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The Piman's Creativity Course

I must start somewhere, so here goes! This page may become a hub for my contributions. Comments are welcome on my talk page. Ray Calvin Baker 02:19, 26 November 2011 (UTC)

You will probably want to skip down to the course outline (below).

I'm trying to CREATE this course, so I'm leaving notes (probably boring)to myself, My intent is to create materials to fascinate primary-school students (who can use CREATIVITY the best!), but I need my notes to plan and organize the ideas I believe should be in this course.

Ideas from TEACHERS (and students) will be welcomed! Ray Calvin Baker 21:38, 27 November 2011 (UTC)  TWO OF THE PI-MAN'S NOTES TO HIMSELF (to help him track and organize his material):

This is the "RaysNotes.txt" file created FRI 2011 NOV 11 11:06 AM, revised MON 2011 NOV 14 11:04 PM.

The version on my flash drive is intended for the Wikiversity. The version on my laptop's C: drive, in the "QB64Folder" folder, also documents my progress in using the Qb64 compiler and source code I downloaded.

UNIMPORTANT but POSSIBLY HELPFUL paragraph:

I am making up this course as I go along, so there will be lots of notes that I write to myself left embedded within it. I hope that these will not be too distracting to you, but that they will provide hints for the process of writing Wikiversity materials, when you want to create a course on one of your favorite topics. I expect you to want to do this! P. S. Have you taken all of the Wikiversity guided tours? Have you started any of the other Wikiversity tutorials? I don't mean to rush you -- you are FREE to do whatever YOU want, at your own pace.

I found the Wikipedia while using a computer terminal at the Easton Toyota dealership, while waiting for repairs to be made on my car. I found the Wikipedia to be very interesting, perhaps even addictive, but its goal is to record and present verifiable encyclopedia articles, not original research.

TECHNICAL NOTES (Skip these unless you are trying to do your first assignment):

You will need to become familiar with at least three web sites to master this course material. These are: (1) the "download the QB64 Compiler" page, (2) the pages of the QB64 documentation wiki, and (3) my pages of instructional materials. You have already found item (3), or you wouldn't be reading this! The first two items were furnished by other people (THANK YOU! THANK YOU! THANK YOU!), so they are not under my complete control. I will be learrning to use those items myself, often, only a few hours before you do.

YOUR FIRST ASSIGNMENT: DOWNLOAD the QB64 COMPILER

THE NARRATIVE CONTINUES....

Then I discovered the Wikiversity, which is just begging for original creative educational materials. While taking several of the guided tours, I was invited to start an account in the Wikiversity. So I did. And I played a bit in the sandbox. You can, too

Now I am trying to organize my thoughts, materials, and activities into (what I hope is an important and desperately needed) course called "Creativity". [cite Newsweek article]

- - - - -

	The Pi-man's "CREATIVITY" Course

This course is being developed especially for primary school students. The sooner you try to be creative, the better!

I hope it will also contain many items of interest to junior and senior high school students. Please do not be offended that I try to write the simplest explanations that are possible.

I invite teachers to read my works also. They can best help me to help students by posting suggestions and requests on my wikiversity user talk page.

"Don't let schooling interfere with your education!" -- Mark Twain

EMPOWERMENT

A key theme of this course is EMPOWERMENT -- YOU too can BE CREATIVE! I enjoyed Tom Peters' chapter on empwerment, in his book, _Re-Imagine_ (This is the main source that gave me the "kick in the pants" to actually start trying to develop educational materials.)

THE COURSE OUTLINE

I. Why even attempt CREATIVITY?

A. The "up side" of Creativity

1. THE DIRE NECESSITY -- Unless the human race can solve all of the problems that beset us, some unsolved problem may kill us all. IT'S A MATTER OF SURVIVAL..

2. Often, the creator of a solution to a problem can gain some economic advantage in sharing his (This is just a standard grammatical "his" -- 		   see "line 5." below.) solution with others. (But even Thomas Edison had some troubles 		   achieving this point.)

3. You may become able to do (easily) things that most other people think (wrongly) are impossible. "We Baker boys think of things to think of, 		   which most people never think of thinking of." -- a quote from one of my younger brothers

4. ANYBODY can be creative! Any time. Any place.

5. Some creative GIRLS:

a. Ada Lovelace, the first software engineer

b. Grace Murray Hopper, the admiral who refused to retire (and helped invent 			  and promote the COBOL software tool).

c. Who invented the circular saw blade?

d. Some mathematicians who helped Einstein:

i. Lise Meitner

ii. Emmy Noether

e. Mary Shelley, author of the famous early science-fiction story, _Frankenstein_.

f. Tomoko Fuse, author of _Multidimensional_ _Transformations:+Unit_Origami.

6. If you work at creativity, you may discover that you can (literally) solve technical problems in your sleep.

B. The "down side" of Creativity

1. Creativity may upset "the way we've always 		  done things". Others may feel threatened by it.

2. The curiosity which drives a scientist is often misinterpreted (especially in social settings) as rudeness or worse.

3. Creativity requires BOTH divergent thinking and convergent thinking

4. Creativity requires ceaseless curiosity, thinking, and learning. It's a lot of work and effort!

5. There is no "magic recipe" for creativity. What you must do is spend a lifetime to develop a set of robust heuristics which works for you.

6. The career you are planning for now may be OBSOLETE before you finish college. Consider the plight of the Swiss watch makers when $10 Timex quartz crystal watches became available!

7. Creativity does not always occur when you want it to (unless you practice it a lot and WORK hard at being creative.

II. An addition to (not a replacement for) standard educational practice

My thinking is that the "standard educational practice" is too important to mess up. I needed it to be able to enter college. But I think the most important reason I was able to be a   successful programmer for thirty years, is that I read A LOT and taught myself so much additional material. I also learned to work independently. And I learned that lots of important projects simply do not fit into the normal school routines. (They require months, instead of minutes.)

So, I intend to produce the best computer-guided course materials I can, as "stand by themselves" programs when possible -- supplemental materials which do not depend very much on the attention of a class-room teacher. Besides, I lack the social skills and common sense to function in a traditional class- room setting. But, being somewhat autistic, I have an amazing ability to concentrate in an area of special interest to me -- one such area (obviously) is Computer Science; another is   Mathematics. (If a TEACHER requests something useful in her classroom, that's    another matter -- we'll see what I can do. Please post your     request on my Wikiversity user talk page.)

A. Example: "Napier's Bones"; used in a fourth-grade class as an aid in learning multiplication and long division. (A tool with amazing historical interest.)

I developed a Power Point presentation on this topic, before I dropped out of graduate school (but this was 	  only "look and learn). A fourth grade class 	   sucessfully used a paper model of the "bones", with 	   encouraging results ("hand on" experience is better). 	   I am hopeful that an interactive computer program 	   is an even better way to present this topic, and I'm 	   trying to develop ways to make this possible and easy.

B. Raymond Kurzweil's "List of Suggested Readings" is	  25 pages of book and magazine article citations -- not to mention web sites. This should be a good start for my next course -- "Tomorrow 101".

C. _The_Last_B._S._History_Book_in_History_ is 	  my journal (in progress) of my efforts to make the Wikiversity (or, at least, "Simple Simon" within it) artificially intelligent. (I know. At the present time, 	  "artificial intelligence" is in competition only with 	   "genuine stupidity". :-

D. May I use a computer? No! You MUST use a computer! How else do you expect to create your own new apps?

III. Finding (or making) CONNECTIONS (This ties in to material on the primary education portal.) Many of the topics I am preparing for this course are CONNECTED in many ways. The linear outline format does not do justice to the many connections. But, web pages can be     built with many non-linear connections. Links to connected topics can be as near as a mouse click away!

A. Learning to "see" connections

1. My childhood introduction to "Descriptive		  Geometry"

a. My father, an analog computer in the Taylorcraft factor (draftsman), had to 			  draw pictures of airplanes which hadn't 			   been built yet, so other people could make blueprints and build the airplanes.

b. Would the book, _Descriptive_Geometry_, by French and Vierk, have sold more copies had it had the title instead, _Source_Material_for_IQ_Tests_?

c. Differential Calculus in the hands of a three-year-old -- the half-silvered mirror

2. Reading through the encyclopedias (One of my favorites was volume "P": for 		  "Planets", "Plants", "Polyhedra", "Printing 		    Presses", and many other topics.)

3. Origami

A. it's "hands-on" four-dimensional geometry from a "simple" piece of paper.

B. Origami methods are actually more sophisticated than traditional "straight-			  edge and compass" geometry. Search the web for ways to "duplicate the cube" and "trisect any angle" -- easy with origami; not possible with straight- edge and compass

4. What do origami, autobiographical material by 		  R. Buckminster Fuller, and essays on Mathematical Recreations have in common? (Answer: the same pictures of regular and 		   semi-regular Polyhedra)

B. Learning to "go beyond" the usual

1. "Impossible" puzzles

a. Stewart coffin's "Convolution" puzzle

b. The puzzle I encountered in Wexham, NC

c. Four connected line segments span nine dots

2. "How to Count past a Googolplex"

3. _How_to_Find_Your_Very_Own_Personal_Solution_ _to_Rubik's_Cube_ One of the most important lessons a creative student can learn is this: "Not every problem 		  can be solved in less than two minutes." Arithmetic in primary school may appear to work that way, but I hope my BOOK will help students recognize the depth sometimes required for true, creative problem solving.

IV. "Hands on" activities

A. Computer Science

1. QB64 BASIC compiler can be downloaded from Wikipedia (This is your first assignment 		  for this course.)

2. Full documentation is available at the QB64 wiki

3. There seems to be an active "user community" of amateur (hopefully, "white hat") coders providing a plethora of sample programs.

B. Reverse Engineering

1. Re-using Wikiversity (and Wikipedia) materials -- if somebody else posted something neat in their web pages, you can learn to read the source code and use the same methods on your pages.

2. Making objects (puzzles) from published pictures Studying pictures carefully can teach you a lot!

3. Explore the many "how to do it" pages on the web.

4. The reconstruction of Colonial Williamsburg is 		  elegant example of how an entire village can be built from the most primitive beginnings.

5. The Japanese used reverse engineering to (almost) win World War II. How do you think they learned to build airplanes and battleships?

C. An adaptation of the public material on 	  MIT's course, "How to Make Almost Anything", suitable for primary school students

1. Are hacksaw blades, files, drill bits, and 2 by 4's sufficient (and safe enough to use)?

a. Also necessary are: sand paper (assorted grits), sanding blocks, pencils, erasers, combination square, protractor, drawing compass -- and LOTS of time and patience.

b. Tools of doubtful safety: hobby craft knife, block plane (requires lots of 			  muscular strength -- it's difficult for 			   young children to use.), sharp chisels

2. "Breadboards" and kits from Radio Shack These are expensive, but many present ways to 		  connect circuit components which are simple and easy enough for children to use, with proper instructions and guidance.

3. Is the $40 machine shop a workable idea? Electric Discharge Machining is versatile -- it can cut almost any conductive material (even hardened steel) into intricate shapes.

Known hazards: possible exposure to 110 volt electricity; some dielectric fluids (e. g., 		  kerosine) are toxic and/or flammable.

4. Is a $20 (child powered) scroll saw possible? A scroll saw can cut wood into almost any shape, and is probably the one power tool safest for responsible children to use. Building enough scroll saws for a class of 		  students would probably require the $40 machine shop to make metal parts for hinges and clamps.

D. Craft Activities

1. Paper Engineering

2. Making puzzles and furniture

V. Creative Problem Solving

A. My puzzle collection

1. Physical ("real reality") models

2. On-line ("virtual reality") models

B. On-line resources

1. The works of Stewart Coffin (One of the world's foremost designers of 		   non-orthogonal puzzles)

2. References to Martin Gardner and his works (deceased author of "Mathematical Games" column 		   in _Scientific_American_ magazine for 25 years)

3. Pictures of the puzzle collections of very many other puzle collectors

4. Down-loadable computer "free-ware" (CAUTION! We will need to be careful to 		   avoid "mal-ware"!)

VI. The immediate goal of the course is to encourage creativity in    as many students as my educational material can reach. Then, I    would like to offer some challenges and attempt to apply some principles of "Crowd Accelerated Innovation" in hopes of    beginning an intellectual "chain reaction" in an on-line community.

The ultimate goal of the course is to see that "Simple Simon", the smiley-faced tour guide extraordinaire for the Wikiversity, gets created in computer-compatible form, and gets promoted to the position of "acting Director for the Wikiversity", designing custom courses and leading special tours for wikiversity users and visitors. (It's [about] bot time! --    _The_Singularity_Is_Near_ -- Raymond Kurzweil) I believe that the Wikiversity could become the Singularity! :-D

The end.

title: The Piman's Creativity Course


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Wikiversity:Colloquium/archives/November 2011

Importing pages from other MediaWiki installations
It looks to me like Wikiversity's raw settings don't allow imports from other than a short list of wikis, i.e., beta, w, b, q, and s. That seems to be an unnecessary limitation. XML imports ("direct upload") which would allow imports from any MediaWiki installation at all are also not enabled. Custodians should have this right, here, and, structurally, this allows for a kind of regulated independence, where, for various reasons, pages may be developed elsewhere and then imported here, and it's possible to do this so that there is maintained attribution to specific users, in history. I have an immediate situation to handle, but because this can be handled differently, I don't need immediate attention to this, I'm calling attention to it for the long term. --Abd 13:27, 2 November 2011 (UTC)

I could support adding an import group with the rights to use the import and XML import tools. That way the work is distributed to anyone willing without also having to give other tools associated with the custodian group out. -- dark lama  14:18, 2 November 2011 (UTC)
 * I would not support that, and the reason is that XML import can create many pages in one import, making a massive mess. I don't see a need for a new trusted group. Someone who wants to do special work like this can and should request probationary custodianship. I'll note that any probationary custodian or their mentor can set up special restrictions, thus, in effect, if someone only wanted to do imports, and were only trusted to do that, they could simply be instructed to do only imports, with Candidates for Custodianship/Standard stop agreement, if part of their custodianship agreement, allowing immediate removal of tools for violation.
 * What is needed here is change of WV settings so that XML import is available to current importers. I.e., all custodians. --Abd 14:32, 2 November 2011 (UTC) struck. Bad Idea. --Abd 16:01, 2 November 2011 (UTC)

 * I have noticed at other projects people are more frequently willing to ask for group membership and help out when there are fewer tools involved compared to before when the only way to use a tool was to get many other tools too. People can also create many pages and make a massive mess using other tools out there for copying content between wikis. I believe the XML import tool provides at least a bread crumb trail that can be followed. Other tools are not usually as informative and so can result in pages being deleted indiscriminately. Some people may opt for the other tools given a choice between the other tools and having to get all the tools that come with the custodian group. In other words, the same mess can happen either way, but people are more likely to participate and help out if more options are available to them. -- dark lama  15:23, 2 November 2011 (UTC)
 * It's simple, Darklama, to ask for probationary custodianship in order to use one tool, and to avoid using other tools. Are you suggesting that there are people who would prefer to not have the other tools, because they'd be tempted to use them? Perhaps. --Abd 15:59, 2 November 2011 (UTC)
 * I'm suggesting people have a preference because what groups are requested changes when groups with fewer tools are introduced into a wiki. I was not suggesting why people have a preference for fewer tools. Few people have explained why they prefer one over the other. I can imagine quiet a few reasons why people prefer it, and I could be wrong or failing to consider other reasons. Of the people I have seen give a reason, the most common one is they have a need for a tool, and simply don't see a need for the other tools and don't want to have them. That may be due to people wanting to focus on specific tasks and not wanting distractions. -- dark lama  17:06, 2 November 2011 (UTC)
 * There are two issues here, and they are being confused. First of all, XML import. This is actually extraordinarily dangerous, it could create massive disruption, so much that I am now thinking this should be a seriously reserved tool. (As it is. Only a developer would be able to do this). Interwiki import from the list of wikis is far less dangerous, and having a reduced tool set is an idea that has been kicked around before. --Abd 15:59, 2 November 2011 (UTC)

There are precedents for having importers; for example, there is an Importer class on EN:WQ. In general, I cannot see the objection to splitting up user rights. The original Wiki software only provided for omnipotent administrators; this has already been split into stewards, bureaucrats and admin/custodians. On many other WMF wikis, other rights such as rollback and autoreviewer hava also been split off.--Poetlister 12:40, 4 November 2011 (UTC)
 * Thanks, Poetlister. On the other wikis, obtaining admin rights has become a sometimes onerous process, made worse by necessity: if rights cannot be easily removed, then supposedly one would need to be extremely careful about granting them. Structurally, this is insane, because users will act one way before being approved, and may change their behavior when they feel immune. Be that as it may, Wikiversity has an alternative: probationary custodianship, and there is a recent precendent for "permanent probationary custodianship." Essentially, it is easy to obtain easily-revocable rights here. On Wikipedia, rollback is a separable right, and can be granted -- and revoked -- by any administrator with no fuss. In other words, elsewhere there are reasons for having the rights separated out. That reason is less applicable here. It is now possible to grant specific rights, simply by requiring, with the grant, voluntarily accepted, that the user not use other tools. What's not clear to me is a need for enforced restriction, i.e., impossibility of violation. And I have no personal problem if a user who has asked, say, for rollback, being voluntarily restricted from, say, blocking, who nevertheless sees an emergency situation with blatant vandalism and who goes ahead and blocks, following the proposed guideline for emergency actions. Technically, with the restriction in place, any user (or any admin, I think the Standard stop agreement provides), could go to meta and point to the restriction the violation and the tools would be removed. So what? If the usage was supported, the tools would be given back, and if the violation was only technical, the user complaining might be trout-slapped. Again, not really a problem. --Abd 16:44, 4 November 2011 (UTC)

 * On some other wikis, these additional groups can be added and removed by any administrator, reducing the need to be careful about about granting them, and has encouraged a no big deal attitude for them even if the administrator tools as a whole are harder to get. I consider the benefits to be that more people are likely to contribute to the project and the atmosphere of the project becomes more friendly and relaxed from what I have observed. -- dark lama  17:17, 4 November 2011 (UTC)

Spanish
Hello, i was trying to access the homework assignments for spanish and i was wondering if anyone could help me with this. i'm also looking for more advanced spanish courses. are there any coming?

--Joseph Kollhoff 23:09, 9 November 2011 (UTC)

 * Hi Joseph. We do have learning resources on Spanish 1 and Spanish 2.  I am not sure if either of them have homework assignments.  There category for all Spanish resource pages at Category:Spanish.   But being a volunteer organization it is hard to tell sometimes what is coming and what is not.  Hope this helps. Thenub314 23:36, 9 November 2011 (UTC)

Rethinking configuration issues.
Partially inspired by this recent events I wanted to see if there was any consensus to:
 * create a separate group for probationary custodians that could be added and taken away by local bureaucrats, without having to involve meta.
 * Rethink how we do we divide tools across user groups.

Personally I think the first bullet is a must, and it never hurts to discuss the second bullet. Thenub314 00:21, 17 November 2011 (UTC)

 * Stewards do seem to have trouble understanding our probationary custodian process. I guess having a probationary custodian group that bureaucrats can add and remove could be good way to only involve Meta with full custodians who are removed through consensus as the stewards there are use to. -- dark lama  00:35, 17 November 2011 (UTC)
 * It would certainly be simpler. We are short of active 'crats, though. --Abd 01:05, 17 November 2011 (UTC)

about general information
Do wikiversity have experts who can give general information about subjects of science?

--Umar farooq miana 15:40, 18 November 2011 (UTC)

 * Being a group of volunteers there are sometimes people around who are familiar with some particular subject, and sometimes not. As the base of contributors grows this will of course become less of an issue.  As it stands there are a few people familiar with science, but you can see some of the resources already written by them in Category:Science, and you are welcome to ask questions here, or on an articles talk page, and if there is anyone who feels they can help they will join in the discussion. Thenub314 16:24, 18 November 2011 (UTC)

Picture of the day
I was just wondering whether the community might consider changing the set of images used for the eduacational picture of the day to some images of higher technical quality, or establishing a process to feature pictures on Wikiversity. While the images used at the moment look alright in preview, at full resolution they're not really comparable to the best work of Commons nowdays. --Xijky 08:46, 20 November 2011 (UTC)

 * See Featured. I think any pictures of the day should be of pictures in use at Wikiversity, and not just available at Commons though. -- dark lama  13:33, 20 November 2011 (UTC)
 * I would agree with you - I'll try to find some resources to illustrate. There are some current picture of the day - like File:Avercamp Winter.jpg - which are unused on any resources here.
 * Would it be a good idea to create a Commons template for our pictures of the day ? Thanks. --Xijky 17:34, 20 November 2011 (UTC)

Gymnastics articles
Recently, many articles have been posted regarding gymnastics. They are copies of Wikipedia pages. For example, compare Trampolining with Trampolining. I think this is a problem because people are considering Wikiversity as merely a lesser encyclopedia and not as a host of academic resources (which mean lectures, homework assignments, tests, etc.) Ottava Rima (talk) 14:21, 27 November 2011 (UTC)

Abd
There is a discussion at RCA concerning whether editing restrictions should be imposed on Abd. -- Simone 14:46, 27 November 2011 (UTC)
 * RCA is not the page to discuss or determine sanctions, other than ad hoc restrictions determined by custodians, that would be Community Review. RCA is for what the name says, "requests for custodian action." --Abd 19:45, 27 November 2011 (UTC)
 * As you always say, ignore all rules =). I'll create a special Wikiversity project page if anyone apart from you complains. -- Simone 19:47, 27 November 2011 (UTC)
 * I don't always say that.... IAR is for situations not covered by rules, where the application of a rule is defective because it wasn't written for the situation. When rules exist and are what a community expects, they should be followed. --Abd 19:56, 27 November 2011 (UTC)

Poetlister1
Poetlister is globally banned. I therefore suggest that he should be immediately blocked here to prevent disruption. I have meanwhile requested that the sockpuppet account be globally locked over at meta. -- Simone 21:30, 6 November 2011 (UTC)
 * There is no policy here against editing with a fully-disclosed sock. The user is in good standing here. The only disruption here has been from attempts to sanction him for behavior that is none of our business, happening long ago in a land far away. I'm less than thrilled by this attempt to bring in steward action, inviting local response, when there is no problem here, only a dispute at meta over jurisdiction. --Abd 21:36, 6 November 2011 (UTC)
 * Global ban is a global ban. We can't overide it without global consensus. If you really don't want to block him, the account will be locked pretty soon anyway. -- Simone 21:38, 6 November 2011 (UTC)
 * The steward who locked Poetlister, closing the global ban, seems to have a different opinion as to what we can do, than what S Larctia -- who had supposedly retired from Wikiversity -- is claiming. These matters are under discussion at meta, and the conclusion is far from determined. Meta is not a government with authority over the individual wikis, it is a voluntary coordinating body, and precedent is abundantly clear on that. We may locally override the global blacklist and global blocks, and we may override a global lock -- which was only intended and which was "sold" to the community for fighting SUL spam and vandalism -- by renaming or by allowing a disclosed sock that is non-SUL. I am not going to predict our response to outside intervention, but the last time that outside intervention was attempted here, without immediate local necessity, the result was quite ugly. I really hope to avoid a repetition of that, so I hope that any steward tempted to respond to S Larctia's request at meta comes and discusses this with us before acting!

 * Will a user seeing this please inform the stewards at meta that there is local discussion of action, with no local custodian being willing to block, due to the absence of disruption from Poetlister here (now or in the past) and some opposition being expressed. Lock request. --Abd 22:03, 6 November 2011 (UTC)

 * I've blocked the account in question, but frankly it's futile because he can just make another one. --SB_Johnny talk 22:13, 6 November 2011 (UTC)
 * Thank you for your prompt response. If he does just "make another one", perhaps an IP range block should be considered. -- Simone 22:14, 6 November 2011 (UTC)

 * This is ridiculous. This user has been patient for months, while his request to 'crats for delinking was being considered. He's never gotten a straight answer on that. So he finally created an open and declared sock. He's not going to do that over and over. What we have now is a local block of a user, by a 'crat who has revealed his antipathy for the user, in the total absence of any local disruption, and without local consensus. See User talk:Poetlister1; SBJ is violating the principles he enunciated so well when delinking and unblocking Thekohser. --Abd 22:52, 6 November 2011 (UTC)

The fundamental issue
There is a long tradition at Wikiversity that users blocked or banned elsewhere may edit here, if they edit behave properly here. Poetlister is hated in certain circles, and that can be seen in the meta ban discussion. The issue, however, is not Poetlister, that's the merely the occasion. The meta ban was inspired by a foundation-l mailing list discussion regretting that Wikiversity allowed trolls or disruptive users to edit, and, from other discussions, we can put together that this includes me and others. This whole affair is, then, an attack on the independence of Wikiversity, which does threaten certain factions elsewhere. Meta is being made, by the "global ban" innovation, into a government with authority over the individual wikis, depriving them of the independence that they have long understood as fundamental. Wikipedians can, from their sheer numbers, easily dominate meta. Do we, as a WMF wiki, have the right to control our own user community, or are we subservient to and subject to meta control?

There is no question of the WMF right to override local decisions, but this initiative is not coming from the WMF, though it may be supported by some elements within the WMF, just as Jimbo's disastrous intervention here in 2010 was apparently supported by some. Cooler heads prevailed then, and I suspect that the WMF knows very well how dangerous it would be for them to intervene openly. Stewards, as well, have the right to take action here, but have always been very careful to respect local autonomy, only acting on an emergency basis, addressing immediate disruption. SBJ, by acting here, without any local misbehavior on the part of the user, is carrying water for the anti-Wikiversity forces. It's not acceptable.

I've been trying to avoid a CR or major discussion here, because it will surely attract piles of anti-Poetlister comments from users who are not Wikiversitans. It will be like waving a big red flag. It's looking like that disruption is going to be necessary, though. This is, in my view, crucial for the future of Wikiversity, is this a safe place? It's been for quite some time. Is that changing? Will users banned elsewhere be pursued here, as has happened before? --Abd 23:07, 6 November 2011 (UTC)

 * Because SBJ's block violates WV:Blocking policy, I've requested unblock on WV:RCA. That page, in my view, is not a place to determine community consensus, but only to request custodian action per policy. The venue to determine consensus would either be here or, better, if needed, in a Community Review.

 * Briefly, the action SBJ claims should be the "default," that we respect and act according to a global ban, if we don't have an explict consensus to the contrary, is contrary to our policy, on which we do have consensus. Our policy -- and our precedents, confirmed by consensus -- don't respect "global bans," which is quite the same with other meta decisions which affect our local editing, such as the global blacklist and global blocks, both of which can be undone here by any custodian, and which is routinely done when needed. Meta is not the boss of us. They serve us, and we cooperate with them. SBJ is not serving this community and its consensus, but a different master. --Abd 23:51, 6 November 2011 (UTC)

Because, in these discussions, no grounds supporting a local block, per WV:Blocking policy were shown, but only arguments that should be irrelevant here, I have accordingly unblocked Poetlister1. If no custodian is willing to take a stand for our policy, which is clear, the policy is dead, and so, ultimately, will be Wikiversity, and, in my opinion, so too the WMF. Wikiversity has stood as an opportunity for users to cooperate and collaborate who were unable to do so elsewhere. If that's gone, it's the beginning of the end. --Abd 13:48, 15 November 2011 (UTC)
 * Thenub reblocked, and SBJ went to meta, claimed I was acting outside the terms of my custodianship, and got an emergency desysop. It appears that SBJ does own Wikiversity, i.e., unless there is a consensus against it, he can do whatever he wants, including misrepresent situations, block non-disruptive users, and it's okay, but if another sysop does something SBJ doesn't like, that's, he claims, acting without consensus, etc., and deserves immediate desysop. For one action, following clear policy. SBJ is following himself, and if the community lets him get away with it, the community will get what it deserves, a wiki that is unsafe for scholars. --Abd 00:46, 16 November 2011 (UTC)
 * To be fair there was also the small matter of changing the terms of your probationary custodianship that was part of the concern. Thenub314 01:03, 16 November 2011 (UTC)
 * That wouldn't be fair, because I never violated the original terms. I withdrew from the Standard Stop Agreement for a few hours, but never violated it, made clear I was still subject to mentorship, and that my mentor could insist on Standard Stop if he so chose. I then, after review -- and based on some arguments you made, Thenub -- restored it before the desysop. It was alleged by SBJ that I actually violated terms. That was false. What I'm seeing is that some users can accuse anyone of whatever, and are not required to provide any evidence at all. And others don't care. Whatever. I don't like him anyway. Ban. --Abd 01:18, 16 November 2011 (UTC)
 * You did make it very abundantly clear you felt the standard stop agreement didn't apply to you at the time he went to meta. So much so that you couldn't expect anyone to have invoked it.  If not invoked then it wouldn't be violated.  Your correct you didn't violate it, but that statement is something of a catch 22.  That being said... I am glad you thought things over and decided to restore the pages.  I am very glad my I was somehow helpful in that.  But I think "ownership" overstates things a bit.  SBJ had reason to go to meta, maybe he could have backed off after you restored, but maybe he had lost faith in his closing.  Either choice seems reasonable to me.  He seems to support a fresh RfC(ustodianship), and hopefully that will put this episode behind us. Thenub314 02:51, 16 November 2011 (UTC)

Unblock Poetlister
As I have been the one to block I should really start this discussion. Poetlister has been globally banned for crosswiki abuse. But he hasn't caused any problems here. If we show consensus to unblock there is a chance he can over turn his global ban and return to editing. The issues involve block and ban invasion and abusing multiple accounts over a period from 2005 to present, misusing the names and images of people he knows IRL. If there are other issues other people please feel free to list time. Link to meta discussion Requests for comment/Global ban for Poetlister. Thenub314 00:57, 16 November 2011 (UTC)
 * Recuse Thenub314 01:00, 16 November 2011 (UTC)
 * Support unblock for User:Poetlister1 or SUL delinking for User:Poetlister. Blocking policy prohibits blocking a user for what the user did elsewhere, and for what the user did other than recently. We should not need to judge outside actions, which can get impossibly complex. We may decide to unblock, that's clear from meta discussions and comments, and has been established practice. We should decide based on Wikiversity welfare and Wikiversity behavior, which has been nothing but positive from this user. Prior problems with multiple accounts are irrelevant for an account which is openly him. In the past, it's been considered better to delink the main user account, but this requires a 'crat. It can be done with consensus. This disables the local lock and is the equivalent of local whitelists that bypass the global blacklist or global blocks. Asking for the lifting of a global ban is an onerous and unnecessary burden, and does not recognize that a global ban might be proper, while a local unblock might also be proper. One size does not fit all. --Abd 01:10, 16 November 2011 (UTC)
 * @SBJ. We can unblock, or delink, as you know very well, you did it yourself in the past, and it is extremely unlikely that a steward would act to defeat this. What history shows is that they won't, and when superusers disregarded local independence and policy, that was the cause of mucho drama, not a local wiki deciding to allow a user to edit nondisruptively locally. It did not go well for the superusers who have done this. Once that decision has been made, generally, there has been no disruption. We have a policy here, and it's designed to handle situations like this, and it is ignoring the policy that causes drama. It is unclear to me whether meta can apply a lock to a non-linked account, such as Poetlister1, I suspect they cannot. To emphasize, meta does not control what options we have, we do. We should do nothing that harms other wikis, but there is no credible allegation of harm here from allowing Poetlister1 or Poetlister to edit here. If he is the socking monster that he's been alleged to be, the wikis are safer with him openly editing here, not at increased risk. So the reason for the block is? I'm still waiting for an answer that makes sense. --Abd 18:53, 16 November 2011 (UTC)
 * @Bilby. I'm not asking for Poetlister to be given "another chance." He never blew his first chance here. He edited here with almost 500 contributions from 25 January to 26 June 2011, when the account was first locked (out of process, reversed). At that rate, he'd possibly have over 1000 edits by now. You have a total of 825 live edits, Bilby. This matches his history from the past, by the way. This is a very valuable contributor, as to actual page editing and skill. His alleged crimes are in another area entirely, and, reviewing the evidence about that, which took days of research, my conclusion is as I stated in my response to SBJ. Most of Poetlister's work is building educational resources. Much of yours is licensing policy enforcement, which is legitimate, but which does not build our resources. Hence dismissing his work as "a few good edits" completely misses the point, and is divorced from reality. This is a positive contributor who has been blocked here by SBJ and Thenub314, because of allegations of bad behavior elsewhere, all of it old, the conclusion decided elsewhere, and not in accordance with our policy and established procedures. We cannot, here, properly determine the truth of that, and it is not our business, in fact. Meta has the right to determine and impose locks. Further, as can be seen in Thenub314's comments at, Poetlister has edited another wiki recently, and it was obviously non-disruptive there (nor was any policy violated.) When I look at the meta discussion, I see that his ban on WikiSource was actually for the crime of being Poetlister (editing as Longfellow, disclosed to 'crats and checkusers, as would be the Wikibooks account. This information is apparently then disclosed on the checkuser wiki, which is leaky, with confidentiality apparently routinely violated.) He's been harassed and pursued, and improperly so. Paying attention to what he's doing, good. Hounding him, not good. This should all be irrelevant. For very strong practical reasons, the editing privilege on Wikiversity should depend only on editing history here, and that's what our policy provides. --Abd 19:33, 16 November 2011 (UTC)

 * Support unblock - I've reviewed Special:Contributions/Poetlister and see some helpful edits in Wikiversity namespace and categories, and mainspace contributions mainly to bible-related topics and some contributions to statistical topics. I don't any local evidence as reason to prevent the user from editing here - the contributions to date appear to have been beneficial. -- Jtneill - Talk - c 05:01, 16 November 2011 (UTC)
 * Oppose unblock One of the fundamental issues with working on these projects is trust. We extensively have to trust that other users are working towards the same goal, honestly, and without attempting to deceive. In Poetlister's case, he appears to have lost that trust on multiple projects, to the extent that the community felt that it needed to ban him from all of the projects. While I can respect that an individual project can choose to give someone another chance, a few good edits doesn't good local edits don't seem sufficient to justify that chance for me, especially when the problems weren't related to good or bad edits but to the missuse of positions of trust and attempting to deceive. Admittedly, I'm not sure what would be sufficient: it is going to be difficult for someone in his position to regain the trust of the community. But I'd be much happier if he returned to the wider community at Meta to gain another chance, rather than sidestep them. - Bilby 11:51, 16 November 2011 (UTC)
 * I'm opposed for now. Let's wait and see what our options actually are before taking the path of most drama. Until the mechanisms for appeal are put in place on meta, it's not as if anyone who objects to him editing here wouldn't be able to get a global lock on any given account (and at least one of our regulars vehemently objects to his presence). --SB_Johnny talk 12:23, 16 November 2011 (UTC)
 * Support unblock - I'm not very familiar with the Poetlister situation on other projects, but I have looked at the user's contributions here and am in agreement with Jtneill. For me, the key matter is not using Wikiversity to strike at other projects. Although the unblocked period that occurred is very short, the restraint shown by the user helped me to rethink Wikipedia's point of view, hopefully for the better good. And, as SB_Johnny has pointed out "it's not as if anyone who objects to him editing here wouldn't be able to get a global lock on any given account", is a safeguard. Marshallsumter 21:59, 3 December 2011 (UTC)
 * Oppose unblock - largely per Bilby. The line was crossed long ago in many people's mind with regards to this user. Sometimes the deception and abuse of trust is so overwhelming that "second chances" can't be appropriate. I'm afraid this seems to be one of them. His edits, per se, were never really the issue with this user, his actions and intentions were. Just out of interest, do we have anywhere a statement from this user acknowledging all his past actions leading to the global ban, and sincere apologies to the users and people hurt by them? I'm not honestly sure, given past deceptions, that such a statement would help convince me - but it would certainly be a prerequisite, and I'd certainly be interested to read it. I believe it would be irresponsible to expose local WV users to risks that are well known. Begoon  -  talk  00:04, 4 December 2011 (UTC)

KhanAcademy and small colleges.
I have two points of interest. The first is to ask has anyone ever examined the website khanacademy.org. From the website: "With a library of over 2,700 videos covering everything from arithmetic to physics, finance, and history and 240 practice exercises..". The site is not unlike Wikiversity in that the content created on the site is from different individuals who specialize in that topic. I believe individuals are just screened to meet professional criteria before they are allowed to create content for the site, which would be the main difference between khanacademy.org and Wikiversity. My overall point is, I think the two projects have a lot to gain by interacting with each other on a very formal level. I know that there are often problems to such collaboration so I wanted to ask the Wikiversity community what they thought of the idea of working with khanacademy.org, and what complications may make formal cooperation difficult or impossible.

The second point of interest I have is I'm delighted to find Wikiversity because of my experiences dealing with a small two year degree college in South Carolina, U.S. Wikiversity is set to solve a specific problem I've noticed at the college when it comes to course material. Certain topics such as astronomy need very comprehensive updating from year to year. A teacher trying to do this on their own would have difficulty doing this. I'm interested to see how Wikiversity could solve that problem. --Lokistrategiesinc 21:59, 24 November 2011 (UTC)lokistrategiesinc

 * The khanacademy is great - I'm going to loose myself there for a few days, it seems. :) I think the main problem we'll have working with them is licensing differences - they seem to use CC-BY-NC_SA, while we use CC-BY-SA or the GDFL. Thus their license isn't compatible with ours, although the reverse is true: they can use our content.
 * I'm also interested in whether or not Wikiversity could help with maintaining content - I think that it might work best if there was a proactive attempt to build up the required group to maintain the content for a particular area, but it would be valuable. There are an awful lot of fields that would required annual updates, so I can see a lot of value in that. - Bilby 04:33, 25 November 2011 (UTC)
 * We should not duplicate pages that are hosted elsewhere, even if the license permits it. Rather, we should generally link to it, where it will enhance the educational experience of our own readers and users. (We might have a stub with a link, if nothing else, on every topic covered at Khan Academy.) In this way, we might supplement, for example, material that is hosted on Khan Academy, and their content will supplement ours. They may choose to incorporate our content, which is fine. We don't care where content is hosted, really, we care about creating, maintaining, and improving educational resources on all topics. --Abd 16:23, 25 November 2011 (UTC)
 * I'll disagree on duplication of pages -- it depends on what the aim is. If we are just going to duplicate and forget pages, I agree, a link would be better. But if there is going to be some improvement, addition, change -- or it's a small piece that is needed for a particular page, as long as the license is compatible, I say duplicate away. The Internet isn't a large building, but rather like the shifting sand of the desert. The idea of a wiki is let people change things and improve them, at little risk and cost. Sites often change their layouts or even go away, breaking links all over the place, so if the piece is critical to a learning resource here, there is little downside to duplication. (I'm also not saying we shouldn't collaborate with like-minded sites, or leverage other resources -- but we should realize the risks if we do so). Historybuff 15:48, 3 December 2011 (UTC)

I'll jump in here too. I work for The Saylor Foundation and we do some work similar to Kahn. Our main license is CC-BY, but we also link to a lot of other resources that have varying licenses (or are copyrighted). We've actually been talking here about looking into which of our courses might be well-suited to be wikified for this project and we'd love some assistance. I'm going to create a new section on this page, but I'll monitor this discussion as well. Or hit up my Talk page! MyNameWasTaken 22:11, 14 December 2011 (UTC)

Colloquium image
--59.164.3.206 10:45, 11 November 2011 (UTC)this seems a painting of the 14 century .the place seems to be depicting a meeting between men of portugal. moved from Colloquium page by Abd 15:16, 11 November 2011 (UTC)
 * File:Marburger-Religionsgespräch.jpg. Marburg, Germany. see the notes on the image page, and an article on the meeting, Marburg Colloquy. --Abd 15:21, 11 November 2011 (UTC)


title: File:Clock.Overview.1.A.20111108.pdf


text:
Healthy lifestyle/Love

Love is the feeling of liking somebody or something very much. Love usually has something to do with the chemical reactions in the brain. There are many kinds of love. There can be self-love, love towards a friend, love in romance, towards family, toward God, or towards an object or idea. Often love can be confused with other feelings. Being sexually or physically attracted is the feeling of lust, and most people do not think it is love. Besides that, normal friendship can be distracted by love. Sometimes, love can be destroyed. When love is destroyed between a dating couple, they may break up with each other.

Love is based on respect, understanding, and being able to talk with each other.

Chemical basis
The Biological model of sex is different from love because it is more like hunger or thirst. Helen Fisher, an expert in the topic of love, divides love into three stages: lust, attraction, and attachment. Lust makes people like each other, romantic attraction encourages people to focus on mating, and attachment helps people tolerate the spouse (or the child).

Since these lust and attraction stages are both described as temporary, a third stage might describe long-term love. Attachment can be used to describe the bonding period that helps keep spouse and spouse together for many years. Attachment occurs in the longer term.

Love and health
Love has consequences for health and well-being. Joyful activities such as love activate areas in the brain responsible for emotion, attention, motivation and memory, and it may further lead to stress reduction.

Love ,one of the most complex things that has kept humankind together from the time immemorial holds different people. For some people it reduces stress and for some it increases blood pressure. Everyone has their own perception about Love.

title: Healthy lifestyle/Love


text:
Healthy lifestyle/Walk

Walk or Walking is the way people move on the feet by alternately setting each foot. If a person goes out walking, it is said that he or she 'went for a walk'. Walking for a rather long time, is known as a healthy exercise.

Other pages

 * Jogging
 * Running

title: Healthy lifestyle/Walk


text:
Healthy lifestyle/Winter swimming

Winter swimming is the activity of human swimming during the winter season, typically in outdoor locations, or in unheated pools or lidos. It is done mostly for health benefits. Many winter swimmers swim with standard swimming costumes rather than with wetsuits or other thermal protection.

In colder countries winter swimming may be synonymous with ice swimming. In Finland, Northern Russia, Norway, Sweden, Denmark, Estonia, Lithuania and Latvia the ice swimming tradition has been connected with the sauna tradition.

Other websites

 * Cankar.org on how to create an avanto
 * Winter Swimming — the technique of winter swimming and its healing effect.
 * Winter Swimming World Championships, pictures Oulu Finland 3.-5.3.2006
 * Winter Swimming Championships 2008 - held at Tooting Bec Lido, London, UK

title: Healthy lifestyle/Winter swimming


text: Category:Healthy lifestyle

title: Category:Healthy lifestyle


text:
University of Canberra/RCC2012/Potential participants

This wik page should be read in conjunction with the following link - http://en.wikiversity.org/wiki/University_of_Canberra/RCC2012/Participants

People with an interest in wikis, who might like to hear about RCC2012. Make a note if you've already contacted them.

Institutes:
 * Global CCS Institute, Canberra. (openCCS is their wiki-style project.) Contacted --Chriswaterguy 09:08, 26 November 2011 (UTC)
 * ASRC - Australian Security Research Centre which runs the Built Environment Climate Change Adaptation (BECCA) Wiki (supported by the Dept of Climate Change and Energy Efficiency). Contacted via both ASRC and BECCA contact email addresses. --Chriswaterguy 09:08, 26 November 2011 (UTC)

Politics/parliament:
 * Kate Lundy & Pia Waugh. Contacted Pia --Chriswaterguy 09:08, 26 November 2011 (UTC)

Govt:
 * Dept of Climate Change and Energy Efficiency (supported BECCA, above).

NGOs:
 * Creative Commons Australia - It would be great to have a rep attending. Sent an email Juttavd 05:09, 9 January 2012 (UTC)
 * NSW KM Forum (I will send an email Juttavd 21:47, 15 December 2011 (UTC)) ,other Knowledge Management groups ACT, Vic
 * Social Media Women (I will send an email Juttavd 21:47, 15 December 2011 (UTC))
 * Institute of Metadata Management Sent an email Juttavd 05:09, 9 January 2012 (UTC)

Businesses:
 * Confluence??? - Sent an email Juttavd 05:25, 9 January 2012 (UTC)

Communities, fan sites, and wiki community people:
 * Ask Angela Beesley Starling Contacted --Chriswaterguy 09:29, 26 November 2011 (UTC)
 * Wikia HQ - who do they know in Australia?
 * Mark Dilley.
 * Left notes on Wikipedia meetup pages for Sydney, Melbourne and Canberra. Can we get the organisers to email their mailing lists? --02:52, 27 November 2011 (UTC)
 * Wikimedia Australia - have they announced to their list? How about listing on the front page of their wiki?
 * Notify participants from RCC2010 and RCC2011. Does someone have an email list?

Educational institutions:
 * Universities, vocational institutions


text:
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[ Rewrite to improve clarity ]

title: Template:Rewrite


title: File:CORDIC.Idea.1.A.20111126.pdf


title: File:Pea1.f11.weierstrass.svg


text:
User:Egm6321.f11.team4/HW7

= Problem R*7.1 - Infinitesimal length in spherical coordinate = From [[media:Pea1.f11.mtg39.djvu|Mtg 39-1]]

Find
Show that the infinitesimal length $$\displaystyle ds $$ in the equation (1.1) can be written in spherical coordinate as follows: Derive the Laplace operator in spherical coordinates.

Solution
Compute $$\displaystyle dx_1, dx_2, dx_3 $$ first,

Then, compute the squares of (1.3), (1.4), and (1.5), Substitute the equations (1.6), (1.7) and (1.8) into the equation (1.1), then, express the equation in terms of $$\displaystyle dr, d\theta$$ and $$\displaystyle d\phi$$,

The Laplace equation in the spherical coordinates is defined by: where,

Substitute the equations (1.11), (1.12) and (1.13) into (1.10),

Therefore $$\displaystyle u $$ can be computed by: Therefore, the Laplace equation for the spherical coordinates is:

Author
Contributed by Shin

= Problem 7-2  Heat conduction on a cylinder = From [[media:Pea1.f11.mtg40.djvu|Mtg 40-5]]

Find
1) Solve for in terms of and

2) Find: Identify $$ \left \{h_i \right\} $$ in terms of $$ \left \{\xi _i \right\} $$

3) Find $$ \Delta u\ $$ in cylindrical coordinates.

4) Use separation of variable to find the separated equations and compare to the Bessel equation.

Solution
1)

find $$ dx_1 \ $$

find $$ dx_2 \ $$

find $$ dx_3 \ $$ Therefore, we can get 2)

Therefore, we can get with 3)

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$$  \displaystyle \Delta u =\frac{1}{h_{1}h_{2}h_{3}}\sum_{i=1}^{3}\frac{\partial }{\partial \xi _{i}}\left [ \frac{h_{1}h_{2}h_{3}}{(h_{i})^{2}} \frac{\partial u }{\partial \xi _{i}}\right ] $$      (2.25) For $$\displaystyle i=1$$
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$$  \displaystyle \frac{1}{h_{1}h_{2}h_{3}}\frac{\partial }{\partial \xi _{1}}\left [ \frac{h_{1}h_{2}h_{3}}{(h_{1})^{2}} \frac{\partial u }{\partial \xi _{1}}\right ]=\frac{1}{\xi _{1}}\frac{\partial }{\partial \xi _{1}}\left ( \xi _{1}\frac{\partial u }{\partial \xi _{1}} \right ) $$      (2.26) For $$\displaystyle i=2$$
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$$  \displaystyle \frac{1}{h_{1}h_{2}h_{3}}\frac{\partial }{\partial \xi _{2}}\left [ \frac{h_{1}h_{2}h_{3}}{(h_{2})^{2}} \frac{\partial u }{\partial \xi _{2}}\right ]=\frac{1}{\xi _{1}}\frac{\partial }{\partial \xi _{2}}\left ( \frac{\xi _{1}}{\xi _{1}^{2}}\frac{\partial u }{\partial \xi _{2}} \right )= \frac{1}{\xi _{1}^{2}}\frac{\partial ^2u }{\partial \xi _{2}} $$      (2.27) For $$\displaystyle i=3$$
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$$  \displaystyle \frac{1}{h_{1}h_{2}h_{3}}\frac{\partial }{\partial \xi _{3}}\left [ \frac{h_{1}h_{2}h_{3}}{(h_{3})^{2}} \frac{\partial u }{\partial \xi _{3}}\right ]=\frac{1}{\xi _{1}}\frac{\partial }{\partial \xi _{3}}\left ( \xi _{1}\frac{\partial u }{\partial \xi _{3}} \right )= \frac{\partial^2 u }{\partial \xi _{3}^2} $$      (2.28) Therefore, we can get
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$$  \displaystyle \Delta u =\frac{1}{\xi _{1}}\frac{\partial }{\partial \xi _{1}}\left ( \xi _{1}\frac{\partial u }{\partial \xi _{1}} \right )+\frac{1}{\xi _{1}^{2}}\frac{\partial^2 u }{\partial \xi _{2}^2}+\frac{\partial^2 u }{\partial \xi _{3}^2}=0 $$      (2.29) 4）
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Bessel Equation:
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$$  \displaystyle (1-x^2)y''-2xy'+(x^2-\nu^2)y=0, \ \nu \in \mathbb R $$ (2.30) Assume that $$\displaystyle u=R(r)\Theta(\theta)Z(z)$$
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Taking the Laplacian of this:

So we have

divide by $$\displaystyle R\Theta Z$$

Let $$\begin{align} \alpha^2:=-\frac{1}{Z}\left(\frac{\partial^2Z}{\partial z^2}\right) \end{align}$$

Then, (2.23) can be written as

Now, define $$\displaystyle \nu^2:=\frac{1}{\Theta}\left(\frac{\partial^2 \Theta}{\partial\theta^2}\right)$$

We have

We define $$\displaystyle x:=r\alpha, y:=R $$

Author
Contributed by Kexin Ren

=''' Problem 7-3. Find $$\Delta u$$ in spherical coordinates using the math/physics convention '''= From [[media:Pea1.f11.mtg40.djvu|Mtg 40-6]]

Find
Find $$ \Delta u $$ in spherical coordinates using the math/physics convention

Solution
From (3.2)

Put (3.3) into (3.1)

Laplace operator in general curvilnear cood is

i=1

i=2

i=3

From (3.6),(3.7) and (3.8),

Author
Chung

= Problem R*7.4 Laplacian in Elliptic Coordinates = From [[media:Pea1.f11.mtg41.djvu|Mtg 41-1]]

Given
The Laplacian operator for general coordinates is given by $$\nabla^{2} u = \Delta u = \frac{1}{h_1h_2h_3} \sum^3_{i=1}\frac{\partial}{\partial\xi_i} \left[ \frac{h_1h_2h_3}{(h_i)^2} \frac{ \partial u}{ \partial\xi_i} \right]$$. The elliptic coordinates are given by $$\displaystyle \xi_1 = \mu $$ $$\displaystyle \xi_2 = \nu $$. The scale factors for the elliptic coordinates $$\displaystyle (\mu, \nu)$$ are given by $$\displaystyle h_{\mu} = h_{\nu} = a \sqrt{\sinh^2{\mu} + \sin^2{\nu}}$$.

Find
Verify the Laplacian in elliptic coordinates is given by $$\displaystyle \nabla^{2} u = \Delta u= \frac{1}{a^{2} \left( \sinh^{2} \mu + \sin^{2}\nu \right)} \left( \frac{\partial^{2} u}{\partial \mu^{2}} + \frac{\partial^{2} u}{\partial \nu^{2}} \right) $$.

Solution
Since this is 2-D problem, the Laplacian operator for general coordinates is reduces to $$\Delta u = \frac{1}{h_1h_2} \sum^2_{i=1}\frac{\partial}{\partial\xi_i} \left[ \frac{h_1h_2}{(h_i)^2} \frac{ \partial u}{ \partial\xi_i} \right]$$. The above equation expands to $$\Delta u = \frac{1}{h_1 h_2} \left[ \frac{\partial}{\partial\xi_1} \left( \frac{h_1 h_2}{(h_1)^2} \frac{\partial u}{\partial\xi_1} \right) + \frac{\partial}{\partial\xi_2} \left( \frac{h_1h_2}{(h_2)^2} \frac{\partial u}{\partial\xi_2} \right) \right] $$. Since $$\displaystyle h_{\mu} = h_{\nu} $$, the following terms cancel out: $$\displaystyle \cancel{\frac{h_1 h_2}{(h_1)^2}} $$ and $$\displaystyle \cancel{\frac{h_1 h_2}{(h_2)^2}} $$. With $$\displaystyle \xi_1 = \mu $$, $$\displaystyle \xi_2 = \nu $$ and $$\displaystyle h_{\mu} = h_{\nu} = a \sqrt{\sinh^2{2\mu} - \sin^2{2\nu}}$$, the Laplacian reduces to $$\displaystyle \Delta u= \frac{1}{a^{2} \left( \sinh^{2} \mu + \sin^{2}\nu \right)} \left( \frac{\partial^{2} u}{\partial \mu^{2}} + \frac{\partial^{2} u}{\partial \nu^{2}} \right) $$.

Author
Egm6341.f11.team4.allen 03:21, 6 December 2011 (UTC)

= Problem R7.5 Laplacian in Parabolic Coordinates = From [[media:Pea1.f11.mtg41.djvu|Mtg 41-2]]

Given
The Laplacian operator for general coordinates is given by $$\nabla^{2} u = \Delta u = \frac{1}{h_1h_2h_3} \sum^3_{i=1}\frac{\partial}{\partial\xi_i} \left[ \frac{h_1h_2h_3}{(h_i)^2} \frac{ \partial u}{ \partial\xi_i} \right]$$. The parabolic coordinates are given by $$\displaystyle \xi_1 = \mu $$ $$\displaystyle \xi_2 = \nu $$. The scale factors for the parabolic coordinates $$\displaystyle (\mu, \nu)$$ are given by $$\displaystyle h_{\mu} = h_{\nu} = \sqrt{\mu^2 + \nu^2}$$.

Find
Verify the Laplacian in elliptic coordinates is given by $$\displaystyle \nabla^{2} u = \Delta u= \frac{1}{\mu^2 + \nu^2} \left( \frac{\partial^{2} u}{\partial \mu^{2}} + \frac{\partial^{2} u}{\partial \nu^{2}} \right) $$.

Solution
Since this is 2-D problem, the Laplacian operator for general coordinates is reduces to $$\Delta u = \frac{1}{h_1h_2} \sum^2_{i=1}\frac{\partial}{\partial\xi_i} \left[ \frac{h_1h_2}{(h_i)^2} \frac{ \partial u}{ \partial\xi_i} \right]$$. The above equation expands to $$\Delta u = \frac{1}{h_1 h_2} \left[ \frac{\partial}{\partial\xi_1} \left( \frac{h_1 h_2}{(h_1)^2} \frac{\partial u}{\partial\xi_1} \right) + \frac{\partial}{\partial\xi_2} \left( \frac{h_1h_2}{(h_2)^2} \frac{\partial u}{\partial\xi_2} \right) \right] $$. Since $$\displaystyle h_{\mu} = h_{\nu} $$, the following terms cancel out: $$\displaystyle \cancel{\frac{h_1 h_2}{(h_1)^2}} $$ and $$\displaystyle \cancel{\frac{h_1 h_2}{(h_2)^2}} $$. With $$\displaystyle \xi_1 = \mu $$, $$\displaystyle \xi_2 = \nu $$ and $$\displaystyle h_{\mu} = h_{\nu} = \sqrt{\mu^2 + \nu^2} $$, the Laplacian reduces to $$\displaystyle \Delta u= \frac{1}{\mu^2 + \nu^2} \left( \frac{\partial^{2} u}{\partial \mu^{2}} + \frac{\partial^{2} u}{\partial \nu^{2}} \right) $$.

Author
Egm6341.f11.team4.allen 03:21, 6 December 2011 (UTC)

=''' Problem 7-6. Verify the homogeneous solutions of the Legendre eq. '''= From [[media:Pea1.f11.mtg41.djvu|Mtg 41-5]]

Find
Verify the homogeneous solutions of the Legendre eq.

Author
Chung

= Problem 7-7 Separated Equations for Laplace equation in elliptic and parabolic coordinates = From [[media:Pea1.f11.mtg41.djvu|Mtg 41-6]]

Given
Laplace equation in elliptic and parabolic coordinates,

$$\displaystyle \nabla^{2} u = \Delta u= \frac{1}{a^{2} \left( \sinh^{2} \mu + \sin^{2}\nu \right)} \left( \frac{\partial^{2} u}{\partial \mu^{2}} + \frac{\partial^{2} u}{\partial \nu^{2}} \right) = 0$$

$$\displaystyle \nabla^{2} u = \Delta u= \frac{1}{\mu^2 + \nu^2} \left( \frac{\partial^{2} u}{\partial \mu^{2}} + \frac{\partial^{2} u}{\partial \nu^{2}} \right) = 0$$

Find
The separated equations for above equations in Eq. (7.1) and (7.2)

Solution
Consider Eq. (7.1) first, using separation of variable, we write

$$\displaystyle u(\mu, \nu) = A(\mu)B(\nu) $$

Therefore both second derivatives in Eq. (7.1) can be written as,

$$\displaystyle \frac{\partial^{2} u}{\partial \mu^{2}} = B(\nu) \frac{d^{2} A(\mu)}{d \mu^{2}} $$

$$\displaystyle \frac{\partial^{2} u}{\partial \mu^{2}} = A(\mu) \frac{d^{2} B(\nu)}{d \nu^{2}} $$

We also note that the term, $$\displaystyle \frac {1} {a^{2} (\sinh^{2} \mu + \sinh^{2} \nu)} $$ is always positive and is never zero, hence we can eliminate this from Eq. (7.1) to get separated equations,

$$\displaystyle \frac{d^{2} A}{d \mu^{2}}. \frac{1}{A(\mu)} = \frac{d^{2} B(\nu)}{d \nu^{2}}.\frac{1}{B(\nu)} = k = constant $$

Since, common factor in Eq. (7.2) is also always positive and hence can be eliminated, and we are left with same equation as we got for Eq. (7.1), and again performing separation of variables we will get the same separated equations as above.

Author
Ankush

= Problem 7-8 Plot Legendre Functions = From [[media:Pea1.f11.mtg42.djvu|Mtg 42-2]]

Given
Legendre polynomials (functions /first homogeneous solutions)

 * $$\begin{align}

& {{P}_{0}}(\mu)=1 \\ & {{P}_{1}}(\mu)=\mu \\ & {{P}_{2}}(\mu)=\frac{1}{2}(3{{\mu}^{2}}-1) \\ & {{P}_{3}}(\mu)=\frac{1}{2}(5{{\mu}^{3}}-3\mu) \\ \end{align}$$

Legendre functions (second homogeneous solutions)

 * $$\begin{align}

& {{Q}_{0}}(\mu)=\frac{1}{2}\log \left( \frac{1+\mu}{1-\mu} \right) \\ & {{Q}_{1}}(\mu)=\frac{1}{2}\mu\log \left( \frac{1+\mu}{1-\mu} \right)-1 \\ & {{Q}_{2}}(\mu)=\frac{1}{4}(3{{\mu}^{2}}-1)\log \left( \frac{1+\mu}{1-\mu} \right)-\frac{3}{2}\mu \\ & {{Q}_{3}}(\mu)=\frac{1}{4}(5{{\mu}^{3}}-3\mu)\log \left( \frac{1+\mu}{1-\mu} \right)-\frac{5}{2}{{\mu}^{2}}+\frac{2}{3} \\ \end{align}$$

Find
Plot the following figures

$$\displaystyle Fig.1: \left\{P_0,P_1,P_2,P_3\right\}$$

$$\displaystyle Fig.2: \left\{Q_0,Q_1,Q_2,Q_3\right\}$$

Observe the limits of $$\displaystyle P_n(\mu)$$ and $$\displaystyle Q_n(\mu)$$ as $$\displaystyle \mu \to \pm 1$$

Solution
The following is a matlab code.
 * {| style="width:100%" border="0" align="left"

The following is the plot of $$\displaystyle \left\{P_0,P_1,P_2,P_3\right\}$$. The following is a matlab code.
 * style="width:30%; padding:10px; border:1px solid #888888" align="center" |
 * style="width:30%; padding:10px; border:1px solid #888888" align="center" |
 * }
 * }
 * }
 * {| style="width:100%" border="0" align="left"

The following is the plot of $$\displaystyle \left\{Q_0,Q_1,Q_2,Q_3\right\}$$. So we can find $$\displaystyle \left|Q_n(\mu)\right|\to +\infty$$ as $$\displaystyle \mu \to \pm 1$$
 * style="width:30%; padding:10px; border:1px solid #888888" align="center" |
 * style="width:30%; padding:10px; border:1px solid #888888" align="center" |
 * }
 * }
 * }

Author
Contributed by Kexin Ren

=Problem 7.9 - express in the orthonomal basis= From [[media:Pea1.f11.mtg42.djvu|Mtg 42-6]]

Given
The non-orthonomal basis: $$\displaystyle \mathbf b = \{ \mathbf b_1, \mathbf b_2, \mathbf b_3 \} $$ expressed in the orthonomal basis: $$\displaystyle \mathbf e = \{ \mathbf e_1, \mathbf e_2, \mathbf e_3 \} $$ as follows:

where: $$\displaystyle \mathbf A = [A_{ij}] = \left[ \begin{matrix} 5&2&3\\ 4&5&6\\ 7&8&5 \end{matrix} \right] $$

Find
$$\displaystyle \{ \mathbf v_i \} $$ such that:

Solution
where: $$\displaystyle \mathbf c = \left[ \begin{matrix} -2\\ 4\\ -5 \end{matrix} \right] $$.

Since $$\displaystyle det \mathbf A = 80 \ne 0$$, we can get from (9.1):

where: $$\displaystyle \mathbf A^{-T} = \frac{1}{80}\left[ \begin{matrix} 23&-22&3\\-14&-4&26\\3&18&-17 \end{matrix} \right] $$.

So:

So:

Author
YuChen

=Contributing Members=

title: User:Egm6321.f11.team4/HW7


text:
User:Egm6321.f11.team1.steele.m/Report7

R*7.1 Question from 39-1: Given: A infinitesimal length in spherical coordinates. Find: Show that the infinitesimal length ds in (2) p. 38-6 can be written in spherical coordinates as follows. $$ds^2 = 1 \cdot dr^2 + r^2 d\theta^2 + r^2(\cos\theta)^2\, d \varphi^2$$ $$\displaystyle (Equation\;7.1.1)$$

From lecture notes [[media:pea1.f11.mtg39.djvu|Mtg 39]]

Solution
The key is to start with equation (1) on 38-5

 $$\mathbf{ds} = dx_i \mathbf{e}_i \Rightarrow \ ds^2= \mathbf{ds} \cdot \mathbf{ds} = (dx_i \mathbf{e}_i) \cdot (dx_j \mathbf{e}_j) = dx_i\, dx_j(\mathbf{e}_i \cdot \mathbf{e}_j)$$ $$\displaystyle (Equation\;7.1.2)$$

Next, note the following expressions.

$$\mathbf{e}_i \cdot \mathbf{e}_j = \delta_{ij}$$ $$\delta_{ij} := \begin{cases}1, & \text{for} i = j \\ 0, & \text{for} i \ne j \end{cases}$$

The form of the infinitesimal length ds is expressed in Cartesian coordinates. $$ds^2 = dx_i dx_i = \sum_{i=1}^3(dx_i)^2$$ This can be rewritten in the following form, which is the key for derivation steps, which are rigorous with trigonometric identities. $$ds^2 = dx_1^2 + dx_2^2 + dx_3^2$$ $$\displaystyle (Equation\;7.1.3)$$ The spherical coordinates can be utilized. Simply identify the appropriate identities. Recall that we are using the "astronomical" coordinate system. $$x = r\cos {\theta} \cos {\phi} $$ $$y = r\cos {\theta} \sin {\phi} $$ $$z = r\sin {\theta}$$ Now, make the trigonometric substitutions for each term in 7.1.3.

$$ds^2 = (dr\cos{\theta} \cos{\phi} - (r\sin{\theta} \cos{\phi} d\theta + r\cos{\theta} \sin{\phi} d\phi))^2 +(dr\cos{\theta} \sin{\phi} - (r\sin{\theta} \sin{\phi} d\theta - r\cos{\theta} \cos{\phi} d\phi))^2 + (dr\sin{\theta} + r\cos{\theta} d\theta)^2$$ In such long math equations, simple variable substitutions allow easier management of squared terms (FOIL). $$\alpha = (r\sin{\theta} \cos{\phi} d\theta + r\cos{\theta} \sin{\phi} d\phi)$$ $$\beta = (r\sin{\theta} \sin{\phi} d\theta - r\cos{\theta} \cos{\phi} d\phi)$$ The substitutions then give the shortened form, which allows derivation of the squared terms. $$ds^2 = (dr\cos{\theta} \cos{\phi} - \alpha)^2 +(dr\cos{\theta} \sin{\phi} - \beta)^2 + (dr\sin{\theta} + r\cos{\theta} d\theta)^2$$ Simply apply algebraic FOIL method to the equation above and get the terms below.
$$ds^2 = (dr\cos{\theta} cos{\phi})^2 - 2\alpha dr\cos{\theta} \cos{\phi} + \alpha^2 + (dr\cos{\theta} \sin{\phi})^2 - 2\beta dr\cos{\theta} \sin{\phi} + \beta^2$$ The algebraic manipulation is long, but proper addition and subtraction eliminate unnecessary terms. The key is to appply trigonometric identities and grouping with the identity of $$\sin{x}^2 + \cos{x}^2 = 1$$.
$$ds^2 = (dr^2\cos{\theta}^2(cos{\phi}^2 + \sin{\phi}^2) - 2\alpha dr \cos{\theta} \cos{\phi} + \alpha^2 - 2\beta dr\cos{\theta} \sin{\phi} + \beta^2 + dr^2 \sin{\theta}^2 + 2rdr \sin{\theta} \cos{\theta}d\theta + r^2 \cos{\theta}^2 d{\theta}^2$$
$$ds^2 = dr^2\cos{\theta}^2 + dr^2\sin{\theta}^2 - 2\alpha dr\cos{\theta} \cos{\phi} + \alpha^2 - 2\beta dr\cos{\theta} \sin{\phi} + \beta^2 + 2rdr\sin{\theta} \cos{\theta}d\theta + r^2\cos{\theta}^2 d{\theta}^2$$
$$ds^2 = dr^2 - 2\alpha dr\cos{\theta} \cos{\phi} + \alpha^2 - 2\beta dr\cos{\theta} \sin{\phi} + \beta^2 + 2rdr\sin{\theta} \cos{\theta}d\theta + r^2\cos{\theta}^2 d{\theta}^2 $$
$$\displaystyle (Equation\;7.1.4)$$ The next set of steps involves solutions utilizing our substitutions of $$\alpha$$ and $$\beta$$. Recall the "inner" and "outer" terms from the FOIL multiplications. Each of those terms must now be expanded and simplified.

$$A = - 2\alpha dr\cos{\theta} \cos{\phi}$$
$$A = - 2rdr(\sin{\theta}\cos{\theta}\cos{\phi}^2d\theta + \cos{\theta}^2 \cos{\phi} \sin{\phi}d{\phi})$$

$$B = - 2\beta dr\cos{\theta} \sin{\phi}$$
$$B = - 2rdr(\sin{\theta} \cos{\theta} \sin{\phi}^2 d\phi - \cos{\theta}^2 \cos{\phi} \sin{\phi} d\phi)$$
$$A + B = -2rdr \sin{\theta}\cos{\theta}(\cos{\phi}^2 + \sin{\phi}^2 d\theta = -2rdr \sin{\theta} \cos{\theta}d\theta$$

Recall equation 7.1.4. The terms A and B can be put back into the equation to get the simplification.
$$ds^2 = dr^2 + A + \alpha^2 + B + \beta^2 + 2rdr\sin{\theta} \cos{\theta}d\theta + r^2\cos{\theta}^2 d{\theta}^2 $$
$$ds^2 = dr^2 - 2rdr \sin{\theta} \cos{\theta} d\theta + \alpha^2 + \beta^2 + 2rdr\sin{\theta} \cos{\theta}d\theta + r^2\cos{\theta}^2 d{\theta}^2 $$ Next, the terms for $${\alpha}^2 + {\beta}^2$$ must be expanded.
$${\alpha}^2 = r^2 \sin{\theta}^2 \cos{\phi}^2 d{\theta}^2 + 2r^2 \sin{\theta} \cos{\theta} \cos{\phi} \sin{\phi} d\theta d\phi r^2 \cos{\theta}^2 \sin{\phi}^2 d{\phi}^2$$
$${\beta}^2 = r^2 \sin{\theta}^2 \sin{\phi}^2 d{\theta}^2 - 2r^2 \sin{\theta} \cos{\theta} \cos{\phi} \sin{\phi} d\theta d\phi r^2 \cos{\theta}^2 \cos{\phi}^2 d{\phi}^2$$
$${\alpha}^2 + {\beta}^2 = r^2\sin{\theta}^2 d{\theta}^2 (\cos{\phi}^2 + \sin{\phi}^2) + r^2 \cos{\theta}^2(\sin{\phi}^2 + \cos{\phi}^2)d{\phi}^2$$
$${\alpha}^2 + {\beta}^2 = r^2\sin{\theta}^2 d{\theta}^2 + r^2 \cos{\theta}^2d{\phi}^2$$ Moving along, all inner and outer terms from the FOIL calculation are added and simplified below.

$$ds^2 = dr^2 - rdr \sin{\theta} \cos{\theta} d\theta + r^2 \cos{\theta}^2 d{\theta}^2 + r^2 \sin{\theta}^2 d{\theta}^2 + r^2 \cos{\theta}^2 d{\phi}^2 + 2rdr \sin{\theta} \cos{\phi} d\theta - 2rdr \sin{\theta} \cos{\theta} d\theta$$ Finally, after addition and subtracting terms above, the solution is derived in the desired form to solve the problem.
$$ds^2 = dr^2 + r^2 d{\theta}^2 + r^2 \cos{\theta}^2 d{\phi}^2$$

R*7.7 Question from 41-6: Given: Parabolic coordinates. Find: Try to obtain the separated equations for the Laplace equation in parabolic coordinates.

From lecture notes [[media:pea1.f11.mtg41.djvu|Mtg 41]]

Solution
The instructor gave a wiki page for background research on this problem. The following identities will be useful.

$$x = \sigma \tau \cos{\phi}$$
$$x = \sigma \tau \sin{\phi}$$
$$x = \frac{1/2} ({\tau}^2 - {\sigma}^2$$

References for R*7.1 Vu-Quoc, L. Class Lecture: Principles of Engineering Analysis. University of Florida, Gainesville, FL, (Meeting 38) [[media:pea1.f11.mtg38.djvu|Mtg 38]] 10 Nov 2011. Vu-Quoc, L. Class Lecture: Principles of Engineering Analysis. University of Florida, Gainesville, FL, (Meeting 39) [[media:pea1.f11.mtg39.djvu|Mtg 39]] 15 Nov 2011. Vu-Quoc, L. Class Lecture: Principles of Engineering Analysis. University of Florida, Gainesville, FL, (Meeting 40) [[media:pea1.f11.mtg40.djvu|Mtg 40]] 17 Nov 2011. Vu-Quoc, L. Class Lecture: Principles of Engineering Analysis. University of Florida, Gainesville, FL, (Meeting 41) [[media:pea1.f11.mtg41.djvu|Mtg 41]] 17 Nov 2011. http://en.wikipedia.org/wiki/Parabolic_coordinates

title: User:Egm6321.f11.team1.steele.m/Report7


text:
User talk:Akashgoyal.cool

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Aerobics

Aerobics or rhythmic fitness is a physical exercise performed under a rhythmic music. It includes running, jumping, stretching and strength training routines. It may be practiced in a group setting led by an instructor, although it can be done solo and without musical accompaniment. Aerobics classes may allow participants to select their level of participation according to their fitness level. Many gyms offer a wide variety of aerobic classes for participants to take. Each class is designed for a certain level of experience and taught by a certified instructor with a specialty area related to their particular class.

Other websites

 * Images for aerobics
 * Videos for aerobics
 * Aerobics class on a beach

title: Aerobics


text:
Jumping

Jumping is a form of movement in which a body propels itself through the air along a ballistic trajectory. Jumping should be distinguished from running because in jumping the entire body is temporarily airborne by the relatively long duration. Some animals, such as the kangaroo, employ jumping as their primary form of locomotion, while others, such as frogs, use it only as a means to escape predators. Jumping is also a key feature of various activities and sports, including the long jump, high jump, and show jumping.

Classification
One way to classify jumping is by the manner of foot transfer. In this classification system, five basic jumping forms are distinguished:
 * Jump - jumping from and landing on two feet
 * Hop - jumping from one foot and landing on the same foot
 * Leap - jumping from one foot and landing on the other foot
 * Assemble - jumping from one foot and landing on two feet
 * Sissonne - jumping from two feet and landing on one foot
 * Bound - a leap onward or upward

title: Jumping


text: Category:How to write

title: Category:How to write


text:
Template:Type

[what type?]
 * A study was conducted type
 * Exercise is good type

title: Template:Type


text:
Bodybuilding

Bodybuilding is a form of human body modification involving intensive muscle hypertrophy. An individual who engages in this activity is referred to as a bodybuilder. In competitive bodybuilding, bodybuilders display their physiques to a panel of judges, who assign points based on their appearance.

The muscles are revealed through a process known as the "cutting phase" - a combination of fat loss, oils, and tanning which, combined with the lighting, make the definition of the muscle group more distinct.

Heracles, the greatest hero of Greek mythology, who has been a symbol of masculinity, may be considered the ancestor of modern bodybuilders.

Other pages

 * Physical fitness
 * Weight training

Other websites

 * Bodybuilding at the Open Directory Project
 * Historic Bodybuilding Contest Results Database
 * The Golden Age of Bodybuilding

title: Bodybuilding


text:
Rubik's Cube/Rubik's Maneuver

 +-+ +-+
 * HOW TO FIND YOUR VERY OWN PERSONAL WAYS TO SOLVE RUBIK'S CUBE                              |
 * (Preliminary April 20, 2007 version)            |
 * by Mr. Ray Calvin Baker                         |
 * FREE Public Domain Educational Material         |
 * Chapter Nine - - - - - - - - - - Rubik's Maneuver -- How to Flip Two Edge Cubies           |
 * Goal Four is to orient each of the twelve edge cubies at its proper location. This will    |
 * finish a solution of the Cube! (This is the only elaborate operation I actually memorized  |
 * (and still remember) from some of the books I have read.)                                   |
 * _ * _     (t)                                                            |
 * _ * _TOP_ * _ /                                                              |
 * _ * _TOP_ * _ k _ * _                                                            |
 * * _TOP_ * _TOP_ * _TOP_ *   A Cube                 Notice that the edge cubies     |
 * |  * _ f _ * _TOP_ *   |    in need of             which need to be "flipped"      |
 * | F |  * _TOP_ *   | R |    Rubik's                correspond to edge cubie #2     |
 * * _ | t |  *   | R | _ *    Maneuver               and edge cubie #3 as            |
 * |  * _ | F | R | _ *   |                           described in Chapter Eight.     |
 * | F |  * _ | _ *   | R |                                                           |
 * * _ | F |  *   | R | _ *    The edge cubies                                        |
 * |  * _ | F | R | _ *   |    at BACK TOP                                            |
 * | F |  * _ | _ *   | R |    and FRONT TOP                                          |
 * * _ | F |  *   | R | _ *    need to be                                             |
 * * _ | F | R | _ *       "flipped".                                             |
 * * _ | _ *                                                                  |
 * DIAGRAM 9-1. A Cube in Need of Rubik's Maneuver                                    |
 * Rubik's Maneuver "flips" two edge cubies at the BACK TOP and FRONT TOP locations. You will |
 * need to use the "slice" moves ("down-slice" and "up-slice"), which were described in       |
 * Chapter Eight, "". Here is the recipe. (I memorized this -- you can, too.)                 |
 * Down-slice (2R^ Rv).                                                                   |
 * Turn the top (always in the same direction (T^ or Tv, it doesn't matter as long as     |
 * you are consistent) .                                                    |
 * Down-slice.                                                                            |
 * Turn the top.                                                                          |
 * Down-slice.                                                                            |
 * Turn the top twice (T2).                                                               |
 * Up-slice (2Rv R^).                                                                     |
 * Turn the top (still in the same direction).                                            |
 * Up-slice.                                                                              |
 * Turn the top.                                                                          |
 * Up-slice.                                                                              |
 * Turn the top twice (T2).                                                               |
 * DIAGRAM 9-2. Instructions for Rubik's Maneuver                                         |
 * And what if you need to "customize" your moves to "flip" two edge cubies which are NOT at  |
 * the FRONT TOP and BACK TOP positions? You have already been able to juggle THREE edge      |
 * cubies, following the directions in Chapter Eight, "". Just rotate the entire Cube until   |
 * one of the edge cubies to be flipped is at the BACK TOP position. (This corresponds to     |
 * edge cubie #2 as discussed in Chapter Eight, "".) Then use part two of the instructions of |
 * Chapter Eight to position another edge cubie that needs to be flipped. (This corresponds to |
 * edge cubie #3, as discussed in Chapter Eight.) Do Rubik's Maneuver, then undo the moves    |
 * you used to "customize" the locations of those two edge cubies that got flipped.           |
 * Don't worry about "edge cubie #1" -- Rubik's Mauever (if done correctly) only flips the two |
 * edge cubies at FRONT TOP and BACK TOP. The edge cubie at BOTTOM BACK should be completely  |
 * unaffected by Rubik's Maneuver.                                                            |
 * There is one special case not handled by the instructions in Chapter Eight. Can you figure |
 * out what needs to be done for this special situation?                                      |
 * __ This is where we want #3.                               |
 * |   |    |    |    |    |    | #2 |                                        |
 * |   | L  |    | F  |    | R  |    | K  |    |  Customizing Move:                |
 * ++++++++++ "3R^".                           |
 * |   |    |    |    |    |    | #3 |                                        |
 * DIAGRAM 9-3. Special Case Not Handled by Instuctions in Chapter Eight                  |
 * In the worst case, you will need to do Rubik's maneuver six times to flip 12 edge cubies.  |
 * (In the best case, you won't need to do it at all.)                                        |
 * ... And after all that work, the result is ....                                            |
 * |TOP|TOP|TOP|                                                  |
 * |TOP|TOP|TOP|                                                  |
 * |TOP|TOP|TOP|                                                  |
 * | L | L | L | F | F | F | R | R | R | K | K | K |                          |
 * | L | L | L | F | F | F | R | R | R | K | K | K |                          |
 * | L | L | L | F | F | F | R | R | R | K | K | K |                          |
 * | B | B | B |                                                  |
 * | B | B | B |                                                  |
 * | B | B | B |                                                  |
 * DIAGRAM 9-3. The Unscrambled Cube                                          |
 * ++++++++++ "3R^".                           |
 * |   |    |    |    |    |    | #3 |                                        |
 * DIAGRAM 9-3. Special Case Not Handled by Instuctions in Chapter Eight                  |
 * In the worst case, you will need to do Rubik's maneuver six times to flip 12 edge cubies.  |
 * (In the best case, you won't need to do it at all.)                                        |
 * ... And after all that work, the result is ....                                            |
 * |TOP|TOP|TOP|                                                  |
 * |TOP|TOP|TOP|                                                  |
 * |TOP|TOP|TOP|                                                  |
 * | L | L | L | F | F | F | R | R | R | K | K | K |                          |
 * | L | L | L | F | F | F | R | R | R | K | K | K |                          |
 * | L | L | L | F | F | F | R | R | R | K | K | K |                          |
 * | B | B | B |                                                  |
 * | B | B | B |                                                  |
 * | B | B | B |                                                  |
 * DIAGRAM 9-3. The Unscrambled Cube                                          |
 * |TOP|TOP|TOP|                                                  |
 * | L | L | L | F | F | F | R | R | R | K | K | K |                          |
 * | L | L | L | F | F | F | R | R | R | K | K | K |                          |
 * | L | L | L | F | F | F | R | R | R | K | K | K |                          |
 * | B | B | B |                                                  |
 * | B | B | B |                                                  |
 * | B | B | B |                                                  |
 * DIAGRAM 9-3. The Unscrambled Cube                                          |
 * | B | B | B |                                                  |
 * | B | B | B |                                                  |
 * | B | B | B |                                                  |
 * DIAGRAM 9-3. The Unscrambled Cube                                          |
 * | B | B | B |                                                  |
 * DIAGRAM 9-3. The Unscrambled Cube                                          |
 * DIAGRAM 9-3. The Unscrambled Cube                                          |
 * DIAGRAM 9-3. The Unscrambled Cube                                          |

title: Rubik's Cube/Rubik's Maneuver


text:
Weight training

Weight training is a common type of strength training. It uses the force of gravity in the form of weighted bars, dumbbells or weight stacks to oppose the force generated by muscles. Weight training uses a variety of specialized equipment to target specific muscle groups and types of movement. Weight training strengthens bones, helping to prevent bone loss and osteoporosis. By increasing muscular strength and improving balance, weight training can reduce falls by elderly persons as well.

Weight training may differ from bodybuilding, Olympic weightlifting, powerlifting, which are rather sports than forms of physical fitness exercises. Weight training, however, is often a part of the athlete's training regimen.

Weight training and bodybuilding
Although weight training is similar to bodybuilding, they have different objectives. Bodybuilders use weight training to improve their body image by developing their muscles for size, shape, and symmetry regardless of any increase in strength for competition in bodybuilding contests; they train to maximize their muscular size and develop extremely low levels of body fat. In contrast, many weight trainers train to improve their strength and anaerobic endurance while not giving special attention to reducing body fat far below normal.

Weight training is a safe form of physical exercising when the movements are slow, controlled, and carefully defined. However, as with any form of exercise, improper execution and the failure to take appropriate precautions can result in injury.

Other pages

 * Weightlifting
 * High intensity training

title: Weight training