text:
User talk:Draicone/Archive

Early messages
Welcome to Wikiversity. What do you think about No shrines for vandals? --JWSchmidt 12:53, 13 September 2006 (UTC)

Thanks Draicone...*inserts ehheh here* Armodeus 12:00, 6 October 2006 (UTC)
 * Yay...my first edit on keyboard instruments! :D Armodeus 13:00, 6 October 2006 (UTC)

Well, I already studied a bit of PHP, javaScript and HTML, but it was a long time ago. Unfortunately no CSS. Gibrel 14:22, 11 October 2006 (UTC)

Wikiversity:Articles for creation
Unlike on the English Wikipedia, anonymous editors can create pages on Wikiversity so there's not really a need for this page. Or was there another motivation for it? -- sebmol ? 06:19, 29 September 2006 (UTC)
 * No, that was all. I'll delete the page. --Draicone (talk) 06:40, 29 September 2006 (UTC)

Humanities header
I hope this is the right spot for leaving a message... I admit, I was quite confused when I saw that your user talk redirects to user page, until I found this section. :D I have nothing against the header, thank you for your suggestion and help, and I do admit that this way is perhaps easier. Maybe we could use the design of the welcome message as it is on the top of the School of Language and Literature page (copied from English Wikipedia Main Page) instead of this Welcome to School... line? --George D. Bozovic talk 19:50, 7 October 2006 (UTC)

Topic:Advanced Classical Mechanics
Topic:Advanced Classical Mechanics looks like it is a wikibook. Did you mean to move it over for a class or something?--Rayc 01:51, 31 October 2006 (UTC)

Toolserveraccount
Hello , please send your real-name, your prefered login-name and the public part of your ssh-key to. We plan to create your account soon then. --DaB.
 * Thanks DaB, I just emailed you with my details. --Draicone (talk) 22:04, 26 June 2007 (UTC)

Random
Hey, if your going to have access to the Toolserver, could you get this working on Wikiveristy? I think you need that access to get it to work here.--Rayc 00:52, 21 November 2006 (UTC)

Ad hoc medical advice on Wikiversity
You may be interested in a debate on the wikipedia reference desks - W:Wikipedia talk:Reference desk - in which it appears that a user is directing reference desk questioners who have asked for medical opinions, to the Wikiversity help desk, where an ad hoc answer is given. W:Wikipedia talk:Reference desk is also worth a read.

You may wish to consider whether Wikiversity should put in place policy relating to the answering of legal and medical opinion questions, as has Wikipedia. (e.g. # Do not request regulated professional advice. If you want to ask advice that "offline" would only be given by a member of a licensed and regulated profession (medical, legal, veterinary, etc.), do not ask it here. See Wikipedia:Medical disclaimer and/or Wikipedia:Legal disclaimer. Ask a doctor, dentist, veterinarian or lawyer.) --Tagishsimon 23:26, 4 September 2007 (UTC)

Image copyright problem with Image:Clair de lune.jpg
Thanks for uploading Image:Clair de lune.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. – Mike.lifeguard | talk 22:16, 28 September 2007 (UTC)
 * Image:Teaching computer.jpg also – Mike.lifeguard | talk 22:18, 28 September 2007 (UTC)
 * Image:Kids with computers.jpg also – Mike.lifeguard | talk 22:21, 28 September 2007 (UTC)

Permission to Proceed
Could I possibly make an attempt at restructuring Oncology and Psychiatry in a similar style as the work I did on Haematology, Cardiology and Vascular Medicine, Respiratory Medicine, Gastroenterology,Endocrinology, Nephrology, Neurology and Obstetrics and Gynecology? DónalMcK 09:18, 24 November 2007 (UTC)

Sandbox ready for masses of hackers?
Draicone, I have a blog at http://www.advogato.org where I have attained master status with the local hacker community. Would you like me to advise them that the sandboxserver is ready and accounts are available for anyone who wishes to test potential Wikiversity features or software technologies? Might be some very good talent should a Wikiversity technical developer/support team get formally organized. Mirwin 23:34, 19 December 2007 (UTC)

sandbox server
Does the sandbox server have shell accounts? Erkan Yilmaz created an account for me. See my project at Sandbox Server/Mu301 for info. --mikeu 18:40, 9 January 2008 (UTC)

 * Draicone, I would also like to have access to the wiki. I am interested in help testing mediawiki extensions. P.S. please delete the crap that I have uploaded. Hillgentleman|Talk 00:32, 10 January 2008 (UTC)
 * About : The right person to change/implement is right here. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 22:06, 11 January 2008 (UTC)

I have a student who will be working with me on http://skycam.sandboxserver.org His account here is User talk:Gtkalec. I also sent you an email with his contact info. --mikeu talk 17:25, 20 April 2008 (UTC)

SS wiki
"[04:36]		JWSurf: Should we allow account creation on the SS wiki?" <-- Sure. Also, how do we get extensions installed so we can experiment with them? --JWSchmidt 16:38, 18 January 2008 (UTC)
 * darkcode's enabled account creation. I've also set him up with everything he needs to install extensions himself, and I believe he's already managed to get one extension up and running. You can email me about any extensions you need installed, but you'd probably get a quicker response going through him. --Draicone (talk) 13:24, 19 January 2008 (UTC)

Image copyright problems

 * Your currently affected uploads are listed below. For each, please provide a license template and source. Thanks. – Mike.lifeguard | @en.wb 23:58, 13 February 2008 (UTC)

 * 2006-10-11 07:18, Draicone: Kids with computers.jpg: untagged! ; 0 (0)
 * 2006-10-12 10:05, Draicone: Ring.png: untagged! ; 1 (1)

installing programs on sandbox server
How would i go about installing a program on the Sandbox Server? Thanks. --Remi 21:47, 27 March 2008 (UTC)

Moodle
Hi Draicone, not sure if you've been keeping up with Wikiversity matters, but one of the consequences of recent changes is that (currently at least) Erkan Yilmaz has "left" and JWSchmidt is blocked. I have recently completed 2 days Moodle training and am playing around with various Moodle installations as our university (UC) prepares to transition to it from WebCT. I'm also a custodian here. Anyway, I am canvassing your view about whether I might get admin access to the Moodle server. No pressure; open conversation is good :) -- Jtneill - Talk - c 12:16, 20 September 2008 (UTC)
 * Hi Draicone, I'm still very keen to get the Moodle learning project more active. I'll DM you. Sincerely, James -- Jtneill - Talk - c 04:40, 2 November 2009 (UTC)

Sandbox Server
Any chance I could get an account on the sandbox server? I'd love to help set it up and learn a lil' about SSH and Terminals on the way. I am very proficient at computers, and want to help/learn with you huys. Send me a message at pdspatrick@gmail.com - Pdspatrick 07:15, 27 September 2008 (UTC)

Sandbox server
Hi, I'm a French contributor and administrator on Wikibooks. We would like to have a collective account on the sandbox server for our Programmation books. Can you create it please ? Thanks. For questions and response please mail me on this page..--Savant-fou 22:11, 12 February 2009 (UTC)

Linking in ...
Hey Draicone. My link at the sandbox server points to this user_talk page. Please point it to user:yeoman. (yeoman is of course CQ) Thanks in advance. :) Yeoman 12:54, 2 May 2009 (UTC)
 * tic tic tic... CQ 20:30, 8 July 2009 (UTC)

Only person I know
I was hoping you would take a look at Request custodian action. I was looking for an uninvolved custodian, but there are very few who don't have some history with either myself or Abd.

But due to your recent return, and having little contact with either of us, you strike me as the perfect person who could be unbiased.

If you would like to remain uninvolved, feel free to ignore this message. Thenub314 07:45, 26 November 2010 (UTC)

:)
You're welcome :) Micki 14:30, 28 November 2010 (UTC)

Um

 * 1) (Deletion log); 14:51 . . Draicone (Talk | contribs) deleted "John Keats's major works" (Author request: Tagged for a month, single author history, only link from similarly RfDd page)
 * 2) (Deletion log); 14:51 . . Draicone (Talk | contribs) deleted "John Keats's major works/To Autumn" (Author request: Tagged for a month, single author history, only link from similarly RfDd page)

Community consensus was to not delete the pages. They are still tagged only because the deletion discussion was not closed. Ottava Rima (talk) 15:00, 5 January 2011 (UTC)
 * Undeleted and raised at Requests_for_Deletion. I don't agree that consensus was to not delete the pages, but thanks for the heads up. --Draicone (talk) 18:27, 5 January 2011 (UTC)

Fib Hurtan
Just to let you know what I'm doing, I've userfied the two pages that just got speedy tags. There is something strange going on here, for sure, but I'm moving these pages to my user space in case that what I've been told ("middle school students") is true, I'd like to welcome them and allow them some play space a little more stable than the regular sandbox. I'm now suspecting something else, looking at the history of Fib Hurtan. This page was not created by a middle school student, unless that student is very sophisticated, see the comment about Wikibooks. Possible, I suppose.

I removed your deletion discussion tag. There is no need to discuss the deletion of nonsense, per se, it would, in mainspace, qualify for speedy deletion.

That's why I'm userfying, putting pages like this where they will do no harm and will be watched. In general, I'd suggest moving nonsense pages created by a registered user to their user space, where there is far less urgency. This can be done by any ordinary user, it doesn't require admin tools, and the redirect left behind will help the user find the page. Eventually, those redirects might be removed, as well as the pages, but we can deal with that later. I've suggested a "very slow deletion" tag, like, Delete After Three Years -- or maybe one year -- these would have to be easily handled in a way that's efficient, they'd be dated as part of a category created, so any custodian could quickly delete all expired tags, no fuss.... --Abd 06:22, 7 January 2011 (UTC)
 * Sounds good. --Draicone (talk) 06:29, 7 January 2011 (UTC)
 * This is not necessarily going to be easy, all the time, until we have some resources in place. But there are some good signs. I expect these (kids?) to make lots of "mistakes." It's the fast way to learn, if the environment is right, but it will take patience. Biggest problem is that they aren't registered, for the most part, or aren't watching registered talk pages. But some level of communication has been established. Thanks for your support. --Abd 22:20, 8 January 2011 (UTC)

Re User:ProfessionalWikiTroll
Hi, I see that you blocked that user and his sock. I requested for him to be globally blocked yesterday so there was no problem there. :-) -Thepoliticalmaster 09:38, 3 August 2011 (UTC)
 * I also believe that User:BoobSweat103 may be a sock of User:ProfessionalWikiTroll as the account was created at the same time as that and the other two socks which are already blocked. -Thepoliticalmaster 09:52, 3 August 2011 (UTC)

You are invited to register for the Wikiversity Assembly
Thought you should see this. I'll be issuing no more than a few of these invitations per day and, of course, others may issue invitations. Any suggestions or ideas are welcome. --Abd 19:58, 23 August 2011 (UTC)

User:Marshallsumter
Hello Draicone. Since you are Abd's mentor, I would appreciate your comments at User talk:SB Johnny. Thanks. Kaldari 19:17, 22 September 2011 (UTC)
 * The reason I brought this issue to your attention was due to Abd's behavior. User:Marshallsumter caused massive disruption on the English Wikipedia, resulting in the deletion of about 200 articles and the loss of countless editor hours of work. See w:User:Marshallsumter disrupting Wikipedia for "research" purposes. Abd's offer to help him get unbanned from the project is completely inappropriate, especially coming from someone that is also banned from the same project. Everyone here insists that Wikiversity is not a haven for disruptive editors who have been banned elsewhere. But here we have an editor, Marshallsumter, who's only contribution to Wikiversity is a "research project" to continue an argument on English Wikipedia that was settled 2 months ago and which he can no longer pursue there due to being banned. And we have Abd, who is also banned from English Wikipedia offering him advice on how to get unbanned from the project and encouraging his "research" here (as a custodian no less). This is exactly the type of behavior that has resulted in previous calls for the Wikiversity project to be closed entirely. As one of the few people here who is trying to do legitimate research, I would hate to see the project closed, but if it means that such cross-wiki disruption could be put to an end, I would gladly support it. Make no mistake, Wikiversity has an image problem, rightfully or not, and Abd is actively making it worse. If no is willing to raise this issue with Abd besides myself, I would question the purpose and efficacy of him having a mentor. Kaldari 19:17, 24 September 2011 (UTC)
 * Kaldari has a good point here. If you're going to be a permanent mentor, you need to do some mentoring. It would probably be better done "on-wiki" rather than via private correspondence. --SB_Johnny talk 20:47, 24 September 2011 (UTC)
 * Thanks for the reply Draicone, please see my response at User talk:Kaldari. Kaldari 06:42, 25 September 2011 (UTC)

History of Archeaology
I assumed the page was intentional vandalism because the editor had recreated it despite you having already deleted it as a test page. In any case, I'll consider using the test rationale more with IP editors. Thanks. --S Larctia 16:06, 28 September 2011 (UTC)

Invalid auto archiving target
The target you specified for automatic archiving is invalid. It must begin with the same title as this page. If this is a problem for you, please contact my owner. ArchiveBot 02:31, 30 September 2011 (UTC)

Abd probationary custodianship
Thanks for offering to mentor, Draicone. Abd is now a probationary custodian. Let me know if I can do anything to help out. Sincerely, James. -- Jtneill - Talk - c 12:39, 8 August 2011 (UTC)

Hi, your mentee User:Abd, a probationary custodian, intentionally vandalized my course wiki by deleting several lines corresponding to my recent lecture notes, thus preventing my students from studying and from doing their assignments. In addition, User:Abd deleted several lines corresponding to the various figures that I used in my recent lecture notes. See the differences between my version and Abd's version of my lecture plan. A custodian-vandal is a serious concern.

Lack of civility under the cloak of anonymity J. Zhao, Where Anonymity Breeds Contempt, NY Times, 29 Nov 2010.

Egm6321.f11 01:16, 1 October 2011 (UTC)
 * Hi Professor, thank you for using Wikiversity in your classes, and for alerting me to the edit on my talk page. I've reviewed Abd's edit on your lesson plan, and I fully agree that it was an error. I'm sorry for any disruption this caused in your classes, and I'm glad you were able to restore the correct version of the page within just a few hours.

 * I notice the edit was a rollback - these are quick edits, executed without a preview, and generally used to review large lists of recent changes in order to protect resources. I'm sure this particular rollback was not intended to affect your teaching and Abd did not mean to vandalise your page; however, I will discuss the edit with him as part of our ongoing mentorship. You may also wish to raise the matter directly. I can assure you that we do not have a 'custodian-vandal' here and this was simply the result of inadvertence.

 * If this does not resolve the matter to your satisfaction, or if there is anything else I can assist you with, please do not hesitate to contact me on my talk page. --Draicone (talk) 14:40, 1 October 2011 (UTC)
 * Actually, Draicone, I was completely unaware of having made that edit until I noticed this here. I'm suspecting that it was an iPhone accident. I would definitely not have done that deliberately. If something like this happens again, I'll start using a non-admin account for iPhone review of Wikiversity. (Rollback does not ask for confirmation.) To Egm6321.f11, I'll assure the user that such an obvious error can be and should be immediately reversed; rollback is never to be used like that, and reverting a substantial contribution like that without an explanation deserves, itself, immediate reversal. This won't happen again, but if something like that does, a single revert by a registered user to restore an edit removed with rollback, without explanation, by a registered user, would *never* be a problem. It's a wiki, which means that errors can be quickly fixed. However, in any case, I apologize for the inconvenience. --Abd 17:56, 1 October 2011 (UTC)
 * Abd, if working from your iPhone is causing troubles, please stop using it for your custodian account. --SB_Johnny talk 09:41, 2 October 2011 (UTC)
 * I'd certainly prefer not to use the iPhone. I'll note, however, that one problem rollback is not "troubles," and it is only one-button-rollback that's a problem, because other actions, such as blocks or deletions, can't be made so easily. It's a single incident, unlikely to repeat. The real issue here is whether or not the value of my being able to check for requests for action while travelling, and then quickly act, exceeds the cost of a rare error. Normally, on wikis, occasional errors are of little significance because they are easily fixed. In any case, I'm happy that Professor Zhao is satisfied with the response, see below. --Abd 15:08, 4 October 2011 (UTC)

Thanks everyone for the explanation. I feel much more comfortable now. No problem. Egm6321.f11 19:47, 2 October 2011 (UTC)

Custodianship
Hello, Draicone!

I'm thinking of applying for custodianship on enwikiversity. My contributions mainly focus on countervandalism work over here.

I'm already experienced with administrative tools on Meta-Wiki and on other content and non-content projects, like ptwiki, hiwiki, mediawiki, testwiki and strategywiki. I'm also a global rollbacker. If I may, I would like to have you as a mentor. =D

What do you think?

Best, Ruy Pugliesi ◥ 11:51, 17 October 2011 (UTC)

 * Hi RP,
 * Thanks for your message on my talk page. I'm familiar with your work and I think you could make a strong contribution to the administrative side of Wikiversity. I'm planning to take something of a wikibreak shortly, so I'm not in the best position to mentor you, but as you are already a meta sysop and a global rollbacker I'd be comfortable mentoring you jointly with any other active custodian, and nominating you when you're ready after I return. Alternatively, you're more than welcome to select an alternative mentor, and you can always ask me for feedback on a more specific basis. Please let me know your thoughts and don't hesitate to ask around and discuss with the other custodians.
 * Draicone (talk) 08:10, 20 October 2011 (UTC)
 * Draicone (talk) 08:10, 20 October 2011 (UTC)
 * Draicone (talk) 08:10, 20 October 2011 (UTC)

 * Hey, Draicone.
 * Thanks for you reply!
 * "I'd be comfortable mentoring you jointly with any other active custodian, and nominating you when you're ready after I return." So, what mentor would you recommend me by now?
 * Have a nice weekend. :) Ruy Pugliesi ◥ 10:44, 21 October 2011 (UTC)

 * I'm happy to serve, if you like. --SB_Johnny talk 19:41, 21 October 2011 (UTC)
 * Hey, SB Johnny. I would be happier to have you as my mentor. Thanks, Draicone. =)
 * So, can I nominate myself?
 * Regards, Ruy Pugliesi ◥ 14:21, 23 October 2011 (UTC)
 * I think SBJ will make a great mentor. There isn't a great deal of formality or procedure to the initial nomination -- go ahead and nominate yourself and we will note on the nomination page that we are happy to mentor. Then another 'crat will give you the custodian flag and you can launch into probationary custodianship. Draicone (talk) 11:58, 24 October 2011 (UTC)

 * Done. :) Ruy Pugliesi ◥ 13:41, 24 October 2011 (UTC)

Abd's nomination for full custodianship
Discussion re-opened on this nomination, November 16. You commented in the original discussion, but have not commented in the current one, which might close on November 21. The current discussion is at Candidates for Custodianship/Abd (full custodian). --Abd 20:29, 20 November 2011 (UTC)

PDF download has serious problems
Dear Draicone When I try to create a PDF and download it I receive the following message.

The file you are trying to download does not exist: Maybe it has been deleted and needs to be regenerated.--Ertunc (talk) 03:06, 18 May 2012 (UTC)

title: User talk:Draicone/Archive


text:
Literature/1940/Huxley

Wikimedia

 * Aldous Huxley

 * Aldous Huxley

 * Meaning

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

title: Literature/1940/Huxley


text: File:HW Overflow.pdf

title: File:HW Overflow.pdf


text: File:HW Overflow20111001.pdf

title: File:HW Overflow20111001.pdf


text:
Literature/1949/Hayakawa

 * Originally, Language in Action (1941)

Wikimedia

 * S. I. Hayakawa

 * Language in Thought and Action

 * General semantics

title: Literature/1949/Hayakawa


text:
Literature/1959/Snow

 * http://books.google.com/books?id=OyHm4sc6IPoC

Wikimedia

 * C. P. Snow

 * The Two Cultures
 * C. P. Snow

 * Scientific revolution
 * Culture war
 * Science wars

title: Literature/1959/Snow


text:
Literature/1930/Frank

Wikimedia

 * Jerome Frank

 * Legal realism

 * Interpretivism (legal)
 * Interpretivism (sociology)

title: Literature/1930/Frank


title: File:Pea1.f11.wave.propagation.svg


text: TESOL/Thanking

title: TESOL/Thanking


text:
User:Calidoug

Hi Everyone. I'm here to study Mathematics. I stopped studying in High School just before Calculus.

I plan to brush up on Algebra, Geometry, Trigonometry, Statistics and some other stuff, and then progress onto Calculus and beyond.

Wish me luck.

I'm also interested in studying Computer Science & Symbolic Logic, as well as Physics and Astronomy. I'll be pursuing most of those here as well, after I have gotten started on the math portion.

title: User:Calidoug


text: File:6sn7 triode amp 1.JPG

title: File:6sn7 triode amp 1.JPG


text: File:6sn7 triode amp 2.JPG

title: File:6sn7 triode amp 2.JPG


text: File:12b4 triode power amplifer.JPG

title: File:12b4 triode power amplifer.JPG


text: File:6sj7 pentode amplifier.JPG

title: File:6sj7 pentode amplifier.JPG


text:
Literature/1946/Orwell

Reprints

 * Davison, Peter, ed. (1998). The Complete Works of George Orwell (Vol. 17: I Belong to the Left: 1945). London: Secker and Warburg, 1998. pp. 421-432.

Excerpts

 * Political language -- and with variations this is true of all political parties, from Conservatives to Anarchists -- is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind.
 * More...
 * Google Books
 * Google Books

Wikimedia

 * George Orwell

 * George Orwell

 * Newspeak
 * Basic English

title: Literature/1946/Orwell


text:
User:UC3025323

My name is Abby Masters and I am in my 4th year of study at the University of Canberra doing a double degree of Tourism Management and Sports Management majoring in Events Management. Currently I am undertaking the unit Business Politics and Sport.

Assignments

 * /The Evolution of Alcohol and Tobacco Sport Sponsorship Agreements Essay/

 * /The Evolution of Alcohol and Tobacco Sport Sponsorship Agreements Summary Presentation/

title: User:UC3025323


text:
User talk:UC3025323

 Hello UC3025323, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Draicone (talk) 04:16, 2 October 2011 (UTC)

User:UC3025323/The Evolution of Alcohol and Tobacco Sport Sponsorship Agreements Essay
What was your intended formatting of this? Box closures have to be explicitly marked. 13:41, 14 April 2020 (UTC)

title: User talk:UC3025323


text: TESOL/Reported speech

title: TESOL/Reported speech


text:
Literature/2011/Corballis

 * http://books.google.com/books?id=z3HtEZjQ96wC

Author

 * Professor emeritus of psychology, the University of Auckland, New Zealand.

Synopsis
The Recursive Mind challenges the commonly held notion that language is what makes us uniquely human. In this compelling book, Michael Corballis argues that what distinguishes us in the animal kingdom is our capacity for recursion: the ability to embed our thoughts within other thoughts. "I think, therefore I am," is an example of recursive thought, because the thinker has inserted himself into his thought. Recursion enables us to conceive of our own minds and the minds of others. It also gives us the power of mental "time travel"--the ability to insert past experiences, or imagined future ones, into present consciousness.

Drawing on neuroscience, psychology, animal behavior, anthropology, and archaeology, Corballis demonstrates how these recursive structures led to the emergence of language and speech, which ultimately enabled us to share our thoughts, plan with others, and reshape our environment to better reflect our creative imaginations. He shows how the recursive mind was critical to survival in the harsh conditions of the Pleistocene epoch, and how it evolved to foster social cohesion. He traces how language itself adapted to recursive thinking, first through manual gestures, then later, with the emergence of Homo sapiens, vocally. Toolmaking and manufacture arose, and the application of recursive principles to these activities in turn led to the complexities of human civilization, the extinction of fellow large-brained hominins like the Neandertals, and our species' supremacy over the physical world.

Excerpts

 * Language and Mind

"Political language -- and with variations this is true of all political parties, from Conservatives to Anarchists -- is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind. -- George Orwell, Politics and the English Language (1946)"

In his novel Nineteen Eighty-four, Orwell painted a grim picture of a future in which the ultimate technology for thought control was the language Newspeak, which could render impossible all modes of thought other than those required by Ingsoc (English Socialism). We have struggled past 1984, but political life, at least, is still replete with euphemisms designed to make us think differently. [...] An extreme movement known as General Semantics was established in 1933 by Count Alfred Korzybski, an engineer, and popularized in best-sellers such as Stuart Chase's Tyranny of Words, and Samuel Ichiye Hayakawa's Language in Thought and Action. [...] According to General Semantics, human folly is created by semantic damage brought about by the structure of language.

The relation between language and thought is one of the most contentious issues in the history of philosophy. As we saw [elsewhere], Chomsky's concept of I-language -- the common language underlying E-language -- is essentially the language of thought. This is encapsulated also in the so-called language of thought hypothesis proposed by the philosopher Jerry Fodor, who argued that virtually all of the concepts underlying words are innate. Steven Pinker refers to this as the theory that "we are born with some 50,000 concepts," based on the number of words in the typical English speaker's vocabulary. Of course the actual words we use will depend on the linguistic environment a person is exposed to, but it is as though we have been already supplied with all the meanings we shall ever want, and all we need do is discover the verbal labels. [...]

The idea of a strong connection between language and thought implies that nonhuman animals are incapable of thinking as we humans do, an idea defended by the psychologist Clive Wynn in his 2004 book Do Animals Think? [...] (pp. 151-152)

Wikimedia

 * Innatism
 * Language of thought
 * Self-reference
 * Reflective practice
 * Computability theory

 * Noam Chomsky
 * Jerry Fodor
 * Steven Pinker

title: Literature/2011/Corballis


text:
User talk:Thiruvelan

 Hello Thiruvelan, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --S Larctia 06:50, 2 October 2011 (UTC)

title: User talk:Thiruvelan


text:
Literature/1938/Chase

Wikimedia

 * Stuart Chase

 * General semantics

 * Alfred Korzybski
 * S. I. Hayakawa

title: Literature/1938/Chase


text:
Literature/1932/Huxley

Wikimedia

 * Aldous Huxley

 * Brave New World

 * Aldous Huxley

 * Dystopia
 * Utopia

title: Literature/1932/Huxley


text: File:6K6 pentode power amplifier.JPG

title: File:6K6 pentode power amplifier.JPG


text: File:IMG 0578.JPG

title: File:IMG 0578.JPG


text: File:IMG 0580.JPG

title: File:IMG 0580.JPG


text: File:Blueprint of Illuminating clothes.jpg


text:
Cultural preservation/Fort Benning

As time progresses, it is important to document important cultural changes and aspects in order to fully understand the ramifications and impact structures and buildings have on a society. This page will explore how preservation documents and historical sources can be used to recreate buildings and structures that no longer exist and can no longer exists. In particular, Fort Benning, Georgia will be used as the primary source of analysis since the U.S. Federal Government devoted many resources into expanding and documenting the base between World War 1 and World War 2.

Fort Benning
This is the main structure map of Fort Benning, Georgia around the time of changes to the base made in preparation for World War 2. During this time, the Second Armored Division was stationed at Fort Benning, and many of the structures were devoted to training soldiers and mechanics in modern tank warfare.

Officer homes map
Structure numbers:
 * Left: 202-3, 205-6, 208-9, 211-3
 * Right: 214-220
 * Center: 213, 785-6
 * Bottom Center: 288-9
 * Bottom Right: 327-30, 332, 359-61

Non Commissioned Officer homes map
Structure numbers:
 * Left Bottom: 235, 238, 240-1, 243-4, 246-7
 * Left: 250-286
 * Center Left: 287-8, 290-323
 * Center Right: 331, 333-358
 * Right: 362-387
 * Bottom Right: 799, 390

title: Cultural preservation/Fort Benning


text: TESOL/Describing people

title: TESOL/Describing people


text:
User:Ayapici/enes100/cupcakes/MakerBot Procedure

Purpose
The purpose of this MakerBot Cupcake CNC procedure is to assist future HCC engineering students with the 3D-Scan project. By completing this procedure, a future team working with the MakerBot will not only understand how to operate it quickly, but also advance to the next step in the project.

Setup

 * 1. Log on to a computer near the MakerBot Cupcake CNC.
 * 2. Open the “Engineering” folder on the desktop.
 * 3. Click on the program called, “ReplicatorG.”
 * 4. Plugin the power cord to the MakerBot and an outlet.
 * 5. Plugin the serial cord to the MakerBot and the computer you are currently working on.
 * 6. Turn on the MakerBot Cupcake CNC, the power switch is on the bottom left of the back side.
 * 7. Connect ReplicatorG to the MakerBot. If the connection is not recognized in ReplicatorG you may need to select a different serial port or rescan for other serial ports. This can be done by going to the “Machine” drop down menu on the tool bar in ReplicatorG.
 * 8. Recognize that “Machine HCC Makerbot ready” should appear in green at the top of the ReplicatorG screen. Also notice that more of the functions at the top of the ReplicatorG screen are available to use.
 * 9. Place the black wire into the MakerBot Cupcake CNC motor. The motor is located in the center of the top side of the MakerBot.
 * 10. Tighten the screw. The screw is located on the right side of the motor.
 * 11. The setup of the MakerBot Cupcake CNC is now complete.

Downloading an STL file

 * 1. Load Google Chrome or Mozilla Firefox.
 * 2. Go to www.thingiverse.com
 * 3. Search something to print using the search bar in the upper right-hand corner.
 * 4. Click on the link that pertains to the object you wish to print. Do not click on a link that is the image of something.
 * 5. On the object’s page, confirm this is what you want to print by referring to the images on the left.
 * 6. Near the bottom of the page find an STL file to download. NOTE: There may not be any file to download if the STL file for that object has not yet been developed.
 * 7. Click the red download arrow adjacent to the STL file you want to print.
 * 8. Refer back to the desktop to confirm the file was downloaded.
 * 9. If the STL file is present, you have successfully downloaded the file, and are ready to print.

Uploading an STL file onto ReplicatorG

 * 1. In ReplicatorG, go to the File drop down menu in the toolbar, select “Open.”
 * 2. In the “Open” window, go to “Desktop” and open the STL file you want to print.
 * 3. The picture of the file should appear on ReplicatorG. To view the model of the object, use the “View”, “Move”, and “Rotate” commands located on the right side of the ReplicatorG window.
 * 4. Scale the model to the size you desire, but make certain the size is consistent with the tolerances of the MakerBot Cupcake CNC. NOTE: MakerBot Cupcake CNC will print up to any size below 10mm x 10mm x 15mm.
 * 5. Click “Generate GCode”
 * 6. In the GCode Generator window, select SF35-cupcake-HBP as a Skeinforge profile.
 * 7. Select or unselect the “Use raft” check box if you want to create a raft.
 * 8. Click Generate GCode at the bottom of the GCode Generator window.
 * 9. You are now ready to print.

Printing

 * 1. Click on the control panel function in the ReplicatorG tool bar.
 * 2. In the “Control Panel” window, set the “Target Temperature (C)” to 220.0. This heats the wire to its appropriate melting temperature. This could take a few minutes.
 * 3. Moving the X, Y, and Z jog controls of the Homing feature in the Control Panel Window, center the motor over the work table.
 * 4. Now wait for the motor’s current temperature to reach the target temperature.
 * 5. Once the motor is centered and heated, click the “Build” function in the ReplicatorG toolbar.
 * 6. The MakerBot will do a test extrusion and the material from the motor will be released. Remove the material from the work table and click the “Yes” option on the Continue build? window that appears.
 * 7. Sit back and watch the MakerBot Cupcake CNC print your object.


text:
User:Frigotoni

Hello, I am Frigotoni ... i'm here. I'm a member of the Small Wiki Monitoring Team and globally active in countervandalism. Feel free to leave me a message on meta or on my home Wiki. [//toolserver.org/~pathoschild/crossactivity/?user=Frigotoni Crossactivity] & [//toolserver.org/~pathoschild/stalktoy/?target=Frigotoni StalkToy] • If you need further information, you can click here. Have I done something wrong? I apologise for this. Report it to me please.

title: User:Frigotoni


text:
User:Ayapici

 * Link to Cupcakes team page.
 * Link to Speakers team page.
 * Link to Distillation team page
 * Link to helicopter team page
 * Link to Engine team page

Give instructor top 3 project choice list
I had three 3 choices, there were

a)   3D scanning

b)   Music projects

c)   Electric cars

d)   CAD Design Solidworks

In the end I was assign to do the 3D scanning, with three more friends..

Write problem statement
The project has three stages

1) how to use the program or CAD software to build a model.

2) then how to put that model or data on "ReplicatorG"

3) how to use the makerbot

Assign Task1
I am assign to build a basic model in solidworks, ReplicatorG or Blender and research about the makerbot...

Compare actual work done to Task1
The work I have done in task1 was sufficient for understanding how the ReplicatorG, Blender, and solidworks work. by how to build a basic model like cube, or square. I have a full understanding of how all of these software work..

Week1 Narrative

The first choice was to use Software CAD Blender. Because, the Blender have some samples(templates) that I could use, which could save my time.After looking at the samples, I picked up a cube shaped model. my next step was to save the file as a STL file, which is a file type that ReplicatorG was unable to recognize. I have tried so much on the Blender but I could not converted into Gcode. After uploading the STL file onto ReplicatorG, I was unable to find a connection between the ReplicatorG program. I went on www.thingverse.com and chose a model there and the model already provided with STL file type. That solved my assign task. Now it is ready for the MakerBot Cupcake CNC Procedure

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

Compare actual work done to Task2
Rationalize differences

Week2 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:Ayapici


text:
User talk:Bamminick/enes100/cupcakes

10/10/0 perfect week 0 score 10/10/30 .. good job 204.126.132.241 15:00, 26 September 2011 (UTC)

Week1 Peer Review
Ben, you have really done a very good job on Wikiversity, and all of the other work.I was reading on your individual site, it is really awesome buddy. Great job.. by the way thank you so much reminding me to fill in here.Ayapici 2 October 2011, at 17:22 (UTC)

title: User talk:Bamminick/enes100/cupcakes


text:
User talk:Dmoreno1899/ENES100/Music Project

10/5/10 .. could have received more points if you took pictures of the card, of the insides, uploaded and linked to them, if you had put comments on your team mates discuss pages, 1sfoerster 18:22, 3 October 2011 (UTC) Please update your week 3 report Spatel5040 05:44, 9 October 2011 (UTC)

Week 3 report? That's the one that's been updated and has the most content, so I'm a bit confused. Dmoreno1899 12:32, 10 October 2011 (UTC)

Ah, nevermind, that was earlier than I thought it was, before I put up everything I got done. Yeah it's been taken care of since.Dmoreno1899 14:41, 10 October 2011 (UTC)

10/10/70 ... great job .. 1sfoerster 14:05, 11 October 2011 (UTC)

Hey it was really great to work with you i learned many things about arduino and don't forget to update your week 4 section. Spatel5040 02:16, 16 October 2011 (UTC)

10/10/80 .. great job .. 1sfoerster 13:49, 18 October 2011 (UTC)


text:
User:Egm6321.f11.team2.Xia/RP3.15

= R*3.15 - Second Exact condition =

Given
Given the following equations (1)p.18-3 $$ \displaystyle (15p^{4}\cos x^{2})y''+(6xy^{2})y'+[-6xy^{5}\sin x^{2}+2y^{2}]=0$$ (3.15.1) $$ \displaystyle f_{xx}+2pf_{xy}+p^{2}f_{yy}=g_{xp}+pg_{yp}-g_{y}$$

(3.15.2) $$ \displaystyle f_{xp}+pf_{yp}+2f_{y}=g_{pp}$$

(3.15.3)

Find
Verify whether (3.15.1) satisfies the 2nd exactness condition (3.15.2) and (3.15.3).

Solution
According to Prof. Loc Vu-Quoc's lecture note, we know that $$ \displaystyle \phi_{x}=3p^{5}(-\sin x^{2})(2x)+2y^{3}$$

(3.15.4)

$$ \displaystyle \phi_{y}=6xy^{2}$$

(3.15.5)

$$ \displaystyle f:=\phi_{p}=15p^{4}\cos x^{2}$$ (3.15.6)

$$ \displaystyle g:=\phi_{y}y'+\phi_{x}=(6xy^{2})y'+[-6xp^{5}\sin x^{2}+2y^{3}$$ (3.15.7)

Hence

$$ \displaystyle f_{xx}=(\phi_{p})_{xx}=-30p^{4}\sin x^{2}-60x^{2}p^{4}\cos x^{2}$$ (3.15.8) $$ \displaystyle f_{xp}=-120xp^{3}\sin x^{2},\, f_{xy}=0,\, f_{yy}=0,\, f_{y}=0,\, f_{yp}=0$$ (3.15.9) $$ \displaystyle g_{y}=(12xy)y'+6y^{2},\, g_{yp}=0$$ (3.15.10) $$ \displaystyle g_{xp}=-30p^{4}\sin x^{2}-60x^{2}p^{4}\cos x^{2},\,g_{pp}=-120xp^{3}\sin x^{2}$$ (3.15.11) Substitute (3.15.8)-(3.15.11) to (3.15.2) $$ \displaystyle LHS=-30p^{4}\sin x^{2}-60x^{2}p^{4}\cos x^{2}+2p\times0+p^{2}\times0$$ $$ \displaystyle LHS=-30p^{4}\sin x^{2}-60x^{2}p^{4}\cos x^{2}$$ (3.15.12) $$ \displaystyle RHS=-30p^{4}\sin x^{2}-60x^{2}p^{4}\cos x^{2}+p\times0-((12xy)y'+6y^{2})$$ $$ \displaystyle RHS=-30p^{4}\sin x^{2}-60x^{2}p^{4}\cos x^{2}-((12xy)y'+6y^{2})$$ (3.15.13) Thus $$ \displaystyle LHS\neq RHS$$, then (3.15.11) does not satisfy (3.15.2), but we can easily find that (3.15.1) does satisfy (3.15.2)

title: User:Egm6321.f11.team2.Xia/RP3.15


title: File:Pea1.f11.euler.bernoulli.beam.svg


text:
Literature/1949/Orwell

 * http://books.google.com/books?id=RmVZPgAACAAJ

Excerpts

 * Don't you see that the whole aim of Newspeak is to narrow the range of thought? In the end we shall make thoughtcrime literally impossible, because there will be no words in which to express it. Every concept that can ever be needed, will be expressed by exactly one word, with its meaning rigidly defined and all its subsidiary meanings rubbed out and forgotten.
 * The Ministry of Peace concerns itself with war, the Ministry of Truth with lies, the Ministry of Love with torture, and the Ministry of Plenty with starvation. These contradictions are not accidental, nor do they result from ordinary hypocrisy; they are deliberate exercises in DOUBLETHINK. For it is only by reconciling contradictions that power can be retained indefinitely. In no other way could the ancient cycle be broken. If human equality is to be forever averted--if the High, as we have called them, are to keep their places permanently--then the prevailing mental condition must be controlled insanity.

 * More...
 * Nineteen Eighty-Four

Wikimedia

 * Nineteen Eighty-Four

 * George Orwell

 * Ingsoc
 * Ministry of Truth
 * Newspeak

 * Dystopia
 * Utopia
 * Basic English

Reviews

 * Google books: "13919 reviews"   KYPark [T] 23:36, 2 October 2011 (UTC)

title: Literature/1949/Orwell


text: File:FHR Material.JPG

title: File:FHR Material.JPG


text: File:50% FHR.JPG

title: File:50% FHR.JPG


text:
User:Rpl721/Books/Programming

Programming

 * Introduction to Programming/About Programming
 * Introduction to Programming/Programming Languages
 * Introduction to Programming/Organization part 1
 * Introduction to Programming/Variables
 * Introduction to Programming/Variables part 2
 * Introduction to Programming/Variables part 3
 * Introduction to Programming/Control structures
 * Introduction to Programming/Subprograms
 * Introduction to Programming/Scope
 * Basic I/O
 * Procedures and functions
 * Operators and expressions
 * Types and variables
 * References and Pointers
 * Control structures
 * Introduction to algorithms
 * What is an Algorithm
 * How to go about implementing a problem solution as a program
 * Development environment and language principles
 * Introduction to Programming Logic
 * CamelCase
 * Topic:C Sharp
 * Introduction to C Sharp
 * Introduction to Microsoft.NET
 * Csharp Compilers
 * My First C
 * CSharp Variables
 * CSharp Math
 * CSharp Conditions
 * CSharp Loops
 * CSharp Functions
 * C++
 * Introduction to C++
 * Variables and User Input
 * C++/Simple Math
 * Conditional Statements
 * Loops (C++)
 * Functions and Recursion
 * More Functions
 * C++ pointers
 * Classes and Inheritance
 * Templates in C++, part 1
 * Templates in C++, part 2
 * Arrays, strings and records
 * The STL
 * C++/STL Algorithms
 * Flow control in C

title: User:Rpl721/Books/Programming


text: File:FHRMat.JPG

title: File:FHRMat.JPG


text:
User talk:Rpl721

 Hello Rpl721, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 02:07, 3 October 2011 (UTC)

title: User talk:Rpl721


title: File:50FHR1.JPG


text: File:3.C.Magnetic Sensor.20111003.pdf

title: File:3.C.Magnetic Sensor.20111003.pdf


text:
User:Ablomme2125

=Week 1 Projects= HoverCraft/Howard Community College/Fall2011/501 Glorious

Problem Statement
Can the game of poppit be fully completed, such as all the balloons be popped without using the helpful tools they have to eliminate balloons.

Website
The poppit game can be accessed through google chrome (not firefox) http://poppit.pogo.com/hd/PoppitHD.html

Recordings and Results
What i tried to do was go through 10 games, and each one see how many of the different colored balloons there were and document all of the results. The reason for this is because i wanted to see if they randomly placed the same amount of balloons in different places, or if there were different amounts of each. I found that it was set up kind of like a grid 10x15 balloons equaling 150 balloons total. But it turned out that the game was not putting out the same amount of balloons for each color, and there are 5 colors, so that should be 30 balloons of each color. But from my testing i found that that wasnt so, the reds would seem to have more out than any other color, and then another game would start and yellow would have the most. So with the odds it seems almost impossible to beat the game because you have to eliminate all the colors that had less balloons so you had the same color left over in the end.

Conclusion
It turns out that the method that i found to be successful was the chunking method, but not just selecting the colors that were chunked together, i would start from the bottom and work my way up to the top. The reason i chose this method is because i found that when you started from the bottom you could easily predict what your second move would be and almost every game i got down to 7 or so balloons which without using the power ups or the other tools is pretty good.

=Week 2 Hovercraft Project=

Problem Statement
Can i have a hovercraft that is able to be remote controlled? If so how would it be done and what would i use?

Doing
Started first initial design concept. Found a flaw in the design upon completion of the design. The way i had the turning mechanism on the hovercraft would not cause it to turn. The way i had it set up is i was going to have it so when you turn it would pivot, the propulsion motors on the back, up or down. I then realized that it would be much simpler if i could just adjust the amount of current going to each motor that way one would be pushing more than the other, causing it to move forward and turn.

Analysis
The base design was fine, concerning the motor and fan placement, but the way i had the drive motors, it would not work the way i want it to. So im going to have to change the design and come up with a way to adjust the current going to each motor. =Week 3 Hovercraft Project=

Going to Do
Design New Concept for Hovercraft 9/19/2011, 11:09 am

Doing
Creating and sketching up new schematics for the hovercraft. Using a foam product for the base seems to have the best effect because its light enough and durable to the point that the turbines that are pushing the air down, do not have to do much work to make it hover. Meaning more battery life and able to go longer. I would like to use some type of rubber tubing to skirt the underside of the foam with, that way it creates a better sealing surface so the air can exit more uniformly. Allowing the air to be disbursed evenly underneath the hovercraft. I am also in the process of testing which fan would be used for the propulsion and the lift. I found that the turbines create more lift than the conventional computer fans, because when the pressure builds up beneath the craft it wants to escape through the closest hole, and if its just a fan blade it will just seep up through that. But with the turbine it eliminates that problem by having the intake on the side as opposed to the top.

Problems
Making the hovercraft remote control, or creating a device to communicate with the arduino using either bluetooth or RF signals. And also which one would work the best for this application? Whats the range on and RF transmitter versus a bluetooth transmitter? Can i take apart an old transmitter and receiver off a remote control car and put it on the hovercraft?

Analysis
Overall the new design seems to be great, found that the turbine works better for the lift of the craft than the computer fans. Also with the foam platform it makes it much easier for the hovercraft to receive lift. Sign out: 12:53pm 09/19/2011 http://html.alldatasheet.net/html-pdf/141218/PERICOM/PT8A9781DE/600/2/PT8A9781DE.html

title: User:Ablomme2125


title: File:Capacitor.1.A.20111003.pdf


title: File:Inductor.1.A.20111003.pdf


text:
User:Egm6936.f09/Weibull distribution

Introduction
Here, we present some real experimental data that fit the Weibull distribution, which is a more general form of the exponential distribution. The data can be found in a spreadsheet format, here. The probability density function (pdf) of the Weibull distribution is given as

 * {| style="width:100%" border="0"

$$  \displaystyle F_X (x) = \Big[  1 - exp \Big( - \frac{x}{p_2} \Big)^{p_1} \Big] $$.     (A1)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

To fit to the experimental data, a generalization of the Weibull distribution is applied by introducing a third coefficient as

 * {| style="width:100%" border="0"

$$  \displaystyle F_X (x) = p_3 \Big[ 1 - exp \Big( - \frac{x}{p_2} \Big)^{p_1} \Big] $$.     (A2)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

When a nonlinear fitting is applied, the parameters are found as

 * {| style="width:100%" border="0"

$$  \displaystyle p = [1.6407, 740.2473, 933.7323] $$.     (A3)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

With the above parameters, the distribution looks like

FIG 1: The distribution and the data points

When we take $$ \displaystyle p(3) = 1 $$ as in the usual Weibull distribution, we obtain the pdf as

FIG 2. The Weibull distribution for $$ \displaystyle p(3) = 1 $$

The story about the experimental data
The data was first given in the paper by Dalal and McIntosh (1994) and reproduced in the book by Cook and Lawless (2007, Appendix D, Table D3, p.368). The example comes from a debugging process of a software system with around seven million noncommentary source lines. Cumulative staff days, $$ \displaystyle t $$, the cumulative number of faults detected, $$ \displaystyle N(t) $$, and the cumulative number of lines of code added, $$ \displaystyle C(t) $$, were recorded. Here is a table of selected data (1 data/10 data).

As seen from the table, over $$ \displaystyle 1,300 $$ total staff days were spent for the debugging process, $$ \displaystyle 870 $$ faults were detected, and more than $$ \displaystyle 342,000 $$ lines were added. The reason to fit a model to the data is to guess when to stop testing the code. The selected data and the full set is given in the following figure.

FIG 3 Selected and the full set data

At the beginning, the total number of faults found increases very slowly, then it rises quickly, and finally reaches a plateau with time. As the data represents an event that repeats itself at some amount of time and also from the shape of the curve, one may think of fitting an exponential distribution or a more general distribution, e.g., Weibull distribution that would also fit the early times.

Curve fitting with actual data
The general form of the Weibull distribution with 3 parameters is given in Eq.(A2). To fit this curve to the existing data, one may use a nonlinear least square analysis. First, an initial guess for the parameters is required. Then, the estimation of the coefficients is done with a nonlinear fit. If the initial guess is very far from the actual values, it is not possible to obtain converged values for the parameters. For example, an initial guess of

 * {| style="width:100%" border="0"

$$  \displaystyle p = [100, 10, 1] $$.     (A4)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

does not yield converged estimates of the parameters. The output of Matlab is:

Warning: The Jacobian at the solution is ill-conditioned, and some model parameters may not be estimated well (they are not identifiable). Use caution in making predictions.

Parameter estimation
So, it is important to understand the role of each parameter. Here, we present two graphs where $$ \displaystyle p_3 = 1 $$ for both cases.

FIG 4. Effect of parameters when $$ \displaystyle p_3 = 1 $$, a) Study of $$ \displaystyle p_1 $$, b) Study of $$ \displaystyle p_2 $$.

The first figure aims to study the effect of the first parameter, $$ \displaystyle p_1 $$. Note that the exponential distribution is recovered when $$ \displaystyle p_1 = 1 $$. For $$ \displaystyle p_1>1 $$, the curve increases slowly at the beginning, which is the case in our problem (Figs 1-3) and $$ \displaystyle p_1 $$ turned out to be $$ \displaystyle 1.64 $$. The parameter $$ \displaystyle p_2 $$ shows how fast the curve increases after it passes through this slow increase region. Finally, a good initial guess for the parameter $$ \displaystyle p_3 $$ is the maximum of the data $$ \displaystyle N(t) $$, i.e. $$ \displaystyle 870 $$.

An alternative method for parameter estimation
Another way to estimate the parameters $$ \displaystyle p_1 $$, $$ \displaystyle p_2 $$, and $$ \displaystyle p_3 $$ is to take two times the logarithm of the generalized Weibull distribution as

 * {| style="width:100%" border="0"

$$  \displaystyle ln\bigg(-ln\big(1-\frac{F_X }{p_3} \big) \bigg) = p_1 ln(x) - p_1 ln(p_2) $$.     (A5)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

As explained in the previous section, a good guess for $$ \displaystyle p_3 $$ would be around the maximum value of $$ \displaystyle N(t) $$, which is $$ \displaystyle 870 $$. A plot of the left hand side versus $$ \displaystyle ln(x) $$ gives p1 as the slope and $$ \displaystyle - p_1 ln(p_2) $$ as the intercept. Using a spreadsheet, if we insert $$ \displaystyle p_3=880 $$ so that the natural logarithm of the last couple of data exist, the slope becomes $$ \displaystyle 1.7177 $$ and the intercept $$ \displaystyle -11.195 $$. Hence, $$ \displaystyle p_1 $$ is $$ \displaystyle 1.728 $$ and $$ \displaystyle p_2 $$ is $$ \displaystyle 678 $$. Recall that the result of the nonlinear fit was $$ \displaystyle p = [1.6407, 740.2473, 933.7323] $$. So an initial guess of $$ \displaystyle p = [1.728, 678, 880] $$ is a good starting point. If there were only two parameters, this analysis would have given the end result without the need for a nonlinear fit.

Detailed Octave Procedure
Copy the first two columns in Exponential Data into soffice (or excel), then save as .csv file, e.g., junk.csv. Use vim to replace blank space with comma, and save the result into the file exponential.cdf.csv:  cat junk.csv | sed 's/ /,/g' >! exponential.cdf.csv

Load the 1st column into matrix x and the 2nd column into matrix y with the octave commands:  x = csvread ('exponential.cdf.csv','A1:A158')   y = csvread ('exponential.cdf.csv','b1:b158')

Define the inline function to do the curve fitting: <ul> F = inline ("p(3) * ( 1 - exp ( - ( x/p(2) ).^p(1) ) ) ","x","p") </ul>

Define the initial parameters in the matrix "pin": <ul> pin = [2 ; 600 ; 870] </ul>

Then give the nonlinear least square curve fitting command: <ul> [f,p,kvg,iter,corp,covp,covr,stdresid,Z,r2]=leasqr(x,y,pin,F); </ul>

Now plot the data (x,y) and the fitted function (x,"f"): <ul> plot (x,y, "+;y;", x, f , "-;f;") </ul>

Save the figure in png format for uploading to google doc: <ul> print -dpng weibull.fit.png </ul>

Detailed Matlab Procedure
First, create the model <ul> modelFun = @(p,x)p(3) * ( 1 - exp ( - ( x/p(2) ).^p(1) ) ) </ul>

Then, assign an initial guess for the parameters p(i) <ul> startingVals = [2 600 870]; </ul>

The command nlinfit gives the coefficients based on the model and the starting values <ul> coefEsts = nlinfit(x, y, modelFun, startingVals) </ul>

We give an initial guess <ul> startingVals = [2 600 870]; </ul>

The parameters are found as <ul> coefEsts = [1.6404 740.2474  933.7324] </ul> compared to the optimal result from Octave: <ul> p (result) = [1.6407, 740.2473, 933.7323] </ul> which is very close to what was found with Octave leasqr command.

title: User:Egm6936.f09/Weibull distribution


text: TESOL/Talking about vacation plans

title: TESOL/Talking about vacation plans


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User talk:Ablomme2125/enes100/glorious

0/0/0 ... good to see you have a wikiversity page .. start using it! ... you are doing so much work on this project 1sfoerster 14:14, 3 October 2011 (UTC)

You need to start putting your information here! AParlette 11:27, 3 October 2011

You need to move your information from your personal user page to your user team page. Jamorgan3 12:04, 3 October 2011

0/0/0 ... don't see anything to grade 1sfoerster 17:15, 11 October 2011 (UTC)

You need to do your week 4 still... Parlette 23:11, 16 October 2011 (UTC)

You started getting better at filling out your Wiki page, but you've dropped off. Make sure to keep up documenting. Plus it will get you lots of points! Jamorgan3 13:12, 17 October 2011 (UTC)

0/0/0 ... don't see anything to grade 1sfoerster 13:41, 17 October 2011 (UTC)

title: User talk:Ablomme2125/enes100/glorious


text:
File:Split phase tube amp tri-pent 3 tubes.gif

Licensing
This material is not vetted


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File:Split phase tube amp tri-pent 4 tubes.gif

Licensing
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User:EGM6321.f11.team1.pan/HW3

= R3.4 Construct a class of N1-ODEs =

== Given == Consider a class of N1-ODEs of the form:

 * {| style="width:100%" border="0" align="left"

$$
 * $$\underbrace{\bar b(x,y)c(y)}_{\displaystyle{N(x,y)}}\,y'+\underbrace{a(x)\bar c(x,y)}_{\displaystyle{M(x,y)}}=0$$
 * $$\displaystyle (Equation\;3.4.1)
 * $$\displaystyle (Equation\;3.4.1)
 * }
 * }

in which,

 * $$\bar b(x,y):=\int^x b(s)ds+k_1(y)$$

 * $$\bar c(x,y):=\int^y c(s)ds+k_2(x)$$

where $$a(x), b(x), c(y) \,$$ are arbitrary functions.

Equation 3.4.1satisfies the condition
 * $$\displaystyle \frac{h_x}{h}=-\frac{1}{N}\left(N_x-M_y\right)=:n(x)$$

that an integrating factor $$h(x)$$ can be found to render it exact, only if $$\displaystyle k_1(y)=constant$$.

== Find == Construct a class of N1-ODEs, which is the counterpart of Equation 3.x.x, and satisfies the condition
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle \frac{h_y}{h}=\frac{1}{M}\left(N_x-M_y\right)=:m(y)$$
 * $$\displaystyle (Equation\;3.4.2)
 * $$\displaystyle (Equation\;3.4.2)
 * }
 * }

that an integrating factor $$h(y)\,$$ can be found to render it exact.

Solution
The condition Equation (3.4.2) means that the intergrating factor only with respect y. According to this, suppose the N1-ODE we want has the form of:

with

$$\displaystyle \bar a(x,y)=\int^y a(s)ds+k_1(x)$$

$$\displaystyle \bar c(x,y)=\int^x c(s)ds+k_2(y)$$ The partial differential are:

$$\displaystyle M_y=a(y)\cdot c(x)$$

$$\displaystyle N_x=b(y)\cdot c(x)$$

$$\displaystyle \frac{h_y}{h}=\frac{1}{M}\left(N_x-M_y\right)=b(y)-a(a):=m(y)$$, which satisfies the condition Equation (3.4.2).

= R3.10 Free vibration of coupled pendulums =

== Given ==

The equations of motion of free vibration coupled pendulums are
 * {| style="width:100%" border="0" align="left"

$$
 * $$m_1l^2\ddot{\theta_1}=-ka^2(\theta_1-\theta_2)-m_1gl\theta_1+u_1l$$
 * $$\displaystyle (Equation\;3.10.1)
 * $$\displaystyle (Equation\;3.10.1)
 * }
 * }
 * $$m_2l^2\ddot{\theta_2}=-ka^2(\theta_2-\theta_1)-m_2gl\theta_2+u_2l$$

A specific case of this coupled pendulums model:
 * Pendulums: $$a=0.3,\,l=1,\,k=0.2$$
 * $$m_1g=3,\,m_2g=6$$
 * No applied forces: $$\displaystyle u_1=u_2=0$$
 * Initial conditions:
 * $$\theta_1(0)=0,\dot\theta_1(0)=-2$$
 * $$\theta_2(0)=0,\dot\theta_2(0)=+1$$

1)
Use matlab's ode45 command to integrate the coupled pendulums system in matrix form for $$t\in [0,7]$$

2)
Find the solution of this coupled pendulums system by using
 * $$\mathbf{x}(t)=[exp{\mathbf{A}(t-t_0)}]\mathbf{x}(t_0)+\int_{t_0}^t[exp{\mathbf{A}(t-\tau)}]\mathbf{B}\mathbf{u}(\tau)d\tau$$

3)
Plot $$\displaystyle \theta_1(t)$$ and $$\displaystyle \theta_2(t)$$.

1)
Use matlab code ode45 to solve the coupled pendulums system, and plot the solution $$\displaystyle \theta_1$$ and $$\displaystyle \theta_2$$. Matlab code: hw3_problem10.m

=== 2) === The equations of motion Equation (3.10.1) can be written in matrix form
 * $$\mathbf{\dot{X}}(t)=\mathbf{A}(t)\mathbf{x}(t)+\mathbf{B}(t)\mathbf{u}(t)$$

The solution is:
 * $$\displaystyle \mathbf{x}(t)=[exp{\mathbf{A}(t-t_0)}]\mathbf{x}(t_0)+\int^t_{t_0}[exp{\mathbf{A}(t-\tau)}]\mathbf{B}\mathbf{u(\tau)}d\tau$$

In this case,
 * $$\mathbf{x}:=\left\lfloor\theta_1\,\dot\theta_1\,\theta_2\,\dot\theta_2\right\rfloor^T$$
 * $$\mathbf{u}:=\begin{Bmatrix}

u_1l\\ u_2l \end{Bmatrix}$$ The equation of motion is:
 * $$\begin{bmatrix}

\dot{\theta_1}\\ \ddot{\theta_1}\\ \dot{\theta_2}\\ \ddot{\theta_2} \end{bmatrix}=\begin{bmatrix} 0 & 1 & 0 & 0\\ -\frac{ka^2}{m_1l^2}-\frac{g}{l} & 0 & \frac{ka^2}{m_1l^2} & 0\\ 0 & 0 & 0 & 1\\ \frac{ka^2}{m_2l^2} & 0 & -\frac{ka^2}{m_2l^2}-\frac{g}{l} & 0 \end{bmatrix}\begin{bmatrix} \theta_1\\ \dot\theta_1\\ \theta_2\\ \dot\theta_2 \end{bmatrix}+\begin{bmatrix} 0 & 0\\ \frac{1}{m_1l^2} & 0\\ 0 & 0\\ 0 & \frac{1}{m_2l^2} \end{bmatrix}\begin{bmatrix} u_1l\\ u_2l \end{bmatrix}$$ Therefore, the solution is:
 * $$\displaystyle \mathbf{x}(t)=[exp{\mathbf{A}t}]\mathbf{x}(t_0)$$

which is
 * $$\begin{bmatrix}

\theta_1\\ \dot\theta_1\\ \theta_2\\ \dot\theta_2 \end{bmatrix}=exp{\begin{bmatrix} 0 & t & 0 & 0\\ -9.8588t & 0 & 0.0588t & 0\\ 0 & 0 & 0 & t\\ 0.0298t & 0 & -9.8298t & 0 \end{bmatrix}}\begin{bmatrix} 0\\ -2\\ 0\\ 1 \end{bmatrix} $$ To calculate the matrix exponential, we use Matlab code expm. Matlab code: matrix_exp.m

3)
As shown, the red line is the solution of Q1 $$\displaystyle \theta_1$$ and the green line is $$\displaystyle \theta_2$$.

And, the solution of Q2, the red is $$\displaystyle \theta_1$$, and the blue line is $$\displaystyle \theta_2$$.

= R*3.15 Verify whether the equation satifies the 2nd exactness condition =

== Given == Consider the particular form of exact N2-ODE:
 * $$\displaystyle G(x,y,y',y)=g(x,y,p)+f(x,y,p)y=0$$

with
 * $$g(x,y,p)=:\phi_x+\phi_yy'$$

 * $$=\phi_x(x,y,p)+\phi_y(x,y,p)p$$

 * $$f(x,y,p):=\phi_p(x,y,p)$$

The 2nd exactness condition for N2-ODEs are
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle f_{xx}+2pf_{xy}+p^2f_{yy}=g_{xp}+pg_{yp}-g_y$$
 * $$\displaystyle (Equation\;3.15.1)
 * $$\displaystyle (Equation\;3.15.1)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle f_{xp}+pf_{yp}+2f_y=g_{pp}$$
 * $$\displaystyle (Equation\;3.15.2)
 * $$\displaystyle (Equation\;3.15.2)
 * }
 * }

== Find == There is an equation that
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle (15p^4cosx^2)y''+(6xy^2)y'+[-6xp^5sinx^2+2y^3]=0$$
 * $$\displaystyle (Equation\;3.15.3)
 * $$\displaystyle (Equation\;3.15.3)
 * }
 * }

Verify whether it satisfies the 2nd exactness condition.

== Solution ==

As for the Equation (3.15.3)

$$\displaystyle f(x,y,p)=15p^4cosx^2=\phi_p(x,y,p)$$

$$\displaystyle g(x,y,p)=\underbrace{(6xy^2)}_{\phi_y(x,y,p)}y'+\underbrace{[-6xp^5sinx^2+2y^3]}_{\phi_x(x,y,p)} $$

And then we got the partial derivative terms:

 * $$\displaystyle f_x=15p^4(-sinx^2)\cdot 2x=-30xp^4sinx^2$$

 * $$\displaystyle f_y=f_{yy}=0$$

 * $$\displaystyle f_{xx}=-30p^4sinx^2-60x^2p^4cosx^2$$

 * $$\displaystyle f_{xy}=0$$

 * $$\displaystyle f_{xp}=-120xp^3sinx^2$$

 * $$\displaystyle g_x=6y^2p-6p^5sinx^2-12x^2p^5cosx^2$$

 * $$\displaystyle g_{xp}=-30p^4sinx^2-60x^2p^4cosx^2+6y^2$$

 * $$\displaystyle g_y=12xyp+6y^2$$

 * $$\displaystyle g_{yp}=12xy$$

 * $$\displaystyle g_p=-30xp^4sinx^2+6xy^2$$

 * $$\displaystyle g_{pp}=-120xp^3sinx^2$$

To verity whether it satisfies the 2nd exactness condition, Substituting them into Equation (3.15.1):

Therefore,

which means it satisfies the condition Equation (3.15.1). Substituting those values into Equation (3.15.2):

Therefore,

which means it satisfies the condition Equation (3.15.2).

title: User:EGM6321.f11.team1.pan/HW3


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User:Marshallsumter/Theory of definition

A theory of definition generally refers to those analytical tools for definitions so as to make predictions with definitions about definitions. A number of definitions included in the article uses definitions from wiktionary users or wikipedia users. Replace these with citational source definitions.

Notation
A theory usually begins with the introduction of notation or symbols for words or phrases in a commonly used language such as English, although for any needed words or phrases outside English that are difficult to express therein words or phrases from outside can be used.

Notation: Let the abbreviation Def. stand for the word definition; that is, as an indicator a definition of a term, word, phrase, or symbol is about to follow.

A few logical symbols may come in handy:

Definition of definition
“[D]efinitions are always of symbols, for only symbols have meanings for definitions to explain.” A term can be one or more of a set of symbols such as words, phrases, letter designations, or any already used symbol or new symbol.

In the theory of definition, “the symbol being defined is called the definiendum, and the symbol or set of symbols used to explain the meaning of the definiendum is called the definiens.” “The definiens is not the meaning of the definiendum, but another symbol or group of symbols which, according to the definition, has the same meaning as the definiendum.”

Def. "[t]he term - word or phrase - defined in a definition" is called a definiendum.

Def. "[t]he word or phrase that defines the definiendum in a definition" is called a definiens.

Def. a definiendum defined by a definiens is called a definition.

Russell's paradox for definitions
For every (or any) property, there exists a definition whose definiens is just those entities having that property.

Consider a definition whose definiens is "all those entities which have the property of not being in the definiens for their own definition". This is Russell's paradox for definitions.

This suggests that there is at least one property for inclusion in it's own definition whose definiens does not include that property.

In axiomatic set theory, admitting the first sentence above grants too much; however, language can have the paradox without any restriction.

Example:

Def. a. (from apple on Wiktionary) "[a] common, round fruit produced by the tree Malus domestica, cultivated in temperate climates" is called an apple.

Def. b. "[a] common, round fruit produced by the tree" Pyrus communis, "cultivated in temperate climates" is called an apple.

With these two definitions, an apple is a fruit of the tree Malus domestics, not the pear tree Pyrus communis. Definition b is customarily considered to be in error (a fallacy). It is either a fallacy because of the definiens or the definendum. A small branch of an apple tree grafted onto a pear tree that succeeds in producing apples has produced apples (not pears). Traditionally to amend this fallacy, we call such an apple something modified like a "papple". While this may make some people more comfortable, we also don't have to make an amend.

The definition of parallel lines is usually the definition from Euclidean geometry; however, change the definiens and many non-Euclidean geometries result.

Arguably, another form of this type of definition is a persuasive definition.

Those reading ahead may have noticed that certain alphabetical letters are missing: B, F, H, J, K, N, Q, U, V, W, X, Y, and Z, with respect to alternate types of definitions. Some of these gaps may be fillable with accepted terms for definitions, yet others may be filled only with adjective preceding noun. For example, a "being definition" could fill in the gap for the letter B: "The most obvious and common feature is language that may point toward some "Supreme Being" definition of religion." While appeal to any "Supreme Being" may be okay, an ordinary "being" such as an author is okay too. Usually, an authored definition falls under one or more of the customary definitional types below.

Axiomatic definition
It has been stated that "the rigorous definition of distance" fulfills "the three axioms that define an Euclidean metric" so that a "generalized metric can be defined using as distance an appropriate function ... that fulfills the three axioms of an Euclidean metric". Having met these three axioms as a criteria of an Euclidean metric, the definition of the generalized metric is said to be a "rigorous definition of distance".

An axiomatic definition is a rigorous definition: "the definition must clearly state the rules that are considered as binding, and on the other hand give the implementor enough freedom to achieve efficiency by leaving certain less important aspects undefined." This rigorous definition is for "an axiomatic definition of the programming language PASCAL".

Circular definition
Def. a definition relying directly or indirectly on the term being defined is called a circular definition.

Conceptual definition
Def. "[a] definition in terms of concepts, such as the one found in a dictionary, instead of in terms of the results of measuring procedures" is called a conceptual definition.

Dictionary definition
Dictionary definition is a description "specifying one of the commonly used meanings of the ... term.

Def. "[a] descriptive definition specifying one of the commonly used meanings of the defined term" is called a dictionary definition.

Def. 2: a definition is "a word or phrase expressing the essential nature of a person or thing".

Def. 3a: a definition is "a statement of the meaning of a word or word group or a sign or symbol".

Def. 3b: a definition is "the action or process of stating such a meaning".

Def. 4a: a definition is "the action or the power of making definite and clear".

Def. 4b: a definition is "clarity, distinctness".

Enumerative definition
Def. "[a] definition that exhaustively lists all the objects that fall under the defined term" is called an enumerative definition.

Extensional definition
Def. "[a] definition of a term that specifies its extension, that is, every object that falls under the definition" is called an extensional definition.

Genus–differentia definition
From the Wikipedia article genus-differentia definition: "[a] genus-differentia definition is a type of intentional definition ... composed by two parts:
 * 1) a genus (or family): An existing definition that serves as a portion of the new definition; ... [and]
 * 2) the differentia: The portion of the new definition that is not provided by the genera."

The rules for definition by genus and differentia are in the Wikipedia article definition.

Certain rules have traditionally been given for this particular type of definition.
 * 1) A definition must set out the essential attributes of the thing defined. That is "[a] definition should state the conventional connotation of the term being defined."
 * 2) Definitions should avoid circularity. To define a horse as 'a member of the species equus' would convey no information whatsoever. For this reason, a definition of a term must not be comprised of terms which are synonymous with it. This would be a circular definition, a circulus in definiendo. Note, however, that it is acceptable to define two relative terms in respect of each other.  Clearly, we cannot define 'antecedent' without using the term 'consequent', nor conversely.
 * 3) The definition must not be too wide or too narrow. It must be applicable to everything to which the defined term applies (i.e. not miss anything out), and to nothing else (i.e. not include any things to which the defined term would not truly apply).
 * 4) The definition must not be obscure. The purpose of a definition is to explain the meaning of a term which may be obscure or difficult, by the use of terms that are commonly understood and whose meaning is clear. The violation of this rule is known by the Latin term obscurum per obscurius. However, sometimes scientific and philosophical terms are difficult to define without obscurity. (See the definition of Free will, for instance).
 * 5) A definition should not be negative where it can be positive. We should not define 'wisdom' as the absence of folly, or a healthy thing as whatever is not sick. Sometimes this is unavoidable, however. We cannot define a point except as 'something with no parts', nor blindness except as 'the absence of sight in a creature that is normally sighted'.

Inductive definition
Def. a recursive definition is called an inductive definition.

Intensional definition
Def. "[a] definition that gives the meaning of a term by specifying all the properties of the things to which the term applies" is called an intensional definition.

Lexical definition
A lexical definition is usually a dictionary definition and "is either true or false."

Def. "[t]he meaning of a word in actual usage by speakers of a certain language" is called a lexical definition.

Metadefinition
Def. a metadefinition is "a set of attributes that address and satisfy a number of purposes or functions for [a particular] definition."

A definition serves five functions:

 * 1) a statement of identity,
 * 2) a way to define competitive and cooperative relationships with other terms,
 * 3) a way to end conceptual disputes and thus prepare the way for measurement - its preoperational or premeasurement function,
 * 4) a way to locate a term within a particular context - its orienting or contextual function, and
 * 5) a way to generate new ideas - its generative or revelatory function.

Operational definition
Def. "[a] showing of something - such as a variable, term, or object - in terms of the specific process or set of validation tests used to determine its presence and quantity" is an operational definition.

Ostensive definition
Def. "[a] process of binding the meaning to the defined term by pointing out examples and counterexamples" is called an ostensive definition.

Persuasive definition
From the Wikipedia article persuasive definition: "[a] persuasive definition is a form of definition which purports to describe the 'true' or 'commonly accepted' meaning of a term, while in reality stipulating an uncommon or altered use, usually to support an argument for some view, or to create or alter rights, duties or crimes. " I cannot confirm that this definition is in the references indicated.

"In his Ethics and Language, Stevenson defines the term 'persuasive definition' as follows: "In any 'persuasive definition' the term defined is a familiar one, whose meaning is both descriptive and strongly emotive. The purport of the definition is to alter the descriptive meaning of the term, usually by giving it greater precision within the boundary of its customary vagueness; but the definition does not make any substantial change in the term's emotive meaning. And the definition is used, consciously or unconsciously, in an effort to secure, by this interplay between emotive and descriptive meaning, a redirection of people's attitudes" (Stevenson, 1944)"

In argumentation the use of a stipulative definition is an example of the definist fallacy.

Precising definition
Def. 7a: a term is "a word or expression that has a precise meaning in some uses or is peculiar to a science, art, profession, or subject".

In the article precising definition, there is that "[a] precising definition is a definition that extends the lexical definition of a term for a specific purpose by including additional criteria that narrow down the set of things meeting the definition." The precising definition is usually aimed at the definiens.

Recursive definition
Def. a "definition of a term within which the term itself appears, and that is well-founded, avoiding an infinite regress" is called a recursive definition.

Rigorous definition
A rigorous definition of the term “stem cell” is as follows.

Definition: A cell is a stem cell if and only if it has the properties:
 * 1) unlimited self-renewal and
 * 2) within-tissue multipotentiality.

This definition has limited flexibility in that it “does not necessarily exclude cross-tissue plasticity.”

Semantic definition
Semantic definition is "[a] statement of the meaning of a word or word group or a sign or symbol. A semantic definition should be identical to a lexical definition.

Stipulative definition
A stipulative definition is a semantic "definition in which a new or currently-existing term is given a new meaning for the purposes of argument or discussion in a given context."

Symbolic definition
Def. 3: "A ⊆ B ↔ (∀x) (x ∈ A → x ∈ B)."

Synonymous definition
A synonymous definition is a definition “defining a single word [or symbol] by giving another single word [or symbol] which has the same meaning.” But, synonymous definitions have limitations:
 * 1) “some words have no exact synonyms” ,
 * 2) a synonymous definition “cannot be used in the construction of precising or theoretical definitions.”, and
 * 3) no synonym should appear in the definiens of a genus–differentia definition.

With relative synonymy instead of exact synonymy, relative synonyms may be useable in a genus–differentia definition.

Theoretical definition
Def. "the meaning of a word in terms of the theories of a specific discipline" is called a theoretical definition.

Def. an attempt "to formulate a theoretically adequate characterization of [an object] to which it is applied" is called a theoretical definition.

"The empirical and explanatory success of theories or theory-parts is a good indicator of their approximate truth. In turn, approximate truth is a good indicator of referential success."

There are "three dominant theories of reference, namely descriptivist, causal-historical and causal-descriptivist".

"Successor theories typically preserve all of the empirical and explanatory success of their predecessors as well as add to it. They are thus in general strictly more approximately true than their predecessors. Moreover, by preserving their predecessors’ approximately true parts they preserve any referential success the predecessors enjoy. This implies that successor theories that are more approximately true than their predecessors are typically also referentially continuous with them."

"[M]ost discussions of reference concern everyday language term reference and in particular the reference of proper names ... [here] primary focus will be on scientific term reference."

Here is an example of a causal-descriptivist definition:

"Def. 6: A term t refers to a(n) entity a (/property X) if and only if the dominant (causal) source of any descriptive content associated with t is a (/X).", where "a (/property X)" means an entity "a with property X", also as a "/X".

With full respect to a theoretical definition of a term that has continued to be used through several theories ("refcont" ), there is

“Def. 12: A scientific term t refers(MX) to a real entity a (/property X) if and only if (i) t is used to consistently identify a (/X) and (ii) all and only the theoretical and empirical descriptive claims associated with t are true of a (/X).”, where "refers(MX)" represents the maximum extreme "of the spectrum of noteworthy referential concepts."

And finally,

“Def. 13: Two successive scientific terms t and t' are refcont(MX)* if and only if (i) t' refers(MX) to a (/X), (ii) t nearly refers(MX) a (/X) and (iii) t' inherits all of the (non-trivial) theoretical and empirical descriptive claims true of a (/X) that are associated with t.”

By definition
By definition, or by means of a definition, indicates the use of a passage that explains the meaning of a term (a word, phrase or other set of symbols), or a type of thing, so as to demonstrate identicalness. “The phrase by definition has a precise meaning: the speaker [or writer] is asserting that a property can be assigned to an object that has been named, by virtue of the fact that the definition of the object requires it to have that property.”


text:
User:Janetsky~enwikiversity

This would be MY page.

title: User:Janetsky~enwikiversity


text:
Literature/1945/Orwell

 * http://books.google.com/books?id=My-TZvEZZFIC

Excerpts

 * Why then do we continue in this miserable condition? Because nearly the whole of the produce of our labour is stolen from us by human beings.

 * More...
 *  Animal Farm

Wikimedia

 *  Animal Farm
 * They run the farm themselves, only to have it degenerate into a brutal tyranny of its own.

 *  Animal Farm
 * The novel addresses not only the corruption of the revolution by its leaders but also how wickedness, indifference, ignorance, greed and myopia destroy any possibility of a Utopia. While this novel portrays corrupt leadership as the flaw in revolution (and not the act of revolution itself), it also shows how potential ignorance and indifference to problems within a revolution could allow horrors to happen if a smooth transition to a people's government is not achieved.

 * George Orwell

 * Stalinism
 *  Nineteen Eighty-Four

 * Dystopia
 * Utopia

title: Literature/1945/Orwell


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title: File:Squirrel Cage.jpg


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User:Egm6321.f11.team1.zheng.zx/personal place/HW3

= R*3.6 Derive the equations of motion of the Double Pendulums =

Find
1.Derive the equations of motion
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\displaystyle m_1l^2 \ddot{\theta_1} = -ka^2(\theta_1-\theta_2)-m_1gl\theta_1+ u_1l $$ $$
 * $$\displaystyle
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\displaystyle m_2l^2 \ddot{\theta_2} = -ka^2(\theta_2-\theta_1)-m_2gl\theta_2+ u_2l $$ $$ 2.Write in matrix form
 * $$\displaystyle
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Solution
For the left arm: 'M' is the torque relative to hinge point

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\displaystyle \sum M=M_u+M_k+M_G $$ $$ 'I' is the moment of inertia '$$\alpha$$' is the angular acceleration
 * $$\displaystyle (Equation\;3.6.1 )
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\displaystyle \sum M=I\cdot\alpha $$
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\displaystyle I_1=m_1l^2 $$
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\displaystyle \alpha=\ddot{\theta_1} $$
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\displaystyle M_u=u_1 \cdot l \cdot \cos \theta_1 \approx u_1 \cdot l $$
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\displaystyle M_k=F_k \cdot a \cdot \cos \theta_1 =k(a \cdot \sin \theta_2 -a \cdot \sin \theta_1) \cdot a \cdot \cos \theta_1 \approx -ka^2(\theta_1 - \theta_2) $$
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\displaystyle M_G=-m_1g \cdot l \cdot \sin \theta_1 \approx -m_1gl \theta_1 $$ Apply to equation 3.6.1:
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\displaystyle m_1l^2 \ddot{\theta_1} = -ka^2(\theta_1-\theta_2)-m_1gl\theta_1+ u_1l $$ $$ Similarly, we can get the equation of motion for the right arm:
 * $$\displaystyle (Equation\; 3.6.2)
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\displaystyle m_2l^2 \ddot{\theta_2} = -ka^2(\theta_2-\theta_1)-m_2gl\theta_2+ u_2l $$ $$
 * $$\displaystyle (Equation\; 3.6.3)
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Linear time-variant systems
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\displaystyle \dot{x}(t)=A(t)x(t)+B(t)u(t) $$
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\displaystyle x:=\left \lfloor \theta_1 \dot \theta_1 \theta_2 \dot \theta_2 \right \rfloor ^T \in \mathbb {R} ^{4 \times 1} $$
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\displaystyle u:= \begin{Bmatrix} u_1l\\u_2l \end{Bmatrix} \in \mathbb {R}^{2 \times 1} $$
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to find A and B in the following format

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\displaystyle \begin{bmatrix} \dot \theta_1\\ \ddot \theta_1\\ \dot \theta_2\\ \ddot \theta_2 \end{bmatrix} = \begin{bmatrix} & &  & \\  &  &  & \\  &  &  & \\  &  &  & \end{bmatrix} \begin{bmatrix} \theta_1\\ \dot \theta_1\\ \theta_2\\ \dot \theta_2 \end{bmatrix} + \begin{bmatrix} & \\ & \\  & \\  & \end{bmatrix} \begin{bmatrix} u_1l\\ u_2l \end{bmatrix} $$ $$
 * $$\displaystyle (Equation\; 3.6.4)
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finally, the matrix is:

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\displaystyle \begin{bmatrix} \dot \theta_1\\ \ddot \theta_1\\ \dot \theta_2\\ \ddot \theta_2 \end{bmatrix} = \begin{bmatrix} 0&1 &0  &0 \\  \displaystyle -\frac{ka^2}{m_1l^2}-\frac{g}{l} &0 & \displaystyle \frac{ka^2}{m_1l^2}  &0 \\ 0 &0 &0  &1 \\  \displaystyle \frac{ka^2}{m_2l^2}&0  & \displaystyle -\frac{ka^2}{m_2l^2}-\frac{g}{l} &0 \end{bmatrix} \begin{bmatrix} \theta_1\\ \dot \theta_1\\ \theta_2\\ \dot \theta_2 \end{bmatrix} + \begin{bmatrix} 0&0 \\ \displaystyle \frac{1}{m_1l^2}&0 \\ 0&0\\ 0&\displaystyle \frac{1}{m_2l^2} \end{bmatrix} \begin{bmatrix} u_1l\\ u_2l \end{bmatrix} $$ $$
 * $$\displaystyle (Equation\; 3.6.5)
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= R*3.13 Second exactness condition =

Given

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\displaystyle G(x,y,y',y)=g(x,y,p)+f(x,y,p)y=0 $$ $$
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$$\displaystyle
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\displaystyle g(x,y,p):=\phi_x (x,y,p)+\phi_y (x,y,p)p $$ $$
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$$\displaystyle
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\displaystyle f(x,y,p):=\phi_p (x,y,p) $$ $$
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$$\displaystyle
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Find
1.Derive the 2nd relation in the 2nd exactness condition 2.Derive the 1st relation in the 2nd exactness condition 3.Verify that $$x(y')^2+yy'+(xy)y''=0$$satisfies the 2nd exactness condition

1.Derive the 2nd relation in the 2nd exactness condition

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\displaystyle G(x,y,y',y)=g(x,y,p)+f(x,y,p)y=0 $$ $$
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$$\displaystyle (Equation\;3.13.1 )
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\displaystyle g(x,y,p):=\phi_x (x,y,p)+\phi_y (x,y,p)p $$ $$
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$$\displaystyle (Equation\; 3.13.2)
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\displaystyle f(x,y,p):=\phi_p (x,y,p) $$ $$
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$$\displaystyle (Equation\;3.13.3 )
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\displaystyle p:=y' $$
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\displaystyle g_p = \phi_{xp} + \phi_{yp} \cdot p +\phi y $$ for
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\displaystyle f=\phi_p $$
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\displaystyle g_p = f_x+f_y \cdot p + \phi y $$ $$
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$$\displaystyle (Equation\;3.13.4 )
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then
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\displaystyle g_{pp}=f_{xp} + pf_{yp}+f_y+\phi_{yp} $$
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for
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\displaystyle f=\phi_p $$
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\displaystyle g_{pp}=f_{xp}+pf_{yp}+2f_y $$ $$
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$$\displaystyle (Equation\;3.13.5 )
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2.Derive the 1st relation in the 2nd exactness condition
For we know that:
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\displaystyle \phi_{xy}= \phi_{yx} $$
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From equation 3.13.4 we can get:
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\displaystyle \phi_y = g_p-f_x-pf_y $$
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then
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\displaystyle \phi_x = g-\phi_y \cdot p =g- pg_p + pf_x + p^2f_y $$ then
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\displaystyle \phi_{xy}=g_y-p_yg_p+p_yf_x-pg_{py}+pf_{xy}+2pp_yf_y+p^2f_{yy} $$
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\displaystyle \phi_{yx}=gp_x - pf_{xy}-f_yp_x-f_{xx} $$ apply $$\phi_{xy}=\phi_{yx}$$
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and $$p_x=p_y=0$$ We get:
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\displaystyle f_{xx}+2pf_{xy}+p^2f_{yy}=g_{xp}+pg_{yp}-g_y $$ $$
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$$\displaystyle (Equation\;3.13.6 )
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3.Verify that $$x(y')^2+yy'+(xy)y''=0$$satisfies the 2nd exactness condition

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\displaystyle x(y')^2+yy'+(xy)y''=0 $$
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\displaystyle g(x,y,y')=x(y')^2+yy' $$
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\displaystyle f(x,y,y')=xy $$
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1.Verify the first relation
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\displaystyle f_{xx}+2pf_{xy}+p^2f_{yy}=0+2p+0=2p $$ $$
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$$\displaystyle (Equation\;3.13.7 )
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\displaystyle g_{xp}+pg_{yp}-g_y=2p+p-p=2p $$ $$ so Eq7=Eq8, satisfied 2.Verify the second relation
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$$\displaystyle (Equation\; 3.13.8)
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\displaystyle f_{xp}+pf_{yp}+2f_y=0+0+2x=2x $$ $$
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$$\displaystyle (Equation\;3.13.9 )
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\displaystyle g_{pp}=2x $$ $$
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$$\displaystyle (Equation\; 3.13.10)
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so Eq9=Eq10, satisfied

= R*3.16 Finish the story =

Given

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\displaystyle \phi (x,y,p)=3p^5 \cos x^2 +2xy^3 =k $$ $$
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$$\displaystyle
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\displaystyle \phi _x = 3p^5(-\sin x^2)(2x)+2y^3 $$ $$
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$$\displaystyle
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\displaystyle \phi _y = 6xy^2 $$ $$
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$$\displaystyle
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\displaystyle \phi _p = 15p^4 \cos x^2 $$ $$
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$$\displaystyle
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\displaystyle h_yy'+h_x=(6xy^2)y' + 2y^3 $$ $$
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$$\displaystyle (Equation\;3.16.0 )
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Find
$$ \displaystyle \phi (x,y,p) $$ using reverse engineering

Solution

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\displaystyle \phi (x,y,p)=3p^5 \cos x^2 +2xy^3 =k $$ $$
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$$\displaystyle (Equation\; 3.16.1)
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\displaystyle \phi _x = 3p^5(-\sin x^2)(2x)+2y^3 $$ $$
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$$\displaystyle (Equation\;3.16.2)
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\displaystyle \phi _y = 6xy^2 $$ $$
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$$\displaystyle (Equation\; 3.16.3)
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\displaystyle \phi _p = 15p^4 \cos x^2 $$ $$
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$$\displaystyle (Equation\;3.16.4 )
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\displaystyle f= \phi _p =15p^4 \cos x^2 $$ $$
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$$\displaystyle (Equation\;3.16.5 )
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\displaystyle g= \phi_yp+\phi _x = (6xy^2)y'+[-6xp^5 \sin x^2 +2y^3] $$ $$ From equation 6, we get:
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$$\displaystyle (Equation\;3.16.6 )
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\displaystyle \phi = h(x,y)+3p^5\cos x^2 $$ $$
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$$\displaystyle (Equation\;3.16.7 )
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then
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\displaystyle g=(h_y+0)y' + [h_x + 3p^5(-sinx^2)(2x)]=(6xy^2)y' - 6xp^5 \sin x^2 + 2y^3 $$ $$
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$$\displaystyle (Equation\; 3.16.8)
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rearranging:
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\displaystyle h_yy'+h_x=(6xy^2)y' + 2y^3 $$ $$
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$$\displaystyle (Equation\;3.16.9 )
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We have solved the problem assumed that $$\displaystyle h_x=2y^3$$

Now we assume that $$\displaystyle h_yy'=2y^3$$ so:

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\displaystyle h_x=(6xy^2)y'=6y^2y' \cdot x $$
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integrating h:

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\displaystyle h(x,y)=3x^2 y^2 y' + k_2(y) $$
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\displaystyle h_y=6x^2 y y'+{k_2}'(y) $$
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for
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\displaystyle h_y=\frac{2y^3}{y'} $$
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\displaystyle {k_2}'(y)=\frac{2y^3}{y'}-6x^2y \cdot y' $$
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\displaystyle k_2(y)=\frac{y^4}{2y'}-3x^2y'y^2+k_3 $$ so:
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\displaystyle h(x,y)=\frac{y^4}{2y'}+k_3 $$
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\displaystyle \phi (x,y,p)=3p^5\cos x^2 + \frac{y^4}{2y'}=k $$
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= References =


text: File:Egm6321.f11.team1.Coupled pendulums.png