ask a person interested in the biosphere type of Green, the phrase "Sustainable" is the major issue, questioning whether will an item's use will be depleted or can it be sustained naturally. Sustainability is a big issue in a world of consumerism, but does not encompass the definition of Green for other areas of Green concern

Those interested in the oceans are concerned about "Marine Life" and how man has impacted the animal life in the oceans. It looks at the discharges poured into rivers, lakes, and the oceans asking if we are harming the animals that feed us. If mercury goes into the water, will it return to us in the tuna we eat at lunch? So, the pollution of the water is a part of the Green definition.

"Green House Gases" seem to preoccupy those concerned about the atmosphere. In an industrial world, the manufacture of the things we wish to market creates a lot of waste that we need to dump somewhere. The EPA has long fought the dumping of chemicals from manufacturing plants and the amount of pollutant coming out of the smoke stacks of our factories.

Those concerned with the preservation of nature argue that the Green movement stems from the preservation of the tree, forest, plains, and natural habitat from the forces of developers. From the energy side of Green, we are concerned about the "depletion" of our resources. So, you can quickly see that "Going Green" is not the same for any strategic side of the Green Movement.

"Green Clean" has its own connotation. The focus shifts from the larger biosphere of the world as a whole, it reduces the scope of its concern to the smaller biospheres of homes, schools, buildings, offices, and plants. There are two fundamental questions that define Green Clean"

Green as we define it is:

1- The immediate IMPACT of the products and practices used; and

2- The residual IMPACT of the products and practices used.

If we are causing harm at either of these two levels, whatever we are doing is not a Green practice. It is the broader concept of Green Practices that define those who work on and in our homes, school, offices, and public buildings that define our contribution or damage to the environment. People are impacted by the workers who are involved in the building, cleaning, and maintaining of our buildings. This has little to do with the outside world except that there are other issues out there as well. Inside a building are distinct issues of a smaller biosphere that can quickly turn into a sick building or create Building Related Illness (BRI). The spread of disease is a community issue that requires knowledgeable people to break the cycle of contagion. Indoor Air Quality (IAQ) cannot be neglected because the floors are dull and require very caustic chemicals to strip and finish the floors. Every piece of furniture added, every chemical used, and every sick person adds to the well-being of the others in the recirculated air of that biosphere.

In fairness, Green Clean comes from a Green Program in the various facilities that we all frequent. To achieve a bona fide Green Program, there are three critical pieces. A Green Clean Program comes from three critical pieces:

1.Green Agenda: This means that the decision-makers are setting up rules, guidelines, and practices for the facility and its workers.

2.Green Products: The introduction of approved Green products and equipment to the workplace.

3.Green Practices: The workforce needs basic training and/or certification because these people cannot implement proper practices intuitively.

The Green Clean process is relatively new since we previously cleaned facilities for general cleanliness or need for sanitation. It is a process because it takes more than good intentions or substitution of better products. The Green Program is a full circle of leadership, equipment, and personnel to achieve a different outcome than typical janitorial and cleaning duties.

Michael Richmond, [Green Clean Institute]

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Assistant teacher course/Junior mentoring program

Junior mentoring program
A junior mentoring program is not strictlly a necessary part of an assistant teacher course but since this course assumes a hierarchy of pupils, assistant teachers, tutors and mentors an early start at mentoring appears to be in line with the goals of the course and too important to be left out as an optional phase. Even if assistant teachers decide against a junior mentoring program in their own effort the course phase should be seen as valuable.

What young pupils in the role of mentors can do is significantly more limited than what high school pupils can do. The selection of goals for a junior mentoring program should be guided by adult advisors so as to avoid counterproductive effects:
 * A protégé shouldn't learn that a mentor is just a wiseguy who isn't helpful in any way, which could make the child dislike or disrespect mentors in future.
 * A mentor shouldn't learn that mentoring just means being a wiseguy to a disinterested child, which could be a preconception with the potential to impede the future education of the mentor as a mentor.

Literature

 * Mentoring Handbook (Wikibooks)


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User talk:Yamabata

Welcome
Hello Yamabata, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:31, 10 January 2008 (UTC)

title: User talk:Yamabata


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User talk:Prototype~enwikiversity

Welcome
Hello Prototype, 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;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:37, 10 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:18, 19 April 2015 (UTC)

title: User talk:Prototype~enwikiversity


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Useful robots

Okay, what's the point here? When I shared this idea with Jimbo Wales, he wrote, "[you're saying that] we can get more people involved in home robotics if we can think of fun collective projects that will get more people interested. And I think that is 100% right." So, let's design a fun collective learning project for Wikiversity.

I see a nice synergy developing in the future between Wikipedia and home robots. But for now, we need a simple project that everyone can participate in and learn from. I propose that some of us buy cheap wireless hardware add-ons to upgrade the vision and mapping systems of cheap, sturdy robots. The obvious platform is robotic vacuums, because they're cheap, plentiful (around 4 million in US homes), and good for something...but mostly, because they really need our help: they would do a much better job if they could "see" and "learn". But any cheap robot could serve as a platform to allow someone to participate in the project.

People who don't want to buy hardware could work on classification of the images. The longer I spend designing the database for this, the more it seems like a game...a fun game. The 3 kinds of sensors that we're likely to use will detect ultrasound (usually to get a big but fuzzy picture, but they can be targeted too), or a narrow infrared beam (very accurate, but only one spot at a time, not too close, not too far), or a phase-shifted laser rangefinder (very accurate, great range, useful for accurately positioning the robot, but lasers drain batteries fast). So every time you see an image, you get to decide which "weapon" you want to use next...fire the "laser cannon" for best accuracy and drain the batteries a bit, or move around until the object is in the range of the infrared camera and take a few readings, or fire up the ultrasonics and take your best guess whether that fuzzy image up ahead is something you absolutely don't want to hit or suck up...a kitten, a tangle of wires, a sock, a toy. Your mission as a robot-in-training, should you choose to accept it, is to follow an intelligent path, cover all the floors, and find your recharging station whenever you have to, without getting yourself or anyone else killed.

I bet it will play a lot like a game, but this is serious business. This project teaches all about machine vision, and participants could also choose to learn about wikiversity, graphic design, usability, or database management. But if we're successful, robotic vacuums will outsell other vacuums, and we help build a bright, shiny future where every home has a robot in it. Then, as the market grows, competition will force robotic vacuums to evolve more intelligence, sensors, arms, grippers and other features, so that they will eventually perform all kinds of housework.

Even a little success could make a big difference in how useful robotic vacuums are. My iRobot Roomba spent 40 minutes cleaning a hallway that it could have done in 5 minutes the other day if it had been able to keep track of what it had covered and what was left. Judging from the forums over at RoombaReview.com, that's not unusual. Robots need explicit instructions, and people don't like trading one tedious problem...vacuuming, for instance...for another, training and re-training a stupid robot. That's why we need to develop a user community to do the training, and I'm optimistic that we can succeed.

 * Update: the most relevant collaborative work at the moment is going on at SocietyOfRobots.com, and I'm going to ask permission to bring the relevant work over here, particularly the Google Sketchup stuff. - Dan Dank55 17:00, 27 January 2008 (UTC)

Note: Because of the Dec 1 Wikimedia Foundation resolution to work towards a license that's compatible with both GFDL and cc-by-sa, and because some content here migrates in both English and German to de.wikiversity.org, which uses cc-by-sa, and because GFDL does not work well by itself for database apps and images, all content you enter on this page and every subpage is considered dual-licensed under GFDL and cc-by-sa, unless you state otherwise.

title: Useful robots


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User:T.G. Barker

Welcome to Philosopher Stoned!

I am T.G. Barker and this is my page. I plan to sharpen my thinking skills here and there and contribute to this emerging community. What a wonderful opportunity we all have to be participants in the creation and development of a new mode of education and learning. One day, in my future or that of our decendents, I hope humanity will realize a state where education and the cultivation of knowledge is given and encouraged freely as the sun's rays, where the voice of truth is heard clearly, and the voice of dissent is never oppressed. Knowledge is empowerment, and should never be controlled or restricted.

My academic background includes a Bachelor of Philosophy (University of British Columbia) and a Masters in Education Technology (University of British Columbia).

My philosophical interests include, but are not limited to:

 * Aesthetics
 * Axiology
 * Ethics
 * Logic
 * Metaphysics

To whit, I hope to make some contributions in these categories or spark one or two discussions.

Some western philosophers I enjoy or admire include, but are not limited to:

 * Parmenides (The One)
 * Epicurus (The Prudent)
 * Locke (The Rational)
 * Leibniz (The Monadologist)
 * Spinoza (Substance)
 * Hume (Critique)
 * Kant (Transcendental Reason)
 * Hegel (Dialectic)
 * Husserl (Phenomenology)
 * Frege (Logic)
 * Cassirer (Value, Myth, Culture)
 * Ayer (Practicality)
 * Sartre (Freedom)
 * Hartman (Value Measurement)
 * Priest (Paraconsistence)

In essence, in metaphysics I'm an idealist leaning towards phenomenology, in epistemology I'm a foundationalist leaning towards transcendentalism, in logic I'm paraconsistent, in ethics (aesthetics, politics, etc) a relativist. And at the end of the day a bit of a theologist that recognizes critical thinking as a raft that takes us across the channel but never-the-less must be abandoned to reach the final shore of insight, awareness, and liberation.

cheers,

8)

title: User:T.G. Barker


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Materials Science and Engineering/Doctoral review questions/Daily Discussion Topics/01102008

Shift of the Fermi Level

In statistical mechanics, Fermi-Dirac statistics is a particular case of particle statistics developed by Enrico Fermi and Paul Dirac that determines the statistical distribution of fermions over the energy states for a system in thermal equilibrium. In other words, it is a probability of a given energy level to be occupied by a fermion.

More generally, Fermi-Dirac statistics means that the total wavefunction of fermions must be antisymmetric under an exchange of every pair of fermions (that is, if one exchanges any fermion with another, the wavefunction gets an overall minus sign).

Fermions are particles which are [indistinguishable and obey the Pauli exclusion principle, i.e., no more than one particle may occupy the same quantum state at the same time. Fermions have half-integral spin. Statistical thermodynamics is used to describe the behaviour of large numbers of particles. A collection of non-interacting fermions is called a Fermi ga.

F-D statistics was introduced in 1926 by Enrico Fermi and Paul Dirac and applied in 1926 by Ralph Fowler to describe the collapse of a star to a white dwarf and in 1927 by Arnold Sommerfeld to electrons in metals. Pascual Jordan developed in 1925 the same statistics which he called Pauli statistics. The problem was that his referee Max Born forgot the paper for six months before finding it again. In the meantime it was independently discovered by Enrico Fermi and Paul Dirac.

For F-D statistics, the expected number of particles in states with energy $$\epsilon _i$$ is

 * $$ n_i = \frac{g_i}{e^{(\epsilon_i-\mu) / k T} + 1} $$

where:
 * $$n_i \ $$ is the number of particles in state i,
 * $$\epsilon_i \ $$ is the energy of state i,
 * $$g_i \ $$ is the degeneracy of state(density of states) i (the number of states with energy $$\epsilon_i \ $$),
 * $$\mu\ $$ is the chemical potential (Sometimes the Fermi energy $$E_F \ $$ is used instead, as a low-temperature approximation),
 * $$\ k\ $$ is Boltzmann's constant, and
 * $$\ T\ $$ is absolute temperature.

In the case where $$ \mu $$ is the Fermi energy $$E_F \ $$ and $$g_i = 1 \ $$, the function is called the Fermi function:
 * $$ F(E) = \frac{1}{e^{(\epsilon_i-E_F) / k T} + 1} $$

At temperatures above 1000 K, the Fermi level decreases

Bloch Theorem
A Bloch wave or Bloch state, named after Felix Bloch, is the wavefunction of a particle (usually, an electron) placed in a periodic potential. It consists of the product of a plane wave envelope function and a periodic function (periodic Bloch function) $$\, u_{nk}(r)$$ which has the same periodicity as the potential:

 * $$\psi_{n}=e^{i\mathbf{k}\cdot\mathbf{r}}u_{n\mathbf{k}}(\mathbf{r}).$$

The result that the eigenfunctions can be written in this form for a periodic system is called Bloch's theorem. The corresponding energy eigenvalue is Єn(k)= Єn(k + K), periodic with periodicity K of a reciprocal lattice vector. Because the energies associated with the index n vary continuously with wavevector k we speak of an energy band with band index n. Because the eigenvalues for given n are periodic in k, all distinct values of Єn(k) occur for k-values within the first Brillouin zone of the reciprocal lattice.

Periodic Potential and Expression with Fourier Series
$$V(r+T) = V(r)\;$$

 * $$T\;$$: Translation vector of the lattice

$$V(r) = \sum_G V_G \exp (i \cdot G r))$$

 * $$\sum_G\;$$: sum over all reciprocal vectors
 * $$V_G\;$$: Fourier coefficients of the potential
 * $$G\;$$: Reciprocal lattice vector

Expression of Wave Function with Fourier Transformation
$$\Psi(r) = \sum_k C_k \exp [ikr]\;$$

 * $$C_k\;$$: Fourier coefficients of the wave function
 * $$k\;$$: Wave vectors

k vectors
$$k_x = \pm \frac{n_x \cdot 2 \pi}{N \cdot a}$$

 * $$\frac{2 \pi}{a}\;$$: magnitude of reciprocal lattice vector
 * $$\frac{n_x 2 \pi}{a}\;$$: whole set of reciprocal lattice vectors
 * $$\frac{1}{N}\;$$: intersperse $$N$$ points between reciprocal lattice points

Connection between wave vectors and reciprocal vectors
Express any wave vector, $$k$$, as the sum of a reciprocal vector, $$G$$, and wave vector that is within the Brillouin zone.

$$k = G + k'\;$$

 * $$k'\;$$: wavevector always confined to the Brillouin zone of the reciproval lattice

Substitute expressions into the Schrodinger equation
$$\left [ \frac{- \hbar^2 \nabla^2}{2m} + V(\overrightarrow{r}) \right ] \Psi = E \Psi$$

$$\sum_k \frac{(\hbar k)^2}{2m} C_k \exp(ikr) + \sum_{k'} \sum_{G} C_{k'} V_G \exp (i[k' + G] \cdot r = E \sum_k C_k \exp (ikr)$$

Rename the summation indices and replace $$k'$$

$$k' + G = k\;$$
 * $$k' = k - G\;$$

$$V(r) \Psi = \sum_{G,k} V_G C_{k-G} e^{i k r}\;$$

$$\sum_k e^{ikr} \left [ \left ( \frac{\hbar^2 k^2}{2m} - E \right ) C_k + \sum_G V_G C_{k-G} \right ]= 0$$

The equation is true with regard to an space vector $$r$$

$$\left ( \frac{(\hbar \cdot k)^2}{2m} - E \right ) \cdot C_k + \sum_G (C_{k-G} \cdot V_G ) = 0$$

The known Fourier coefficients of the periodic potential are coupled to the Fourier coefficients of the wave function.

$$   \begin{bmatrix} \frac{\hbar}{2m}(k - G)^2 & V & 0 \\ V & \frac{\hbar}{2m}k^2 & V \\ 0 & V & \frac{\hbar}{2m}(k+G)^2 \\ \end{bmatrix} \begin{bmatrix} C_{k-G} \\ C_k \\ C_{k+G} \\ \end{bmatrix} =   E_k \begin{bmatrix} C_{k-G} \\ C_k \\ C_{k+G} \\ \end{bmatrix} $$

Timeline of Development
The developments of the atomic orbital model proceeded along the following timeline:

5th century BC: The ancient Greek philosophers Leucippus and his pupil Democritus proposed that all matter was composed of small indivisible particles called atoms.

1800-1810: Dalton examined the empirical compositions of chemical compounds and proposed a set of rules regarding the properties of the elements and how they combined to form compounds, leading to the Billard Ball theory.

1897: J. J. Thompson published his work on the discovery of the electron. This led to the plum pudding model of the atom.

1905: Albert Einstein demonstrated the photo-electric effect which showed that the frequency of light was proportional to the energy. This discovery would later be used to relate emission and absorption spectra to the electron structure of atoms, leading to the equation E=MC2

1909: Ernest Rutherford led scattering experiments on gold foils (gold-foil experiment), and thereby discovered the nucleus

1911: Rutherford proposed the Rutherford model based on the earlier experimental work in which a cloud of electrons orbit the nucleus.

1913: Niels Bohr proposed the Planetary Model of the atom.

1925: Erwin Schrodinger proposed the Schrödinger equation, which allowed the electrons in an atom to be analyzed quantum mechanically (Quantum Mechanics). This led to the current atomic orbital model of the atom, the Quantum Mechanic model or the Electron Cloud model

A Mathematical Function

An atomic orbital is a mathematical function that describes the wave-like behavior of an electron in an atom. The region in which an electron may be found around a single atom in a particular energy state can be calculated from this function. The term "orbital" has become known as either the "mathematical function" or the "region" generated with the function. Specifically, atomic orbitals are the possible quantum states of an individual electron in the electron cloud around a single atom, as described by the function.

Classically, the electrons were thought to orbit the atomic nucleus, much like the planets around the Sun (or more accurately, a moth orbiting very quickly around a lamp). Explaining the behavior of the electrons that "orbit" an atom was one of the driving forces behind the development of quantum mechanics. In quantum mechanics, atomic orbitals are described as wave functions over space, indexed by the n, l, and m quantum numbers of the orbital or by the names as used in electron configurations, as shown on the right. As electrons cannot be described as solid particles (as a planet or a moth) in this way, a more accurate analogy would be that of a huge atmosphere, the spatially distributed electron, around a tiny planet which is the atomic nucleus. Hence the term "orbit" was substituted with something else: orbital.

The orbital names (s, p, d, f, g, h,...) are derived from the characteristics of their spectroscopic lines: sharp, principal, diffuse and fundamental, the rest being named in alphabetical order.

Chemical Bonding

A chemical bond is the physical process responsible for the attractive interactions between atoms and molecules, and that which confers stability to diatomic and polyatomic chemical compounds. The explanation of the attractive forces is a complex area that is described by the laws of quantum electrodynamics. In practice, however, chemists usually rely on quantum theory or qualitative descriptions that are less rigorous but more easily explained to describe chemical bonding. In general, strong chemical bonding is associated with the sharing or transfer of electrons between the participating atoms. Molecules, crystals, and diatomic gases—indeed most of the physical environment around us—are held together by chemical bonds, which dictate the structure of matter.

Molecular Orbitals

A molecular orbital specifies the spatial distribution and energy of one (or one pair of) electron(s). Most commonly a MO is represented as a linear combination of atomic orbitals (the LCAO-MO method), especially in qualitative or very approximate usage. They are invaluable in providing a simple model of bonding in molecules.

Most methods in computational chemistry today start by calculating the MOs of the system. A molecular orbital describes the behavior of one electron in the electric field generated by the nuclei and some average distribution of the other electrons. In the case of two electrons occupying the same orbital, the Pauli principle demands that they have opposite spin. Necessarily this is an approximation, and highly accurate descriptions of the molecular electronic wave function do not have orbitals (see configuration interaction).

HOMO/LUMO
When the molecule forms a dimer or an aggregate, the proximity of the orbitals of the different molecules induce a splitting of the HOMO and LUMO energy levels. This splitting produces vibrational sublevels which each have their own energy, slightly different from one another. There are as many vibrational sublevels as there are molecules that interact together. When there are enough molecules influencing each other (e.g. in an aggregate), there are so many sublevels that we no longer perceive their discrete nature: they form a continuum. We no longer consider energy levels, but energy bands.

Argon

Argon’s complete octet of electrons indicates full s and p subshells. This full outer energy level makes argon very stable and extremely resistant to bonding with other elements. Before 1962, argon and the other noble gases were considered to be chemically inert and unable to form compounds; however, compounds of the heavier noble gases have since been synthesized. In August 2000, the first argon compounds were formed by researchers at the University of Helsinki. By shining ultraviolet light onto frozen argon containing a small amount of hydrogen fluoride, argon hydrofluoride (HArF) was formed. It is stable up to 40 kelvins (−233 °C).

Although the neutral ground-state chemical compounds of argon are presently limited to HArF, argon can form clathrates with water when atoms of it are trapped in a lattice of the water molecules. Also argon-containing ions e.g. ArH+ and excited state complexes e.g. ArF are well known. Theoretical calculations on computers have shown several argon compounds that should be stable but for which no synthesis routes are currently known.

Brillouin Zone

In mathematics and solid state physics, the first Brillouin zone is a uniquely defined primitive cell of the reciprocal lattice in the frequency domain. It is found by the same method as for the Wigner-Seitz cell in the Bravais lattice. The importance of the Brillouin zone stems from the Bloch wave description of waves in a periodic medium, in which it is found that the solutions can be completely characterized by their behavior in a single Brillouin zone.

Taking the surfaces at the same distance from one element of the lattice and its neighbours, the volume included is the first Brillouin zone. Another definition is as the set of points in k-space that can be reached from the origin without crossing any Bragg plane.

There are also second, third, etc., Brillouin zones, corresponding to a sequence of disjoint regions (all with the same volume) at increasing distances from the origin, but these are used more rarely. As a result, the first Brillouin zone is often called simply the Brillouin zone. (In general, the n-th Brillouin zone consist of the set of points that can be reached from the origin by crossing n − 1 Bragg planes.)

Critical Points
Several points of high symmetry are of special interest – these are called critical points.


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Portal:Wiki/Related portals

Computer Science · Engineering and Technology · Media · Wikiversity · Learning Projects · Learning Materials · Research · Other portals

title: Portal:Wiki/Related portals


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Portal:Wiki/Related categories

Explore Wikiversity content about Media Wiki in these categories: MediaWiki - MediaWiki Project - Pywikibot

title: Portal:Wiki/Related categories


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Portal:Wiki/Learning resources

Explore these learning resources about MediaWiki: MediaWiki engine - MediaWiki Project - UML/MediaWiki - Using MediaWiki Variables - Generating dynamic content with MediaWiki - Writing a simple greeting bot for MediaWiki - Pywikipediabot - Test and Quiz - Interactive labs - Search feature master namespaces checkbox - Wikiversity technical needs - Wikipedia

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Template:Wiki/Content development projects

Wikiversity participants are developing learning resources about MediaWiki at these content development projects:Topic:MediaWiki · Topic:Scripting MediaWiki


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Portal:Wiki/Featured project

 * Wikiversity participants can participate in "learn by doing" projects aimed at expanding the capabilities of the MediaWiki software. Participate at the LiquidThreads learning project and help bring threaded discussions to Wikiversity.
 * Learn how to make a "bot" that can be used at MediaWiki wiki websites. See: Pywikipediabot.

title: Portal:Wiki/Featured project


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Resistor Reduction

This is a techniques for dealing with more complex circuit arrangements. Consider this problem: Based on what we have learned in the previous lectures this circuit is solvable. All we have to do is follow the reduction algorithm:
 * 1 If any two or more resistors are in series combine them together and then replace it with an equivalent resistance.
 * 2 If any two or more resistors are in parallel combine them together and then replace it with an equivalent resistance.
 * 3 Continue doing this until you are left with only one resistor.
 * 4 Solve for the source current/voltage (whichever is unknown)
 * 5 systematically unwrap the circuit solving as you go along.

First example
Lets go through this example assume we want to know the current through each resistor given that R1=5ohms, R2= 20ohms, R3=20 ohms, and the source is producing 20 volts:
 * Step 1 Can not be done because there are no series resistors
 * Step 2 Can be done R1 can be combined with R2 to make an effective resistance. R1|R2 is a way of saying R1 in parallel with R2. In this case its is equal to 4 ohms: [[Image:Reduction circuit 2.PNG]]
 * Step 3 Well were not down to one resistor so we start again we combine the series resistors and get a 24 ohm equivalent resistance.
 * Step 4 So we know the voltage and the equivalent resistance lets calculate the current. By V=IR we get 5/6 amps.
 * step 5 Now we start to expand the circuit
 * Since we know the current for the combined resistance and the other resistor is in series we know the current through R3 is equal to 5/6 Amps.
 * Step 5 now we unwind the circuit completely and get the final result
 * V=IR, V=(5/6)(4)=20/6. So R1's current is equal to 20/6 divided by 5 which is 2/3 amps. And R2 is 20/6 divided by 20 which is equal to 1/6.

Review
So we see the goal of the technique. We can apply it to any number of circuit problems. Be forewarned this is a hard techniques to master. It is recommend that the student goes through many examples. Remember the basic steps. Combine all the resistors into one resistor. Solve for the current/voltage of that one resistor and then unreduce the circuit solving for each resistor along the way.

title: Resistor Reduction


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Electric Circuit Analysis/Passive Sign Convention

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Introduction
This is the first of eight lessons in Electric Circuit Analysis. This course is a pre-requisite course to most Level 2 courses in this school. As such it is imperative that a student gains insight into the methods and theory introduced and explained in this course.

There are plenty of worked examples and an exercise at the end of the lesson. Work through the exercise on your own, and only then can you compare your results with the solutions given on a linked Sub-page.

Lesson Preview
This Lesson is about Passive sign convention. This Lesson introduces a student to Circuit Elements which will be encountered in Electric Circuit Analysis. The student/User is expected to understand the following at the end of the lesson.
 * Active Circuit Elements
 * Passive Circuit Elements
 * Passive Sign Convention
 * Guidelines for Passive sign Convention

Remember that Open Learning is all about you. You can set your own pace in this course and you will be helped to evaluate your self along the way.

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Part 1: Electric Circuit
An electric circuit is a connection of circuit elements (Voltage/Current sources, Resistors, Inductors, Capacitors etc.) such that there is some power supplied and dissipated. This means that if you connect a resistor to a battery using conductive wires, then you have created an electrical circuit.

Active Circuit Elements:
All circuit elements that are capable of supplying electric power to a circuit or to an aspect of the circuit for an indefinitely long time are called active circuit elements. Batteries and generators are examples of active circuit elements. Figure 1.1 shows circuit symbols used to depict a Voltage Source (an ideal battery) and a Current Source. Notice that the circuit elements show a polarity—either a reference label for the voltage or an arrow giving a reference direction for the current or both. There is also a mathematical equation associated with each circuit element. For a voltage source, V = 5 volts (or any constant) is an example of such an equation. For a current source, I = 2 amperes (or any constant) is another example.

Transistors, vacuum tubes (valves), and many other circuit elements are also active elements even though they cannot supply electrical power to the entire circuit for an indefinitely long time. These components take electrical power from one part of the circuit (often called a power supply) and deliver the power to another part of the circuit (often by way of amplifying a signal) and can do this for an indefinitely long time.

Note that an element is active if it is capable of the above. Even if it is not delivering power to a particular circuit (or an aspect of a particular circuit) it might still be an active circuit element.

Passive Circuit Elements:
Philosophically speaking, any circuit element that is not active is passive. This means that passive circuit elements absorb or dissipate electric power in the long term. In the short term they may store some electric power and then return that power back to the circuit at a later time. Even if a circuit element is 100% efficient in this storage and return process, it is passive because it cannot deliver power over an indefinitely long time. (Of course nothing more than 100% efficient exists. Active circuit elements have a source of energy to draw on, such as the chemicals in a battery.  Passive elements do not.)  A resistor is a good example of a passive circuit element. The following picture shows circuit symbols used to depict a Resistor. The symbol shown in Figure 1.2 for a resistor is generally preferred in Europe and some other parts of the world and will be used throughout this course. The symbol shown in Figure 1.3 is generally (but not always) used in the Americas.

Elsewhere in this wiki, a "circuit element" may be called a "component." The word "component" has similar meaning, but is not so strictly defined. The phrase "circuit element" is defined to mean the association of three things: 1.) An electrical device with a defined number of connections having polarity reference labels (+ and - marks, visible or implied, or current arrows, visible or implied.) 2.)  A mathematical relationship between voltages and currents at the defined terminals. 3.) An irreducible nature—the device cannot be manufactured as a connection of simpler circuit elements.

Please note that capacitors and inductors are beyond the scope of this course as they introduce complex current and voltage relationships.

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Part 2: Passive Sign Convention
The concept of passive sign convention comes directly from the definition of voltage.

Voltage is a difference of charge between two places in space. Not an absolute quality. You could think of it in terms of depth and height.

Something has an elevation or height only with respect to something else such as sea level. Likewise depth, something is only deep compared to some level, again such as sea level.

There is one difference between depth and height. We consider height to be positive and depth to be negative. One of the reasons why we do this is because we usually deal more with height than depth, and we wish to minimize the amount of subtraction that we perform.

The passive sign convention is the same concept. It is an algorithm to decide what is adding potential energy to the system and what is taking it away.

Here are some basic ground rules:

 * All resistors are either positive or negative uniformly. Which means that if you consider one resistor to be positive (which is the common case) then all the resistors are positive.
 * At least one source is the opposite sign of the resistors. If only one is present then that is the one.
 * Always start by making your loop.

Why do we use this Passive sign convention?
One of the most important ideas of an electric circuit is that there is a source of power and a dissipator of power. As circuit connections become more intricate this basic idea becomes more blurred. In some cases there are more than one power supply at different circuit locations, such that simple addition of their power magnitudes is not possible. We need to know which direction power supply and consumption is. The next examples will illustrate this.

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Part 3
Points A and B are physical end points of an element. By convention A (+) has a higher potential than B (-) by amount V. If V is negative, then B has higher potential than A, but the signs for polarity remain unchanged. The current I enters point A and leaves point B. If I is negative, then current is entering point B and exiting point A.

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Explanation of Part 3
An electric charge Q at point A moves from a higher potential to a lower potential (i.e. from point A to point B). Since the charge is now at a lower potential, the charge has lost potential energy. This is called a resistor. If the charge moves from B to A, it gains potential energy. This is called a source.

If we keep A and B as the (+) and (-) terminals, then there are four possible combinations. The two cases (-V, -I) and (+V, +I) are ones where the element acts as a resistor, using up energy. The two cases (-V, +I) and (+V, -I) are ones where the element acts as a source, supplying energy.

If we flip A to be (-) and B to be (+) then we have effectively rotated the element by 180 degrees. All of the above cases still hold true.

Being comfortable with the convention and being able to quickly visualize different combinations of +/- I or +/- V from either terminal A or B will help in using the circuit solving methods of Mesh and Nodal Analysis.

The following examples are related to the lesson. The answers to the exercise questions are given as a link to a sub page. Attempt the problems before viewing the answers.

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Example 1.1
Figure 1.5 shows an element with the following parameters. $$V_R=9Volts$$, $$I_R=3A$$ Find $$P_{Total}$$ and Determine if this element is a resistor. Is it supplying power or dissipating it?

Solution:

$$\begin{matrix}\ P_{Total}&=&V_R \times I_R \\ \ \\ \ &=& 9V \times 3A \\ \ \\ \ & = & 27Watts \end{matrix}$$.

Since power is positive, this is a resistor which absorbs power.

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Example 1.2
Figure 1.6 shows a simple element with the following parameters: $$V_R=-6Volts$$, $$I_R=3A$$ Find $$P_{Total}$$ and determine if this is a resistor or a source and if it is supplying power or dissipating it.

Solution:

$$\begin{matrix}\ P_{Total}&=&V_R \times I_R \\ \ \\ \ &=& -6V \times 3A \\ \ \\ \ & = & -18Watts \end{matrix}$$.

Since power is negative, this is a source which supplies power.

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Example 1.3
Figure 1.7 shows an element with the following parameters. $$V_R=-6Volts$$, $$I_R=-3A$$ Find $$P_{Total}$$ and determine if this is a resistor or a source.

Solution:

$$\begin{matrix}\ P_{Total}&=&V_R \times I_R \\ \ \\ \ &=& -6V \times -3A \\ \ \\ \ & = & 18Watts \end{matrix}$$.

Since power is negative this is a source, and it is supplying power.

The simplest method to solving this problem is to redraw it with the top of the terminal being (+) and the bottom being (-). As the problem is presented, the voltage is -6 V between the terminals and the current is -3 A coming out of the positive terminal (+). By switching the poles, we also flip the direction of the current and the voltage. As a result, we now have a voltage of 6 V and a current of 3 A. Since the voltage difference and the current flow are in the same direction, this component must be a resistor like in Example 1.1.

It is important to remember that switching the poles in this way does not change the physical reality of what is happening. Regardless of which pole is (+) or (-), the top terminal has greater potential than the bottom terminal, and current is flowing from the top to the bottom (see Charge Conjugation Symmetry).

Now, try the exercises to test these concepts.

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Exercises

 * 1) Use Figure 1.5: Given current is 4 A and the voltage across the element is 4 V, how much power is being produced or consumed?
 * 2) Use Figure 1.5: Given current is 1.5 milli-Amps (mA) and the voltage across the element is -1.5 V, how much power is being produced or consumed?
 * 3) Use Figure 1.5: Given current is 15 A and the voltage across the element is 15 V, how much power is being produced or consumed?
 * 4) Use Figure 1.5: Given current is -20 mA and the voltage across the element is -1.5 V, how much power is being produced or consumed?

 * Answers to Exercise 1

Completion list
Once you finish your Exercises you can post your score here! To post your score, just e-mail your course coordinator your name and score *@undefined.

 * Ozzimotosan -- 75% & Corrected
 * Doldham -- 75% & Corrected
 * Jacob -- 100%, fixed the page.
 * Drew -- 100%,

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Talk:C++ Source Codes

Source location
Why don't you post the source on Wikiversity or is the person who created the site not affiliated with Wikiversity? --Devourer09 23:20, 10 January 2008 (UTC)
 * There is a licence info available. Seems it can be put on WV. Erkan Yilmaz uses the Chat (try) 16:41, 22 August 2008 (UTC)

title: Talk:C++ Source Codes


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Portal:Wiki/History

Lee Daniel Crocker started developing the software that became MediaWiki for use at Wikipedia. After the Wikimedia Foundation was established, the software was called "MediaWiki". MediaWiki uses PHP and MySQL.

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Template talk:R

this template aligns text right --Remi 01:02, 11 January 2008 (UTC)

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Portal:Wiki/MediaWiki Feature

In 2007 a video player became available that can show videos on wiki pages. Previously, an external video play utility had to be used to view video. In this video, Erik Möller talks about Wikiversity. (More about this video)

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User:M.bone1

 * Hi! I'm a pastor in Greeley, Colorado, who enjoys reading Paul Tillich, Martin Heidegger, and Connie Willis (fiction).  I enjoy teaching and am looking forward to being a part of this wiki community.

You can check out the Learning Project I'm working on at Introduction to Augustine of Hippo Feel free to join in!

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Augustine of Hippo

Augustine of Hippo

 * Introduction to Augustine of Hippo
 * Initial Lecture
 * Fun Facts

General

 * Augustine's Theory of Knowledge

Works

 * On The Trinity

title: Augustine of Hippo


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Augustine of Hippo/On The Trinity

Augustine - On the Trinity

His Trinitarian Formulation
 * Over against the Greek formulation from Nicea of one essence (ousia), three substances (hypostases), Augustine preferred the expression in Latin which was one essence (essentia), three persons (personae).
 * Gk. hypostasis = Lat. substantia
 * Augustine said substance cannot properly be predicated of God as if God were something in which accidental properties could subsist. From Ex. 3:14, “I AM what I AM,” God is more properly called essence than substance.  N.B. Augustine’s respect for tradition meant that he did not deny the validity of the Nicene formulation, merely that the Latin was more precise.

 * The distinction between persons according to scripture and tradition (the usual starting place for Augustine) lies in causation. The Father is the principle of the Godhead and alone is unoriginate. The Son is both begotten from eternity and sent into the world in time by the Father.  The Spirit both proceeds eternally from God and is given temporally to the Church.
 * God is ineffable mystery. In the blessed life that awaits the faithful, we hope to see God as God is insofar as we will then be conformed to God’s likeness perfectly.  Yet, in this life, as the image of God is renewed in us by faith and sanctification, we can begin to understand, as it were, “through a mirror in an enigma” (the translation Augustine used translates this way into English).  Thus, Augustine proposed to understand the distinction between persons according to reason in terms of a category that is neither substance nor accident, i.e., eternal and immutable relation.
 * Aristotle had categorized every predicable as either substance or accident. God is immutable, and so it is impossible to predicate any accident of God.  Further, God is one, and so it is impossible to predicate any difference of substance in God.  In what, then, could the distinction of persons consist?
 * Augustine modified Aristotle’s categories by distinguishing the accidental category of relation as temporal from the substantial category of eternal relation.

 * With this modification, Augustine moved beyond the generic analogy favored by the Cappadocians in which the essence of Godhead (ousia) is likened to a secondary substance, i.e., a genus, and the persons of the Trinity (hypostases) are likened to primary substances, e.g., Peter, James and John are one humanity but three individual subsisting things.
 * Augustine gave classic expression to the psychological analogy of the Trinity in which the unity of essence is likened to the rational part of the human soul, composed as it is of “the mind, and the knowledge by which it knows itself, and the love by which it loves itself.” (464) to which he compares the persons of the Trinity.
 * The image of God in us consists of that part of the soul which the beasts do not have in common with us, i.e., the ability to contemplate the eternal forms and to make judgments (know things) according to them.
 * This ability requires memory - the metaphysical warehouse in which we not only store sense impressions, but in which we discover things we never knew we knew (present illumination vs. Plato’s reminiscence).
 * It requires intellect (understanding) - the mind’s eye, as it were, which takes on the form of what it beholds in memory and conceives thought thereby.
 * It requires will - that which directs the mind’s eye, as it does the bodily senses, to what it loves and attaches it thereto.

 * Augustine’s typical dialectic is to move from the exterior realities of creation to the interior reality of the human soul where he hoped to encounter God in the image of God, damaged as it is by the fall. Further, his dialectic is guided by the particular consideration of what true love is: a trinity of lover, beloved and the love that binds them together into one. (cf. book 8, chapt. 7, p. 260)  The dialectic consists of a series of trinities that increasingly approximate the Trinity without ever completely delineating it.
 * Direct dependence on sensory input : In the physical act of seeing, the will moves the eye toward a body. The form of that body then evokes a corresponding form in the eye, and the two are bound together as one insofar as the will is drawn to love that body.
 * Indirect dependence on sensory input : In thinking of something no longer present, the memory presents to the inner eye of understanding the form of a body which the understanding then duplicates. The will, then, binds together both the image from memory and the form produced in the understanding insofar as the image is loved.
 * Absolutely no dependence on sensory input : In reflective thought, the mind is present to itself, knows itself and loves itself. Even when there is no actively self-reflective thought, the mind is present to itself, “hidden in a kind of secret knowledge which is called memory.” (421)  Self-knowledge is a sort of self-seeing.  Though the eye cannot see itself in its entirety, the mind somehow can.  “It remains, therefore, that its sight is something belonging to its nature, and the mind is recalled to it when it thinks of itself, not as it were by a movement in space, but by an incorporeal conversion.” (421)  This thinking-itself reproduces an exact image of the mind, an off-spring so to speak, that is identical to the parent.  Why does the mind engage in self-reflection?  “Behold! the mind seeks to know itself and is inflamed with this desire.” (297)  The mind always loves itself which means that both mind and thought are bound together by the constant will to reflective knowing.

“But in these three, when the mind knows itself and loves itself, a trinity remains: the mind, love, and knowledge.” (277) “These three, therefore, are in a marvelous manner inseparable from another; and yet each of them is a substance, and all together are one substance or essence, while the terms themselves express a mutual relationship.” (278)

General considerations
 * God is incorporeal, immutable and eternal. There is sequence of events in God and no change.  Rather all events are eternally present before God together with their temporal characteristics.
 * As the Father is the principle of the Godhead, the Son receives the Godhead entirely from the Father and so whatever may be said of his substance belongs to him “of God,” e.g., God of God, true light of true light, wisdom of wisdom, and even Word of Word. Nevertheless, the terms Word and Wisdom are especially proper to the Son.  Also, as the Spirit proceeds from God the Father and as the Son receives everything of the Father, including this procession, the Spirit also proceeds from the Son.  No temporal distinction is possible in this eternal procession from Father and Son.
 * Any substantial term that is especially appropriate of any Person in the Trinity is certainly predicable of the two remaining Persons as it is of the Trinity itself. Terms depicting eternal relations, however, are not predicable of any Person, e.g., the Father is unoriginate, the Son is only-begotten, and the Spirit is Gift of God who proceeds from the Father and the Son.
 * Every action of God ad extra is the action of the Trinity and of each person within it, e.g., creation and redemption.
 * God is God’s own essence simply and immutably. This not only means there is no accident in God, but also that God is every substantial attribute predicable.  Thus, for example, there is not a thing called wisdom by which God is wise.  God is God’s own wisdom.  In God, “to be” and “to be wise” are one and the same.  Likewise, “to be” and “to be just,” or “to be” and “to be almighty,” etc., are one and the same in God.

Reading List

Augustine, Aurelius. The Trinity. Translated by Stephen McKenna in The Fathers of the Church: A New Translation, vol. 45. Washington, DC: The Catholic University of America Press, 1963. [page references above are to this work.]

Copleston, Frederick. ''A History of Philosophy. Volumes I & II.'' New York: Doubleday, 1962.

Gilson, Etienne. The Christian Philosophy of Saint Augustine. Translated by L.E.M. Lynch. New York: Random House, 1960.

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Talk:Microeconomics/Building the demand curve

Might the article "a" be better suited for the page title than "the"? --Remi 03:55, 11 January 2008 (UTC)

I concur that I think that Building a demand curve would be better. Sjwillis39 18:37, 16 June 2009 (UTC)


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Wikiversity talk:Talk pages

hi..i m reema ...i want to interact with people who are ready for sharing views about any curent events occuring around the world...like writing an article or having an online debate. can this be done on this site??
 * ^ that comment was cutted from the Talk pages and placed here. --Remi 04:30, 11 January 2008 (UTC)

title: Wikiversity talk:Talk pages


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Augustine of Hippo/Augustine's Theory of Knowledge2

Copleston and Gilson maintain that “the ‘light’ which comes from God to the human mind enables the mind to see the characteristics of changelessness and necessity in the eternal truths.” (Cop. p. 61) Nash uses the same texts to propose “that in some way man can have a direct knowledge of the divine ideas, that man ‘sees’ the ideas that subsist in the mind of God.” (p.102) He qualifies this ontologism as pertaining only to the immutable and eternal truths as opposed to that of Malebranche where even knowledge of the sensible world is given by intuition of the divine. (p.103f) How could Augustine hold that the ideas are ontologically higher than the human intellect and yet accessible to it, somehow subjoined to it? If the ideas were on a par with human intellect which is mutable, they could not be immutable. If they were lower than mind, the mind could not use them as standards of judgment, but must instead judge them! So the ideas are above the mind, but how, then, can there be any congress between them? The answer is that God illumines man’s intellect. “The function of the divine illumination is to render visible to the mind the element of necessity in the eternal truths.” (Cop. p. 64) 1.	Shared assumptions (Cop. p. 58) a)	The only valid object of knowledge is the unchangeable b)	Leads to a depreciation of sense objects c)	Practical knowledge is necessary for life, but not really valued d)	Theoretic contemplation is valued highly e)	Purification of the soul, liberation from the senses is a prerequisite to epist. ascent 2.	Different goals a)	Plato’s is to attain to the Good. b)	Augustine’s is to attain to a personal God. 3.	Plato’s levels of knowledge and being a)	In Book V of the Republic, Plato has his character, Socrates, draw out the distinction between knowledge which corresponds to what is and opinion which corresponds to the manifold between what is and what is not. His assumption is that ignorance corresponds to non-being. b)	Using the simile of the line in Book VI, Plato develops further this correspondence between ontology and epistemology. (1)	A line is divided into two parts, one representing the visible world, the other the intelligible. The former is the realm in which opinion obtains while the latter constitutes the domain of knowledge. (2)	Each part of the line is again divided. (a)	The visible into shadows or reflections and sense objects. (b)	The intelligible into reasoning from hypotheses to conclusions and reasoning from hypotheses up to first principles. (3)	There is an increasing level of knowledge at each higher level of being. c)	In the parable of the cave, Plato describes again the increase in knowledge as one moves toward that which is more real. In this story he also alludes to his doctrine that there is no such thing as “learning” from a teacher and to the requisite conversion and purification for the soul to attain knowledge of the highest reality. 4.	Illumination vs. reminiscence a)	The sun (Rep., 514-518) is for Plato the visible image of this highest reality, the Good. According to Plato, sunlight both illuminates objects in the world and enters the eye to provide sight of those objects.  In the same way, the form of the Good both gives ideas their truth and empowers the intellect to discern that truth.  “It is the ontological basis of truth and the epistemological basis of the knowledge of truth.”  (Allen, p. 47) b)	It is Plato’s doctrine of reminisence, however, that explains how human reason connects with the forms in the first place. (1)	In Phaedo (Reader, p. 5a-6a) Plato defends this doctrine of recollection. (a)	Questions put to a person can evoke true answers which the person did not know he knew. (b)	The judgment of some quality in terms of the perfection of that quality, a perfection not found in the sensible world, infers knowledge of perfection from the supersensible world. (c)	Here also he says learning is a process of recovering knowledge. c)	In Plato’s Meno there is an example of the first justification (from questions). A boy questioned about geometry “replied in such a way as if he were proficient in this branch of learning.” (DT XII, 15, 24) d)	The difference between something glimpsed in the past (previous existence) and something uncovered in the present [Nash talks about this on p. 83f.]
 * 1) Augustine’s Theory of Knowledge
 * 2) Augustine’s position versus the Skeptics
 * 3) Augustine flirted with skepticism after rejecting Manicheanism and before embracing Christianity.
 * 4) The issue for Augustine is “that truth exists and that man can know it.” (Nash, 12) This is a very serious matter for him, “one relating to life itself and, in some way, to the hope of a happy soul.” (CA III, 9, 18)  His repudiation of radical skepticism is set forth primarily in Contra Academicos, a dialogue among several of his friends that takes place in a villa shortly after Augustine’s conversion to Christianity.
 * 5) These Skeptics were the “New Academy,” the successors to Plato. Particularly, Augustine attacks the position of Carneades as mediated through Cicero’s Academica.
 * 6) That position was actually a defense against Stoic empiricism as expressed by Zeno of Citium. (CA II, 6, 14)
 * 7) These Academicians nevertheless used Zeno’s definition of truth: “That can be apprehended as true which has been so deeply impressed upon the mind from the source from which it came, that it could not proceed from that from which it did not come” or “truth can be grasped by those signs which whatever is false cannot have.” (CA II, 5,11)  Truth is that “which is of such a nature that it has no notes in common with what is false.” (CA III, 9, 18)  “That that could be apprehended which presented itself in such a way that it could not appear as false.” (CA III, 9,21)  Mary Garvey puts it succintly, “a true impression is attained when the mind ‘seizes upon’ an object in such a way that it is rightly apprehended.  The result is an irresistable conviction in the mind of the perceiver, which is the only criterion of truth.” (p. 38)  Gilson: “a thing is understood... as true when no sign of error is found therein.” (p. 39)
 * 8) To that definition, Carneades added the conclusion “that inasmuch as there is no such knowledge, no certitude is possible.” (Gilson, p. 39) Arcesilaus: “Nothing is apprehended [because] no such thing can be discovered.” (CA III, 9,21)
 * 9) The Academics avoided the charge that suspension of assent would lead to moral paralysis by advocating probability, i.e., granting that something resembles truth. On this basis, they held that the wise man was the one who was always seeking truth while never finding it. (CA II, 5, 12)
 * 10) Augustine proposes ad hominem arguments against skepticism in Contra Academicos.
 * 11) On probability, it is ridiculous to say, “Indeed, we do not know truth, but this which we see is like that which we do not know.” (CA II, 8,20) Licentius finally understood, “As for you, since you say that you do not know the truth, on what basis do you strive after this likeness of truth?” (CA II, 12,27)
 * 12) By the very definition of a wise man as one who knows wisdom and the axiom that no one can know what is false, either wisdom is nothing or the Academics must admit that the wise man knows truth. (CA III, 3,5) The Academics were trapped when they asserted with equal force “both that man can be wise and yet that knowledge cannot fall to the lot of man.” (CA III, 4,10)  It is perverse to say “that a man is wise and that, at the same time, he does not know wisdom.” (CA III, 9,19)
 * 13) The Academics suspend assent on the basis of the definition of Zeno. Yet, one who knows that definition to be true gives assent to it.  If one does not give assent to the definition, the ground of their position is destroyed. (CA III, 9,18)
 * 14) If the foolish man told one to refute the definition and show that it can even be false, to fail to do so is to apprehend the definition. To succeed in refuting it frees you to apprehend with certitude.  Further, either the definition is true or it is false.  That disjuction itself is something to apprehend with certitude.  “For we know that it is either true or false; we do not therefore know nothing.” (CA III, 9,21)
 * 15) He goes on in that book to defend sense experience as valid insofar as it gives an appearance. “Do not give assent any further than to the extent that you can persuade yourself that it appears true to you, and there is no deception.” (CA III, 9,26)
 * 16) Augustine’s strongest argument in the form of si fallor, sum is in a number of other works, e.g., Soliloquies II, 1; De libero arbitrio II, 3, 7. The best expression of it is in De Cititate Dei, XI, 26:  “I am not at all afraid of the arguments of the Academicians, who say, ‘What if you are deceived?’  For if I am deceived, I am.” (BWOA, II, 68)
 * 17) So Augustine, having refuted the radical skepticism of the Academics, established the possibility of certitude. Gilson indicates the importance of this accomplishment in that, “by saving the mind from despair, the Contra Academicos cleared the threshold of philosophy and set its door ajar.” (p. 38)
 * 18) Levels of knowledge and being
 * 19) Ontological levels
 * 20) God (Confessions I, 4; XI, 4f)- corresponding rationes aeternae
 * 21) equivalent of Plato’s forms
 * 22) contained in God’s intelligence (Nash, p. 6)
 * 23) Souls - corresponding ratio hominis
 * 24) ratio inferior
 * 25) ratio superior (DT XII, 15, 24f)
 * 26) Bodies - corresponding rationes seminales (“seed-like principles that exist in the nature of the world’s elements” - Nash, p. 6)
 * 27) Epistemological levels (upward ascent of reason) - Three levels of perception/vision (DT XII, 2, 2)
 * 28) Corporeal Vision - In common with animals, humans have
 * 29) Sense perception
 * 30) Memory
 * 31) Response to positive and negative reinforcement
 * 32) Spiritual Vision - Rational functions peculiar to humans are
 * 33) Deliberate memorization as well as refreshing memory
 * 34) Rearranging physical reality in the imagination
 * 35) scientia defined
 * 36) ratio inferior as a function of mind
 * 37) Intellectual Vision - The capacity to judge physical reality in terms of supersensible reality (forms)
 * 38) Ratio superior a function of same mind
 * 39) Sapientia is possible as the forms are “subjoined to the mind” while still above the mind
 * 40) Ontological status of ideas not clarified
 * 41) Ideas reside in the mind of God, a position held within Neo-platonic thought (Plotinus and Philo)
 * 42) Ideas somehow subjoined to the human mind. This causes difficulty in that the soul, by apprehending the ideas, apprehends the very mind of God and hence the divine essence.
 * 43) Augustine can be read either way, which leads to two interpretations.
 * 44) Ideogentic interpretation
 * 1) Ontologistic interpretation
 * 1) Theory of illumination
 * 2) Needed because mind is mutable and truth is eternal
 * 1) This is not the agent intellect of Thomas. It really is something outside of human mind that makes possible judgments based on the ideas.
 * 2) Nor is this to make of God an ontologically separate agent intellect, i.e., infusing the ideas directly into a passive human mind. (Cop. p. 64 & Nash p. 97)
 * 3) Refers to quality of judgment
 * 1) The role of memory in illumination
 * 2) A “storehouse” memory
 * 3) Learning is simply discovering what is there in the presence of God
 * 4) Augustine compared with Plato

References above are to the following works:

Allen, Diogenes, and Eric O. Springsted, eds. Primary Readings in Philosophy for Understanding Theology. Louisville, KY: Westminster/John Knox Press, 1992.

Allen, Diogenes. Philosophy for Understanding Theology. Atlanta: John Knox Press, 1985.

Augustine, Aurelius. Against the Academicians. Translated with an introduction by Mary Patricia Garvey. Milwaukee, WS: Marquette University Press, 1942. [referred to above as CA, for Contra Academicos.]

________. Basic Writings of Saint Augustine. Edited by Whitney J. Oates. Volumes I & II. New York: Random House, 1948. [referred to above as BWOA]

________. The Confessions of St. Augustine. Translated by Rex Warner. New York: New American Library, 1963.

________. The Trinity. Translated by Stephen McKenna in The Fathers of the Church: A New Translation, vol. 45. Washington, DC: The Catholic University of America Press, 1963. [referred to above as DT, for De Trinitate]

Copleston, Frederick. A History of Philosophy. Volumes I & II. New York: Doubleday, 1962. [sometimes referred to above as Cop.]

Gilson, Etienne. The Christian Philosophy of Saint Augustine. Translated by L.E.M. Lynch. New York: Random House, 1960.

Nash, Ronald H. The Light of the Mind: St. Augustine’s Theory of Knowledge. Lexington, KY: The University Press of Kentucky, 1969.

Plato. The Republic: Book V. Public Domain Translation and Introduction by Benjamin Jowett. Published in Boston University Coursepacket #0014, Fall 1995.

________. Phaedo. Public Domain Translation by Benjamin Jowett. Published in Boston University Coursepacket #0014, Fall 1995.


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User talk:M.bone1

User talk:M.bone1/Notes on Augustine's Confessions

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ping
User_talk:Erkan_Yilmaz, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 22:34, 12 January 2008 (UTC)
 * done, see here please, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 23:55, 12 January 2008 (UTC)
 * Some of your old contributions you can still find here. It would be great if you move them all as subpages - makes it also better for others so they can see where the page belongs to actually when they reach the page over a search. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 00:00, 13 January 2008 (UTC)
 * ping, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 00:41, 13 January 2008 (UTC)

Pictures
Hi there - I changed your picture to 500 pixels in size so it doesn't take up the entire screen. Naturally, you can resize it as you like :-) --HappyCamper 01:02, 13 January 2008 (UTC)
 * No problem. Learn at your own pace, and if you have more questions, please feel free to leave a message on my talk page. We're here to help. Cheers! --HappyCamper 00:51, 16 January 2008 (UTC)

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Kinetics of Particles

Part of the Dynamics course offered by the Division of Applied Mechanics, School of Engineering and the Engineering and Technology Portal

Lecture
The application of particle kinematics to systems of forces is wholly dependent upon Newton's Second Law. Solutions to kinetics problems may be obtained by using Newton's Law directly, Work/Energy methods or through Impulse/Momentum calculations.

Newton's Equation of Motion
$$\sum\vec F_{(x,y,z)} = m \vec a_{(x,y,z)}$$ $$\sum\vec F_{(r,\theta,z)} = m \vec a_{(r,\theta,z)}$$ $$\sum\vec F_{(R,\theta,\phi)} = m \vec a_{(R,\theta,\phi)}$$

Kinetic Energy Analysis (Energy of Motion)
$$E=\int\vec F * d \vec r = \int(\vec F_x * dx + \vec F_y * dy + \vec F_z * dz) = \int m \vec a * d \vec r = \frac{1}{2} m (v_2^2-v_1^2) $$

Assignments
Activities:
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Readings:
 * Peruse the appropriate sections of Mechanics

Study guide:
 * 1) Wikipedia article:Newtons Laws
 * 2) Wikipedia article:Mechanical Work

title: Kinetics of Particles


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Computational biology

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People who are interested in Computational Biology

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Papers/Bacteria/Swarming

Social Interactions in Myxobacterial Swarming

title: Papers/Bacteria/Swarming


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