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User:Egm6321.f10.team2.dube/HW3

=Problem 6:Discuss h=

Given
Example given in MT15-3 as

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$$  \displaystyle x({y}')^{2}+y{y}'+xy{y}''=0 $$     (Eq 6.1)
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$$  \displaystyle g(x,y,p)=x({y}')^{2}+y{y}' $$     (Eq 6.2)
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$$  \displaystyle f(x,y,p)=xy $$     (Eq 6.3)
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$$  \displaystyle h_{x}+h_{y}p=0 $$     (Eq 6.4)
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Find
Without assuming h=const. discuss other solutions.

Solution
For the condition given Eq.6.4 both terms must be zero. So

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$$  \displaystyle h_{x}=0 $$     (Eq 6.5)
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$$  \displaystyle h_{y}p=0 $$     (Eq 6.6)
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And we know that h=h(x,y).Possible outcomes for the derivations;

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$$  \displaystyle h_{x}=h(x,y) $$     (Eq 6.7)
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$$  \displaystyle h_{y}=h(x,y) $$     (Eq 6.8)
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By this way we can not find common h for stisfy Eq.6.4

=Problem 7:SC-L1-ODE-CC=

Given

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$$ \displaystyle \dot{\phi}=\omega $$ (Eq 7.1)
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$$ \displaystyle \dot{\omega}=-\frac{1}{\tau }\omega+\frac{Q}{\tau }\delta $$ (Eq 7.2)
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$$ \displaystyle \dot{\delta}=u $$ (Eq 7.3)
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$$ \displaystyle \dot{x}(t)=\underline{A} \underline{x}(t)+\underline{B} \underline{u}(t) $$ (Eq 7.4)
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Find
Make 7.1-7.3 in the form of 7.4

Solve

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$$ \displaystyle \begin{bmatrix} \dot{\phi }\\ \dot{\omega }\\ \dot{\delta } \end{bmatrix} = \begin{bmatrix} 0 & 1 & 0\\ 0 & -\frac{1}{\tau } & \frac{Q}{\tau }\\ 0 & 0 & 0 \end{bmatrix} \begin{bmatrix} \phi \\ \omega \\ \delta \end{bmatrix}
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+ \begin{bmatrix} 0\\ 0\\ 1 \end{bmatrix} u(t) $$ (Eq 7.5)
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$$ \displaystyle \underline{A}= \begin{bmatrix} 0 & 1 & 0\\ 0 & -\frac{1}{\tau } & \frac{Q}{\tau }\\ 0 & 0 & 0 \end{bmatrix}$$ (Eq 7.6)
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$$ \displaystyle \underline{B}= \begin{bmatrix} 0\\ 0\\ 1 \end{bmatrix}$$ (Eq 7.7)
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=Problem 8:Exactness Condition for Second Order=

Given
Second order non-linear function can be shown as follows which was given in MT15-2 ;

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$$  \displaystyle F\left ( x,y,{y}',{y}'' \right )=0 $$     (Eq 8.1)
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F is a function that derivative of function that is non-linear first order equation equals constant.

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$$  \displaystyle F\left ( x,y,{y}',{y}'' \right )=\frac{\mathrm{d} \phi \left ( x,y,{y}' \right )}{\mathrm{d} x} $$ (Eq 8.2)
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F is exact if there is exist a fuunction $$ \phi (x,y,{y}')$$

If we want to show that an arbitrary second order function to be exact, this arbitrary function has to provide two exactness conditions.

First condition:An arbitrary second order function has to provide this form:

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$$  \displaystyle F\left ( x,y,{y}',{y} \right )=g\left ( x,y,p \right )+f\left ( x,y,p \right ){y} $$     (Eq 8.3)
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where $$p={y}' $$

Second Condition:has two parts

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$$  \displaystyle f_{xx}+2pf_{xy}+p^{2}f_{yy}=g_{xp}+pg_{yp}-g_{y} $$     (Eq 8.4)
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$$  \displaystyle f_{xp}+pf_{yp}+2f_{y}=g_{pp} $$     (Eq 8.5)
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where
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$$  \displaystyle g\left ( x,y,p \right )=\phi _{x}+\phi _{y}{y}' $$     (Eq 8.6)
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$$  \displaystyle f\left ( x,y,p \right )=\phi _{p}^{} $$     (Eq 8.7)
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Find
Given function in lecture mtg 17-2 as follows ;

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$$  \displaystyle \left ( 15p^{4}cosx^{2} \right ){y}''+6xy^{2}{y}'+\left [ -6xp^{5}sinx^{2}+2y^{3} \right ]=0 $$     (Eq 8.8)
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For this equation check exactness.

Solution

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$$  \displaystyle f= 15p^{4}cosx^{2} $$     (Eq 8.9)
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$$  \displaystyle g=6xy^{2}{y}'+\left [ -6xp^{5}sinx^{2}+2y^{3} \right ] $$     (Eq 8.10)
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$$  \displaystyle f_{xx}=-30p^{4}sinx^{2}-60p^{4}x^{2}cosx^{2} $$     (Eq 8.11)
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$$  \displaystyle f_{xy}=0 $$     (Eq 8.12)
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$$  \displaystyle f_{yy}=0 $$     (Eq 8.13)
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$$  \displaystyle g_{xp}=6y^{2}-30p^{4}sinx^{2}-60p^{4}x^{2}cosx^{2} $$     (Eq 8.14)
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$$  \displaystyle g_{yp}=12xy $$     (Eq 8.15)
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$$  \displaystyle g_{y}=12xyp+6y^{2} $$     (Eq 8.16)
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$$  \displaystyle f_{xp}=-120p^{3}xsinx^{2} $$     (Eq 8.17)
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$$  \displaystyle f_{yp}=0 $$     (Eq 8.18)
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$$  \displaystyle f_{y}=0 $$     (Eq 8.19)
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$$  \displaystyle g_{pp}=-120p^{3}xsinx^{2} $$     (Eq 8.20)
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By substituting this tools into two equations (8.4 and 8.5) we observe that ;

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$$  \displaystyle -30p^{4}sinx^{2}-60p^{4}x^{2}cosx^{2}+2p.0+p^{2}.0=6y^{2}-30p^{4}sinx^{2}-60p^{4}x^{2}cosx^{2}+p12xy-12xyp-6y^{2} $$     (Eq 8.21)
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$$  \displaystyle -30p^{4}sinx^{2}-60p^{4}x^{2}cosx^{2}=-30p^{4}sinx^{2}-60p^{4}x^{2}cosx^{2} $$     (Eq 8.22)
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$$  \displaystyle -120p^{3}xsinx^{2}+p.0+0=-120p^{3}xsinx^{2} $$     (Eq 8.23)
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$$  \displaystyle -120p^{3}xsinx^{2}=-120p^{3}xsinx^{2} $$     (Eq 8.24)
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=Problem 9=

Given
For this problem, the equation is the same as which was given in problem 8. We can find first integral $$ \phi \left ( x,y,{y}' \right ) $$ by taking first derivative of f.

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$$  \displaystyle \phi \left ( x,y,{y}' \right )=h\left ( x,y \right )+\int f\left ( x,y,{y}' \right )dp $$     (Eq 9.1)
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$$  \displaystyle \phi \left ( x,y,{y}' \right )=h\left ( x,y \right )+3p^{5}cosx^{2} $$     (Eq 9.2)
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$$  \displaystyle g=\phi _{y}{y}'+\phi _{x} $$     (Eq 9.3)
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By substituting $$\phi _{x}$$ and$$ \phi _{y}$$ in the definition of g we concluded ;

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$$ \displaystyle (6xy^2)y^{'}+2y^3=h_yy^{'}+h_x $$ (Eq 9.4)
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The following was also given:
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$$ \displaystyle h_yy{'}=2y^3 $$ (Eq 9.5)
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Find
If  $$ \displaystyle h_{x}=6xy^{2}{y}'$$ then what is $$ \displaystyle \phi (x,y,p)$$ (Meeting 18-3)

Solution
For the second order ODEs we assume that :

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$$  \displaystyle \phi =h(x,y)+\int f(x,y,p)dp $$     (Eq 9.6)
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So h(x,y) is only function of x and y. For the second option

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$$  \displaystyle h_{x}=6xy^{2}{y}' $$     (Eq 9.7)
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tells us that after takind partial derivative of h over x we would find that another function depends on y prime.

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$$  \displaystyle z(x,y,{y}')=6xy^{2}{y}' $$     (Eq 9.8)
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So the choice of derivation of h must be depend on x,y,and $${y}'$$ if we assume the choice is true.(?) However we can not expect that. Because h only depends on x and y.The derivation of h over x must yield a function depends on x and y.

=References=

title: User:Egm6321.f10.team2.dube/HW3


text:
Motivation and emotion/Book/2010/Sleep and emotion

Overview
Commonly coined by many parents throughout the years, the phrase; "get a good night's sleep and you'll feel better in the morning", may hold more truth to it than most parents probably ever imagined.

This chapter explores the relationship between sleep and human emotions and examines the interactive functions of sleep and sleep loss on human affective brain functioning and its expression.

What is emotion?
Emotions are a multidimensional, psychological phenomenon, that exist as an essential and pervasive aspect of human experience. While possessing the capacity to colour and enrich our lives, emotions can also influence our perception, judgment and performance, making them powerful constructs that have the potential to either positively or negatively influence our behaviour and life experiences. Defined as the embodiment of physiological arousal (biological component), conscious experience (cognitive component) and overt expression (behavioural component), all of these elements combine to create a response to a precipitating situation or event (Myers, 2007).

Similar to the three primary colours, that in combination, can produce a range of alternative shades, research suggests that humans possess a set of innate, core emotions that can subsequently be blended and expressed. Ekman (1983) suggests that surprise, happiness, anger, fear, disgust and sadness are universal emotions that all humans share, and although other theorists have suggested alternative combination's of core emotions (Tomkins, 1962; Le Doux, 1996), it is now widely accepted that humans do possess as set of innate emotions that have the potential to evoke a wide range of reactions and subjective experiences.

But what actually causes emotion? Currently the three most widely accepted theories focus on either a biological or cognitive perspective, or the combination of both. The cognitive perspective centers around the idea that emotions are formed as a result of the individual's cognitive interpretation of a situation, that ultimately generates an emotional experience (Reeve, 2009). Lazarus (1984) suggests that it is not so much the event itself that elicits an emotional response, but the individual's appraisal of it. Similarly, Weiner (1986, as cited in Reeve, 2009), suggests that it is the way we interpret and reflect on life's events (successes or failures) that creates an emotional experience. As Lazarus puts it, emotions "cannot be understood solely in terms of what happens in the person or the brain, but grows out of ongoing transactions with the environment that are evaluated" (Lazarus, 1984, p.124).

Alternatively the biological perspective maintains that emotional processing is largely an automatic, unconscious process (Ekman, 1983) that is mediated by the brain through its neural pathways. Unlike the cognitive perspective, emotions are said to be formed prior to conscious awareness and are innate rather than learnt (Reeve, 2009). However other theorists maintain that emotions are created from a combination of both cognition and biology. Known as the Two-Systems View (Levenson, 1994 as cited in Reeve, 2009), this theory maintains that as a result of social and cultural learning, in combination with evolutionary and physiological pathways, individuals interpret and react to stimuli in the environment which subsequently evokes emotional reactions.

So which theory is correct? No one can be 100% sure, but either way it appears evident that emotions involve a complex chain of reactions that have the capacity to be influenced by other complex processes such as sleep.

What is sleep?
Sleep is an altered state of consciousness that involves the complex and active interaction of biological processes, that combine to aid in the feeling of overall health and well-being (Myers, 2007). Falling into two main categories, sleep involves alternating patterns and progressive stages of non-rapid eye movement (NREM) and REM sleep. Studies indicate that these two stages cycle throughout the night, the four sub-stages of NREM sleep increasing sleep depth (Walker & van der Helm, 2009), while the ratio of NREM and REM sleep alternates throughout the night in 90 minute cycles (Walker, 2009). Whilst passing through these stages, changes in neurochemistry occurs (Saper, Chou, & Scammell, 2001). Subcortical cholmergic systems in the brainstem and forebrain become less active during NREM sleep (Lydic & Baghdoyan, 1988), as well as the firing rates of serotonergic raphe neurons, compared to levels when awake (Aston-Jones & Bloom, 1981). Similarly during REM sleep aminergic levels decrease, the brain subsequently being overshadowed by acetylcholine (Kametani & Kawamura, 1990).

In addition, during REM and NREM sleep, distinct differences in functional anatomy take place. During NREM sleep activity levels in the brainstem, basil ganglia and prefrontal and temporal regions of the brain dissipate, while activity in the hippocampus, amygdala and the anterior cingulate cortex elevate during REM sleep (Nofzinger, 2005).

Outside of the sleep cycle, the body's circadian system has also been found to adjust to the body's physiology and behaviour in preparation for sleep, regulating wakefulness over a 24-hour period (Foster & Wulff, 2005). Coupled then with the continuity, timing and sequence of the sleep stages, it appears evident that the architecture of sleep is a heterogenous system that supports and alters numerous brain functions that ultimately combine to regulate and promote a state of mental and physical homeostasis.

The Relationship between Sleep and Emotion - An Overview
In recent years considerable advances in cognitive neuroscience has seen a substantial amount of research conducted into the physiology of sleep and the functional impact that it has on neurocognitive processes (van der Helm, Gujar, & Walker, 2010; Chee & Chuah, 2008; Walker & Stickgold, 2006). However despite this progress little attention has been given to the interaction between sleep and affective brain functioning, and why an intimate relationship exists between sleep and clinical mood disorders.

Widely associated with negative affective states, such as depression, anger, fatigue and behavioural volitation (Lavidor, Weller, & Babkoff, 2003), sleep deprivation counteracts the restorative properties of sleep, that assist the body and mind to relax, reducing cognitive and physiological fatigue, and the subsequent development of negative affective states. Supported by several studies, sleep loss appears to effect the brain's ability to regulate emotion (Walker, 2009) and has been associated with a reduction in positive emotions following pleasing events and an increase in negative emotions following undesirable events (Zohar, Tzischinsky, Epstein, & Lavie, 2005). Similarly, Sonnentag, Binnewies, and Mojza (2008) found that sleep quality and quantity was a strong predictor of affective states, where one night of sleep deprivation corresponded with negative affect the following day. These findings suggest that the physiological processes that occur during sleep somehow effect individual's ability to recognise and regulate our emotions and imply that a causal relationship exists between sleep and emotional functioning.

The Role of Sleep in Emotion
Despite numerous studies spotlighting the interactive relationship between sleep and cognition, relatively little research has been conducted in the area of sleep and the impact that it has on emotional brain functioning and its affective expression. Nevertheless, the emergence of more recent studies (Walker, 2009; Walker & van der Helm, 2009) suggest that a multidimensional relationship exists between the various properties of sleep and the way in which we perceive, interpret and process emotional information.

Subsequently, this section aims to explore these relationships, in the hope of gaining a better understanding of the modulating effect that sleep plays on affective networks and human emotional experiences.

Emotional Regulation
It is estimated that humans spend approximately one third of their life sleeping (Kosslyn & Rosenberg, 2004). During this time the brain remains active as the rate of firing of various neurotransmitters and hormones fluctuate throughout the various stages of sleep, restoring the body and mind in preparation for another day of daily functioning (Kosslyn & Rosenberg). However despite substantial research into the area of sleep and cognition, relatively little is known about the impact that sleep has on our overall ability to regulate our emotions.

For most people a lack of sleep is commonly associated with irritability and affective volitation, although little thought is often given to the physiological reasons behind this, and how the many functions of sleep interact to modulate emotional stability. Therefore in considering the impact that sleep has on human emotion, attention also needs to be given to the way we process and regulate the vast amount of emotions that we express and feel. Primarily expressed via our faces, facial expression helps us to instigate and maintain relationships and portray positive and negative reinforcement for elicited behaviours (Ekman, 1983). Supported by the Facial Feedback Hypothesis (Tomkins, 1962 as cited in Reeve, 2009), it suggests that emotions are biologically based and occur in response to nerve impulses from our facial behaviour, that include changes in facial temperature and the muscular and glandular responses of the face.

The face activates different emotions as a result of external and internal events that subsequently increases neural activity throughout areas of the brain, resulting in emotional activation via the face and emotionally driven cognitive and physical responses (Ekman, 1983).

In support of the Facial Feedback Hypothesis, empirical evidence has started to emerge, suggesting that sleep deprivation impacts on neural, physiological and subjective aspects of emotions (Walker, 2009). In a study by Yoo, Gugar, Hu, Jolesz, and Walker (2007), functional MRI (fMRI) images found that emotional brain reactivity in the amygdala was amplified following one night of sleep deprivation. Crucial in emotional processing, the amygdala was found to increase in volume by 300% when expose to adverse stimuli, while activation in the medial prefrontal cortex and in particular the anterior cingulate cortex (ACC), decreased. See this link for a fMRI which depicts the amygdala following one night of sleep deprivation. Results also found that compared to the control group, the participants deprived of sleep showed reduced functional connectivity between the amygdala and the medial prefrontal cortex; an area know to regulate the amygdala (Walker, 2009). Likewise, following sleep loss, negative mood states were also amplified, as well as reactivity to negative stimuli. Similarly, Dinges et al. (1997) found that emotional disturbance and emotional reactivity over a one week period progressively increased, based on results from a Questionnaire Mood Scale and the daily journals of the participants. In sum, these studies indicate that an intrinsic relationship exists between sleep and the regulation of emotional brain functioning, and offer a tangible, physiological explanation as to why sleep loss results in negative affective states.

Emotional Processing and Recognition
Supporting the findings that sleep deprivation impacts on emotional regulation, research also suggests that our ability to process and recognise emotions is also impaired following sleep loss. Argued to be one of the most meaningful ways of conveying emotion, facial expressions provide visual cues to the outside world that allows us to not only express ourselves, but recognise and interpret the emotions and moods of those around us.

Highlighting the important role that emotional recognition plays, people with Autism, who lack the ability to detect, process and therefore be guided by facial expressions, live with impaired social skills and an inability to interact with others on an emotionally meaningful level (Sasson et al., 2007). Subsequently, recent findings that indicate that sleep loss negatively impacts on emotional facial recognition suggests potentially serious social implications. In a study by van der Helm, Gujar, and Walker (2010), participants were asked to view gradiently morphed versions of Ekman's pictures of facial affect, which ranged from neutral to increasingly emotional (Happy, Sad and Angry), following either 30 hours of sleep deprivation or complete rest. The results found that sleep loss disrupted the participant's ability to accurately recognise subtle emotional intensities and were particularly pronounced in 'Happy' and 'Angry' expressions. Interestingly, this impairment was particularly marked in women, suggesting a gender specific vulnerability to sleep loss. Complementing these findings, Pallesen et al. (2004) found that after only one night of sleep deprivation the speed and accuracy at which participants could rate emotional facial expressions declined rapidly. Similarly, specific REM sleep deprivation was found to reduce participants' reactivity to previously viewed adverse emotional stimuli.

Coupled then with the findings that sleep loss also adversely effects emotional regulation, it would appear evident that a sleep deprived brain interferes with aspects of emotional processing and recognition at a functional level.

Memory Processing and Consolidation
Similar to the role it plays in emotional recognition and regulation, sleep has been implicated in emotional memory processing, a process that involves two main stages: the encoding of new information and memory consolidation which occurs post learning (Walker, 2009).

Affective Memory Encoding
The process of memory encoding and formation has been found to be largely influenced by the emotional essence of the stimuli at the time of learning (Phelps, 2004), as indicated by studies suggesting that emotionally arousing information is better remembered than neutral information (Buchanan & Lovallo, 2001; Heuer & Reisberg, 1990). Thought to be predominantly facilitated by the amygdala and structures within the medial temporal lobe (including the hippocampus), fMRI studies have shown that the right amygdala is more strongly activated when viewing emotionally arousing stimuli (McGaugh, 2004). Subsequent studies have also suggested that together, the amygdala and the anterior hippocampus are instrumental in the encoding of emotional memories, the co-activation for encoding not only influenced by the emotional content of the information, but by how well the brain is sleep rested (Walker & van der Helm, 2009). Walker (2009) found that when sleep deprived, participants showed a 40% reduction in their ability to encode new memories, an effect that was particularly pronounced in the encoding and subsequent retention of positive emotional stimuli. However little effect was found for negative stimuli, a result that could be clinically significant given the dyadic relationship that exists between mood disorders and sleep disturbances. Additionally, other studies have also indicated that memory encoding is more pronounced when the stimuli is emotionally salient (Anderson, Wais, & Gabrieli, 2006) and when sleep precedes the event (Maquet, 2001).

Affective Memory Consolidation
The role of sleep in emotional memory consolidation has also been demonstrated. Sleep loss disrupts the consolidation process and impairs recollection, an effect particularly pronounced following REM sleep deprivation (Walker & Stickgold, 2004). Research suggests that the cognitive processes that occur during sleep, allow the brain to move from a state of encoding to that of memory consolidation (Rasch, Burn, & Gais, 2006). In a study by Gais, Phihal, Wagner, and Born (2000), participants were woken at different stages during the sleep cycle. The results indicated that during slow wave sleep (SWS), stages 3 and 4 of NREM sleep, memory consolidation was initiated and that during REM sleep the consolidation process was reinforced. Furthermore, in a study by Hu, Stylos-Allen, and Walker (2006), the consolidation of emotionally arousing pictures compared to neutral ones, were contrasted following a 12-hour period of sleep deprivation. Participants in the control group (no sleep loss) showed greater emotional memory retention, these results adding further weight to the findings of Born and Wagner (2004), who found that the recall of emotional memory tasks significantly improved when followed by sleep.

Collectively, this research suggests that sleep is instrumental in the encoding, consolidation and recollection of affective memories. The impact of sleep deprivation has been consistently associated with the emotional significance of the material being processed to memory and has been linked to the engagement of different cortical areas of the brain that are associated with emotional states.

Dreaming
"For what one has dwelt on by day, these things are seen in visions of the night"  Menander of Athens (342-292 B.C.), Fragments

Strengthening the position that sleep is fundamentally vital in emotional processing and regulation, is the crucial role that dreams play during sleep. Occurring during both REM and NREM sleep stages, although more memorable if woken during REM sleep (Kosslyn & Rosenberg, 2004), research suggests that dreaming aids in the relief of emotional trauma. In a study by Cartwright, Luten, Young, Mercer, and Bear (1998), during REM sleep the process and content of dreams were found to help in the resolution of emotional conflict, concluding that sleep which incorporated dreaming, assisted individuals to resolve emotional trauma and resulted in more positive mood states the following day. Similarly in a study by Hobson, Pace-Schott, and Stickgold (2000), 75% of dreams that occurred during REM sleep were found to have emotional content. Fosse, Fosse, Hobson, and Sickgold (2003) also linked dream content to prevailing emotional concerns.

Initially proposed by Sigmund Freud, who maintained that dreams allowed the individual to satisfy their unconscious desires and express inner conflict (Kosslyn & Rosenberg, 2004), the idea that dreams are linked to emotional states may therefore be not so far from the truth. Such findings add clinical strength and validity to the strong link that already exists between mood disorders and sleep disturbance, strengthening the position that sleep is intrinsically linked to emotional health and well-being.

The Effect of Sleep Deprivation on Affective States
Sleep disturbance, that can comprise of insomnia, restless or broken sleep has been consistently associated with impaired cognitive performance, physiological fatique and reduced feelings of overall health and well-being (Papadimitrious & Linkowski, 2005). Likewise many people suffering from affective disorders complain about disruptive sleeping patterns - the DSM-IV-TR (2000) consistently lists sleep disturbance as a formal symptom, or common feature, across most psychiatric mood disorders. Sleep deprivation is now commonly viewed as an antecedent to mental health conditions, although recent findings suggest that their co-occurrence is more than epiphenomenal (Papadimitrious & Linkowski, 2005). For additional information on the impact of sleep deprivation and its impact on mood disorders see this link, which outlines the Sleep to Forget and Sleep to Remember (SFSR) Hypotheses (pp, 741-743).

The next section discusses two of the most prevalent psychiatric disorders, major depression and anxiety, in relation to sleep, as well as the possible bi-directional consequences of long term sleep loss.

Sleep Disturbances and Depression
Found to be an increasingly prevalent mental health concern in today's society (Adewuya, Ola, & Aloba, 2007), major depression has been consistently linked to sleep abnormalities (DSM-IV; American Psychiatric Association, 2000). Subsequently associated with the development and maintenance of the disorder (Harvey, 2001), increased patterns of sleep latency and irregular patterns of REM sleep, including abnormally short REM sleep latency have been found to be a hallmark feature of major depression (Walker & van der Helm, 2009). In a study by Armitage (2007, as cited in Walker & van der Helm, 2009), depression was linked to a faster entry into REM sleep and a longer first period of REM sleep, resulting in a higher percentage of REM sleep throughout the night. Consequently, the increased amount of REM sleep suggests that limbic structures may become over activated; Norfzinger (2005) concluding that as a result, depressed people may experience and encode negative stimuli more intensely, ultimately resulting in the maintenance of the condition. Similarly, the recommencement of normal sleeping patterns have been found to reduce the risk of relapse into depression and have been associated with positive responses to anti-depressant medication (Walker & van der Helm, 2009). In a study by Skouteris, Germano, Wertheim, Paxton, & Milgrom (2008), sleep quality during pregnancy was examined in relation to depression. Results indicated that poor quality sleep during the first trimester of pregnancy significantly increased the likelihood of depression late in pregnancy.

Collectively, these findings suggest that sleep quality may be an antecedent to depression, that is then subsequently maintained due to the ongoing consequences of sleep deprivation.

Sleep Disturbance and Anxiety Disorders

Exhibiting similar characteristics to major depression, a positive correlation has also been found to exist between sleep disturbances and anxiety disorders. Estimated as having a lifetime prevalence of approximately 20% (Kessler et al., 1994), sufferers of anxiety disorder report difficulties in initiating and maintaining sleep (Papadimitriou & Linkowski, 2005). In a study by Ohayon and Roth (2003), 43% of the participants in the study disclosed that anxiety appeared prior to any occurrences of sleep disturbances, 18% said that sleep disturbances appeared first and 39% reporting a co-occurrence.

During sleep, polysomnographic studies have revealed that, similar to those suffering from major depression, longer sleep latency was detected (Papadimitriou & Linkowski, 2005). However unlike major depression, individuals with anxiety disorders measured no significant changes in REM sleep, while NREM time was reduced (Benca, Obermeyer, Thisted, & Gillin, 1992).

However despite the differences in sleep stage cycles, there appears to be a significant causal link between sleep disturbances and both depression and anxiety. The sleep architecture in response to sleep deprivation in both depression and anxiety are different compared to normal individuals, with the pattern of REM sleep differentiating anxiety from major depression in relation to sleep patterns (Papadimitriou & Linkowski, 2005). While the causes of these differences are still yet widely unknown, it does highlight the functional role that sleep plays in the regulation and maintenance of positive affective states.

Chapter Summary
In a society where suboptimal sleep levels are now considered the norm, the long term impact of sleep loss on society is still yet to unfold. Research studies conclusively suggest that sleep deprivation has a negative impact on affective states and subjective experiences, with a causal link being found between emotional information processing, recognition and the various properties of sleep.

This chapter began by addressing "What constitutes an emotion"? Defined as the embodiment of physiological arousal, conscious experience and overt expression, it encapsulates both the cognitive and biological perspectives of emotional causality, suggesting that they both play a crucial role in the activation and regulation of emotion.

Like emotions, sleep is viewed as the complex interaction of biological and cognitive processes that have the ability to influence our health, well-being and affective states. Consisting of the complex interaction of five stages of sleep (REM and the four sub stages of NREM sleep), they alternate throughout the night, creating changes in neural chemistry that then interact with the body's circadian system to regulate and promote a state of mental and physical homeostasis.

Recent advances in cognitive neuroscience has created an opportunity to more thoroughly explore the functional relationship between sleep and emotion. Widely associated with negative affective states, recent studies have begun to explore the neural and physiological processes that occur during sleep and how they impact on the recognition, regulation and emotional memory processing in humans. The amygdala and specific areas in the medial prefrontal cortex of the brain, have been identified as playing a vital role in the maintenance and control of emotional processing, studys consistently indicating that sleep deprivation reduces the functional connectivity between the amygdala and the medial prefrontal cortex. fMRI images also suggest that sleep deprivation over stimulates the amygdala and deactivates the medial prefrontal cortex when exposed to emotional stimuli.

Sleep deprivation has also been shown to reduce our ability to process and recognise emotions in other people. Occurring primarily through facial expressions, extreme emotions such as Happy and Angry have been shown to be particularly susceptible as a result of sleep loss, indicating that a lack of sleep creates a functional vulnerability, with the potential to cause significant ramifications for society, given the vital role that facial expressions play in visual communication.

Similarly, sleep was shown to assist in the encoding and consolidation of emotional memories. Predominantly facilitated by the amygdala and areas of the medial temporal lobes, individuals when sleep deprived were found to reduce their capacity to encode new and emotionally positive memories by 40%. Studies also indicated that memory consolidation and recollection was impaired when the brain was deprived of sleep. Found to disrupt and alter the cycles of REM and NREM sleep, the sequence of information encoding, consolidation and recall, via neural pathways, deteriorated when sleep loss prevailed.

Finally the effects of sleep deprivation on affective states were discussed. Research found that the co-morbidity that exists between sleep disturbances and psychiatric conditions, such as major depression and anxiety disorders, may be more than epiphenomenal, but rather bi-directional. Evidence suggests that sleep disturbances, which have been shown to negatively impact on emotional memory processing, may not only facilitate the maintenance of mood disorders, but play a key role in their initiation. Furthermore, the role of dreaming during sleep was found to assist in the resolution of emotional conflict, strengthening the theory that sleep and its functional properties are an antecedent to mental health and well-being.

Subsequently, sleep deprivation which has become a ubiquitous part of today's society, is likely to become a systematic problem unless the value of sleep, beyond its role to physically restore the body, is realised.

Key Terms
Emotion: the embodiment of physiological arousal (biological component), conscious experience (cognitive component) and overt expression (behavioural component), which combine to create a response to a precipitating situation or event

Sleep: is an altered state of consciousness that involves the complex and active interaction of biological processes, that combine to aid in the feeling of overall health and welbeing

Amygdala: is found in the subcorical region of the brain and is thought to be important in the processing of emotional aspects of experience and emotional memory

Dreams: are a combination of emotions, images and thoughts that cycle throughout REM and NREM sleep

Mood disorders: comprise of a group of disorders that involve severe and enduring disturbances in emotionality, ranging from severe depression to euphoria

Major depression: is marked by consistent (2 weeks plus) levels of sadness, low energy, insomnia, low self-worth and guilt

Anxiety: is a negative mood state marked by physical tension, apprehension and fears about the future {{Hide in print|

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


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Processing

An Introduction to Processing
Processing is an easy language to use. It is essentially just a layer over Java that simplifies things. Commands are very simple to use, and the programs produced are often interactive objects (surprise, surprise, it's object-oriented programming). In order to properly take this course, you must download Processing at this link. It is a free download, and is available for Windows, Mac OS X, and Linux. The majority of this course is based on Learning Processing by Daniel Shiffman. This is essentially our textbook, and if you'd like, go out and buy it. As this course will only cover an introduction (Chapters 2-9 in Learning Processing), if you would like to further your knowledge, you should buy the book, or you can just wait for my next course, Intermediate Object-Oriented Programming With Processing. At any time, should you need to get a quick refresher on any functions and/or their parameters, visit The Processing Reference, also known as The Bible in this course.

Lesson 1 - Humble Beginnings
In Processing, as with every other computer program, and pretty much everything in life, we need a blank page to start our creation on. In Processing, this is called a sketch. For now, we will be drawing simple static sketches. For these, we will begin our sketch with the  and. Why are those parentheses empty? Excellent question! That's where the parameters go. Parameters are what describe how the function should operate. Size has two parameters, which work similar to a coordinate pair on a Cartesian plane. The first parameter describes the width of the window, and the second describes the height, both measured in pixels. For further reference, the origin (0,0) is at the top left corner of the window. Background tells the program what color to make the background (I know, I was surprised too). This works in one of two ways; you can either state a) the brightness of the window background, with 0 being black, and 255 (the maximum [2^8 - 1]) being white, or b) you can state RGB values, separated by commas. This means that background can have one or three parameters. For example, the following code would create a window 200 pixels wide, 200 pixels high, and set the background to red. Note two basic necessities of processing: each line is finished with a semicolon, and the words are all lowercase. Processing is extremely case sensitive, and all of the commands you learn here will be in the proper form of capitalization. Essentially, this is our first program in Processing. I did not give you code for a hello world, because text is more complicated. We will delve into text at a later point. I wanted to use this first program to give you an extremely basic understanding of how Processing interprets commands.

Lesson 2 - Getting in Shape
Shapes are arguably the most important part of this course. Without drawing shapes, it'd be impossible to create things to interact with! (Well, we could import things, but that's intermediate/advanced stuff.) Anyway, the commands to draw shapes are quite self explanatory. From this point on in the course, I will be giving you a brief summary of each command I mention followed by an example of that code in action. In order to describe what these commands do, I will be using comments.

Commenting
In order to comment, you use a double slash //like this. The remainder of the text on that line will turn gray, and after your next enter/return, you will return to writing code. This enables you to talk to humans reading your code, but will tell the computer to skip over this line (or fragment of a line).

Example: You can also comment out multiple lines, by starting the comment with a /* and ending it with a */. this can also comment out part of a line. Now it's time to see those comments in action.

Drawing Shapes
Shapes are greatly simplified in Processing. For example, the command for a rectangle is, the command for an ellipse is. and the command for triangle is  Again, however, it seems we are confronted by a stunning void between our parentheses. Let's fill those in now.

Rectangles
Everyone knows what a rectangle is, so I'll spare the definition and cut straight to the syntax: rect(cornerX,cornerY,width,height);
 * cornerX: the x coordinate of the top left corner (can use word width, which is the width of the window)
 * cornerY: the y coordinate of the top left corner (can use word height, which is the height of the window)
 * width: the width of the rectangle
 * height: the height of the rectangle (If you want a square, simply make the width equal to the height.)

rect(width/2,height/2,40,60); //Draws a 40*60 rectangle with the top left corner at the center of the window

Say we want to center the square on our point though? we can specify the mode of the rect; function. We do this by using the function rectMode;, and yes, it is case sensitive. rectMode; has one parameter, and can either be set to rectMode(CORNER); (which is the default) or rectMode(CENTER);. The point specified by cornerX and cornerY become centerX and centerY. Note that this must be specified prior to the rect; command, or it will use the last specified rectMode; setting (It defaults to CORNER).

Ellipses
Ellipses are to circles what rectangles are to squares, in case you didn't know. Now onto the syntax: ellipse(centerX,centerY,width,height);
 * The parameters are the same meanings as their rectangular counterparts

ellipse(100,100,50,50); //Draws a circle with a diameter of 50 centered at (100,100) The mode is specified in ellipseMode;, and most commonly uses CENTER (default) or CORNER, which is useful for drawing circles inside squares. RADIUS also exists, in which you specify half the width and half the height. For more modes, see The Bible.

Triangles
Everyone knows what a triangle is. If you don't, it's a shape with three angles and three sides. Now you do. Syntax time: triangle(x1,y1,x2,y2,x3,y3);
 * x1: the x coordinate of the first point of junction
 * y1: the y coordinate of the first point of junction
 * x2: the x coordinate of the second point of junction
 * y2: the y coordinate of the second point of junction
 * x3: the x coordinate of the third point of junction
 * y3: the y coordinate of the third point of junction

triangle(100,200,200,300,300,400); //Draws a triangle with points at (100,200),(200,300), and (300,400)

Although it seems daunting at first due to the 6 parameters, it isn't that hard. This is the only simple mode for triangles.

Bonus: Lines
After teaching you those three "very hard" shapes, I thought you deserve a treat - an extremely easy but handy shape. I know what you're thinking, "LINES? SHOULDN'T WE HAVE LEARNED THESE FIRST?!" While that may be so, I'm writing the course, so I call the shots. I saved the easiest for last so that you could relax. The syntax for a line is as follows: line(x1,y1,x2,y2);
 * The parameters are the same as they are for a triangle.

line(50,100,100,200); //Draws a line from (50,100) to (100,200)

Lesson 3 - Variability is the Spice of Life
If you are intelligent enough to have gotten up to lesson 3, you probably have some understanding of algebra. In algebra, variables play a key factor. They act as representatives of a number, and are titled as such because of their ability to change. In programming, variables are used to store data, frequently numbers or pieces of data that need to be repeated. An analogy for variables in programming that I particularly like is a piece of paper with someone's phone number written on it in pencil. The paper is the variable, not the number. You can change the phone number by erasing it and rewriting it, or adding to it, but you can not change the paper. This ability to change will be crucial as we progress with making our programs interactive.

System Values
The kind folks that brought us Processing took it upon themselves to make our lives even easier than they already had. They created variables of their own that come prestored in the environment. You saw two examples of these earlier, width and height. When we call the size function, the two numbers are automatically stored by Processing into width and height. From that point on, we can work with those two values. By now you are probably thinking "we could store those ourselves, why would they make those?" The answer is that some other system values are not so easily created. For example, certain numbers have been stored for us, like PI, and TWO_PI. Another example is dynamic values, like the values mouseX and mouseY, which, oddly enough, are the X and Y location of the mouse RELATIVE TO THE WINDOW. This is absolutely NOT the mouse X and Y location on the screen. These values would be difficult for us to create ourselves. However, we'll learn more about mouseX and mouseY in the next lesson when we learn all about the wonderful world of interactivity. For now, let's get you started with making your own variables.

Storing Variables
Variables make our lives easier. It is a whole lot simpler to remember one letter or word than a long number or sentence. Why remember "The Quick Brown Fox Jumped Over The Lazy Dog" when you could simply remember longSentence? To create these variables, we require three different pieces of info: the Information Type, which is the type of information to be stored in the variable, the Variable Name, which is how you will refer back to your piece of paper, and the Value, which can either be stated with the variable "declaration," or later on in the program. Let's further examine these.

Information Types
Information types are the first thing we tell a computer about a variable. We will be working with three variable types:. There are more, but these are the only ones we will be using in the introductory course.

Integers
The int info type declares that a variable is intended to store whole numbers. This means that it can only store numbers such as, 1, 2, and -1. It can not hold decimals. If you declare an int, then attempt to store a decimal in it, you will receive the error message "can not convert from float to int".

Decimals
Decimals are stored in a type of variable called floats. Essentially, float can store any real number, including irrational numbers. You can store integers in floats without receiving an error message.

Boolean
Booleans are true/false statements, named after the mathematician who came up with the concept of logic. These act like switches, which can either be on or off. Booleans are used extensively in conditionals, which we will examine later.

Variable Naming
Conventionally, variables are named in a way that makes sense. For example, if we were creating a variable to describe how wide a rectangle is, we would probably store it as rectWidth, as opposed to pizzaSize. This makes our code exponentially easier to understand. Note two things. One, that when a name has two or more words compounded, we leave the first word lowercase, and capitalize all other words. Second, note that you can not store variables to the same name as system values.

Setting the Value
So far, we've declared a variable by stating the info type and variable name. This is what our variable should look like: But what does that variable represent? Right now, the variable has no value. This is referred to as null. Not zero, zero exists. Null. This means that the variable is void of any meaning. If we want to fill it in, we use the statement variableName = value;. We can also do this in the declaration, keeping everything in one line, by stating int exampleInteger = 8. This sets the value of our variable to 8. Note that if you are using width or height to define your variable, you MUST use two lines. This is because if you declare a variable inside a blob (next lesson), it only applies to that section, but if you declare the variable before size;, it is set to 0. Having variables set will enable us to interact, which you will learn about in the next lesson.

title: Processing


text:
Topic talk:Object-oriented programming

Screwed up. Can someone please rollback?

title: Topic talk:Object-oriented programming


text:
User talk:Csmith1994

 Hello Csmith1994, 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

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title: User talk:Csmith1994


text:
User:Csmith1994

Biography
csmith1994 is a junior in high school who recently discovered the joys of Wikiversity. He has a passion for learning and really needs to stop talking in the third person. Alas, he will continue to do so anyway. That's just how he rolls.

Completed

 * 1) None yet... Hope to change that!

In Progress

 * 1) An introductory course in Processing - all help is welcome, but note that I will reorganize anything you write into the order I was planning to have it learned. like if you write lesson nine as lesson four, it will become lesson nine and i will hide it until the other lessons are completed.
 * 2) A description of the effect of the internet on the global economy (offline, just for funsies! will post after significant progress is made) - I say description because I haven't decided whether it will be a paper or an essay yet.

Planned

 * 1) A paper questioning the legal status of marijuana in the united states - I will be standing on the side of legalization, and hope for collaborators from this side of the argument. Maybe this will even spark a counter paper.

Offline

 * 1) AP Biology
 * 2) AP US History
 * 3) French 4 Honors
 * 4) Senior Calculus
 * 5) Anatomy and Physiology
 * 6) English 11 Honors
 * 7) Object Oriented Programming in Processing

Online

 * 1) Physics

title: User:Csmith1994


text:
User talk:Pikky

 Hello Pikky, 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.
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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 1 October 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 1 October 2010 (UTC)

title: User talk:Pikky


text:
User:Exfilia/sandbox

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go live; I don't want this project to be one of those with nine million red resources and one or two blue ones.

title: User:Exfilia/sandbox


text:
User talk:Erabhishek30

 Hello Erabhishek30, 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

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title: User talk:Erabhishek30


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User talk:Rolandelo

 Hello Rolandelo, 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

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User:JH city

Here is my video. "Welcome to MUIC lobby"

http://www.youtube.com/watch?v=D4i1HgZP4pQ

________________________________________________________ Here is our link to assignment 3. Comparing iPhone iPad and Blackberry

http://www.mediafire.com/?w6zh7sq8qwvciti

note: There is a table in our work and it cannot be post here as a table. So, we did it in microsoft word instead.

We work as a group of 3.

1. Jane Horsakul (ID: 5280916)

2. Janet Bhromsuthi (ID: 5280506)

3. Kamonrat Kingphuttapong (ID: 5280699)

Computer Essential Section 2

title: User:JH city


text:
Mr. Danoff's FWE 8A Lesson 4

Focuses

 * Set Skill = "B" Text orientation and identifying context
 * Curriculum Statement = "4" Orientation to text
 * Specific Skill = "a" Familiarise students wit various exercises/evaluations.

Learning Outcome

 * Students will be able to complete the written exercises by listening for the answers.

1 Greeting

 * Me "Hello"
 * "How are you?" to select students who usually aren't talkative
 * Me "What are you going to do for the national holiday?"
 * Me "What are you going to do for the mid-autumn festival?
 * Me "Do you have any questions for me?"

2 Page 10 Exercise A

 * Walk around the room, make sure everyone is working.
 * Go over the answers.
 * For part A
 * "What letter is number __?"
 * "What sport is number __?"
 * "[sport name] is what number?"

3 P 10 E B

 * Call on students and ask them why they make their selections.

4 P 11 E A

 * Get volunteers, have the reporter run around the room asking questions.
 * Ask questions like "which is blank for helen?"

6 P 12 E A & B

 * Boys, girls split then switch.

8 P 13 E A

 * I will be reporter.
 * Boys, girls split then switch.

9 P 13 EB

 * I read only one time.

10 Journal Assignment
[depending on time and energy]
 * I think English is important to study, because ...
 * I don't think English is important to study, because ...

11 Telephone

 * Introduce the race element. Tell them there will be two kinds of winners - race and accuracy.
 * Tell the kids they only have 10 seconds to explain to the next person in line.
 * Use diagram on the board to explain the game.
 * They can only tell the next person at the front of the room.
 * Only two teams, have students who are done leave the room.
 * Secret messages
 * Spicy sausages are most delicious on Saturdays.
 * Mr. Orange ordered two omelets for dinner.

Extra Time

 * Hangman
 * Simon Says

Lesson Review Notes

 * If I'm gonna do the seating chart, I need to remember faces with names, I cannot expect them to be honest with me.
 * Doing the seating chart to start class wasted a lot of time.
 * I chose to raise my voice and be a little combative with the kids. With this sort of class where almost everyone is pushing that's sorta necessary.
 * These two young ladie would be too of my best students, but slowing down the pace has caused them not to be interested, and speak to eachother.

What I did well

 * Keeping the class moving.

What I could improve upon

 * Not being properly prepared with a seating chart before class began.

Next Week

 * Before class starts, ask the kids if they have their pens?
 * Before class, have a better idea of seating charts and things, so I don't waste time.
 * Make sure to play a game.

title: Mr. Danoff's FWE 8A Lesson 4


text:
User talk:JH city

 Hello JH city, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:41, 1 October 2010 (UTC)

title: User talk:JH city


text:
User:Nuttapola

http://www.youtube.com/watch?v=GvvAmRXd9eg

title: User:Nuttapola


text:
User:Atitayab

http://www.youtube.com/watch?v=w_W2EYLU3E0

title: User:Atitayab


text:
User:Alana.shea

'This is the profile page of Alana McCall

Background:
I graduated from Concord High School in Concord, NC in 2003. I attended Northeastern University from 2003-2005. I then attended UNC-Chapel Hill from 2005 to 2008. I graduated from UNC-CH with a Communication Studies BA in 2008. I'm currently a graduate student at Appalachian State University in the New Media and Global Education program. I am also an Assistant Manager at an apartment community. I have worked in property management for 4 years.

Other work experience:

 * Office Manager for WRBB
 * Photographer
 * Event Planning and Management
 * Habilitation Specialist for people with developmental and intellectual disabilities

Favorite Books:

 * 1) East of Eden by John Steinbeck
 * 2) The Aesthetics of the Oppressed by Augusto Boal
 * 3) The Prophet by Kahlil Gibran

Websites of Interest
|My Blog |My Website for my Web 2.0 class

title: User:Alana.shea


text:
User talk:Nuttapola

 Hello Nuttapola, 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.
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 * Find out about research activities on Wikiversity.

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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:36, 1 October 2010 (UTC)

title: User talk:Nuttapola


text:
User talk:TiZM9003

 Hello TiZM9003, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:37, 1 October 2010 (UTC)

title: User talk:TiZM9003


text:
User talk:Atitayab

 Hello Atitayab, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:37, 1 October 2010 (UTC)

title: User talk:Atitayab


text:
User talk:Alana.shea

 Hello Alana.shea, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:37, 1 October 2010 (UTC)

title: User talk:Alana.shea


text:
User:Exfilia/What the Bible Says

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

This is envisioned as a popular survey of the entire Bible, aimed at adult laypeople or secondary students. It will focus on reading for understanding. This means no particular examination of "what it means," AKA the relevance of the text to any controversial topic, although interested learners may undertake these studies as part of the optional activities. The emphasis of this project is on what's on the page (or on the screen, or coming out of the speaker, or however a given user accesses the Bible).

New lessons will be added as they are completed.

The activities in this study use the King James Version which has the dual virtues of being ubiquitous and out of copyright. If you want a hard copy, in the US at least most dollar stores have them for $3 to $5, and flea markets may have used copies for even less.

Before the Throne
A survey of the historical books of the Bible dealing with the period prior to the establishment of the monarchy.

God's Anointed Kings
A look at the historical books of the Bible dealing with the monarchies of Israel and Judea.

Ruth

The "Writings"
An examination of the Wisdom literature in the Old Testament

Psalms

Biblical Prophecy
the Old Testament prophets

What Did Jesus Do?
the Gospels and early Acts, with an emphasis on the narrative content

What Did Jesus Teach?
the Gospels again, concentrating on the Lord's statements

The Early Church
Acts, and possibly one look at Ephesians

The Pauline Letters
What Paul had to say

The Johannine Letters
What John had to say

The Petrine Letters
Thus said Peter

Other Letters
James and Jude

Revelation
Carefully, line by line, what does it actually say?

title: User:Exfilia/What the Bible Says


text:
User:Exfilia/What the Bible Says/Psalms

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

Psalms 1-41

 * Psalm 1
 * Psalm 2
 * Psalm 3

Psalms 42–72

 * Psalm 46

Psalms 73–89
not done yet

Psalms 90–106
not even started yet

Psalms 107–150
overwhelming :-(

title: User:Exfilia/What the Bible Says/Psalms


text:
User:Exfilia/What the Bible Says/Psalms/Psalm1

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

Directions
Read Psalm 1 in your preferred translation and in the King James Version. What differences do you find? How do they affect the passage's meaning?

If there are words in the passage that you're not familiar with, look them up now in Wiktionary or your dictionary of choice.

The Quiz
To test your understanding, complete the following texts based on the KJV version of Psalm 1. Yes, this is an open Book quiz.

{ The blessed man Blessed is the man that walketh not in { the counsel of the ungodly }, nor standeth in { the way of sinners }, nor sitteth in the { seat of the scornful }. But his delight is in { the law of the LORD }; and in his law doth he { meditate } day and night.
 * type="{}"}

{ The ungodly man Therefore the ungodly shall not { stand in the judgment }, nor sinners in the congregation of { the righteous }.
 * type="{}"}

Discussion questions

 * 1) Who do you think is the speaker in this psalm, as opposed to the author?
 * 2) To whom do you think the speaker is speaking?
 * 3) What two similes does the author use?  Compare and contrast them.

Optional Activities
Won't change much from passage to passage
 * 1) What other passages of scripture reference this one?  What passages does this one reference?
 * 2) Research the effect this passage has had on the thought of one or more theologians.
 * 3) Research ways in which this passage has been used in art, music and literature.
 * 4) Research the ways in which this passage has been or might be used in your congregation's worship.
 * 5) Create an original work of art based on this passage.
 * 6) Design a way to use this passage in your personal devotions.
 * 7) Design a way to teach this passage to preliterate children: a skit, a feltboard presentation,a game, a craft activity, whatever.
 * 8) Design a way to use this passage to address the needs of some specific population: nursing home residents, grief support group, etc.
 * 9) Memory verse: choose the verse from this passage that seems most significant to you, and commit it to memory together with its chapter and verse reference.  For example, "Romans 13:1--Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God."


text:
User:Exfilia/What the Bible Says/Psalms/Psalm2

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

Directions
Read Psalm 2 in your preferred translation and in the King James Version. What differences do you find? How do they affect the passage's meaning?

If there are words in the passage that you're not familiar with, look them up now in Wiktionary or your dictionary of choice.

The Quiz
To test your understanding, complete the following texts based on the KJV version of Psalm 2. Yes, this is an open Book quiz.

{ The powers of this world Why do the heathen { rage }, and the { people } imagine a vain thing? The kings of the earth { set themselves }, and the rulers take counsel together, against { the LORD }, and against { his anointed }, saying, Let us { break their bands asunder }, and cast away { their cords } from us.
 * type="{}"}

{ The power of God Thou shalt { break } them with a { rod of iron }; thou shalt { dash them in pieces } like a potter's vessel.
 * type="{}"}

{ The King
 * type="{}"}

Yet have I set my king upon { my holy hill of Zion }. I will declare the decree: the LORD hath said unto me, { Thou art my Son }; this day have I { begotten } thee. Ask of me, and I shall give thee { the heathen } for thine inheritance, and { the uttermost parts of the earth } for thy possession.

{ The advice
 * type="{}"}

Be wise now therefore, O ye { kings }: be instructed, ye { judges of the earth }. Serve { the LORD } with fear, and rejoice with trembling. Kiss { the Son }, lest he { be angry }, and ye { perish } from the way, when his wrath is kindled but a little. Blessed are all they that { put their trust in him }.

Discussion questions

 * 1) Who do you think is the speaker in this psalm, as opposed to the author?
 * 2) In the psalm, what circumstances might the speaker and his audience be facing?
 * 3) Whom exactly do you think the speaker means to address?  How about the author?
 * 4) Describe the progression of imagery in the psalm.

Optional Activities
Won't change much from passage to passage
 * 1) What other passages of scripture reference this one?  What passages does this one reference?
 * 2) Research the effect this passage has had on the thought of one or more theologians.
 * 3) Research ways in which this passage has been used in art, music and literature.
 * 4) Research the ways in which this passage has been or might be used in your congregation's worship.
 * 5) Create an original work of art based on this passage.
 * 6) Design a way to use this passage in your personal devotions.
 * 7) Design a way to teach this passage to preliterate children: a skit, a feltboard presentation,a game, a craft activity, whatever.
 * 8) Design a way to use this passage to address the needs of some specific population: nursing home residents, grief support group, etc.
 * 9) Memory verse: choose the verse from this passage that seems most significant to you, and commit it to memory together with its chapter and verse reference.  For example, "Romans 13:1--Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God."


text:
Ideas in Geometry/Instructive examples/Proving the Pythagorean Theorem By Picture

The problem stated that we were allowed to assume triangles 1 & 2 are similar triangles. And on the larger triangle, the two legs (the sides that are not the hypotenuse) are equal. If you reflect the image, you can create a square within a larger square. After reflecting the image, two more similar triangles are formed (making 4 in total) and one more larger triangle is formed, thus creating a tilted square in the middle.

If the outer, smaller triangles are folded in, toward the center of the square, they do not overlap. The only part of the square showing will now be a small square formed by the longer leg (b) of each triangle. Label this length x.

x = b – a

We know this because a, the shorter side of the triangle, and x together are the same length as b, the longer leg of the triangle. If side a is taken away from side b, x is the measurement of the side that remains.

To prove the Pythagorean theorem: a2 + b2 = c2

c =hypotenuse of the smaller triangles and is also the length of the side of the square

so, c2 = the area of the square

Now we are looking for c2, or the area of the square: (Area of the four triangles) + (Area of inner square) = Area Square = c2

Area four triangles = 4( ½ ab)              Area inner square = (b-a)2

Areasquare = 4( ½ ab) + (b-a)2 = c2	    = 2ab + b2 – 2ab + a2 = c2	     = b2 + a2 = c2

a2 + b2 = c2

By looking for the area of the square (c2), we find that a2 + b2 = c2, which is the Pythagorean Theorem.

Group Members: Jamie Balayti, Christine Yu, Loren Martell, Kara, Katlin, Amy Nadell


text:
User talk:Sardjsg

 Hello Sardjsg, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Leutha 23:13, 1 October 2010 (UTC)

title: User talk:Sardjsg


text:
User talk:Alreet~enwikiversity

 Hello Alreet, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Leutha 23:13, 1 October 2010 (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 Alreet. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Alreet~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 23:27, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Alreet~enwikiversity


text:
User talk:SkylaChan

 Hello SkylaChan, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Leutha 23:14, 1 October 2010 (UTC)

title: User talk:SkylaChan


text:
User talk:Lama166

 Hello Lama166, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Leutha 23:14, 1 October 2010 (UTC)

title: User talk:Lama166