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Dominant group/Astronomy

In theory, the relationship between the term dominant group and astronomy involves astronomical entities. This may be of two types: (1) a dominant group of astronomical entities, or (2) a dominant group in some way associated with astronomical entities.

Any astronomical dominant group, or its synonyms, is an astronomical entity.

Dominant groups
Examples from primary sources are to be used to prove or disprove each hypothesis. These can be collected per subject or in general.

 * 1) Accident hypothesis: dominant group is an accident of whatever processes are operating.
 * 2) Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.
 * 3) Association hypothesis: dominant group is associated in some way with the original research.
 * 4) Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.
 * 5) Control group hypothesis: there is a control group that can be used to study dominant group.
 * 6) Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.
 * 7) Evolution hypothesis: dominant group is a product of evolutionary processes, such groups are the evolutionary process, produce evolutionary processes, or are independent of evolutionary processes.
 * 8) Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.
 * 9) Importance hypothesis: dominant group signifies original research results that usually need to be explained by theory and interpretation of experiments.
 * 10) Indicator hypothesis: dominant group may be an indicator of something as yet not understood by the primary author of original research.
 * 11) Influence hypothesis: dominant group is included in a primary source article containing original research to indicate influence or an influential phenomenon.
 * 12) Interest hypothesis: dominant group is a theoretical entity used by scholarly authors of primary sources for phenomena of interest.
 * 13) Metadefinition hypothesis: all uses of dominant group by all primary source authors of original research are included in the metadefinition for dominant group.
 * 14) Null hypothesis: there is no significant or special meaning of dominant group in any sentence or figure caption in any refereed journal article.
 * 15) Object hypothesis: dominant group is an object within each field where a primary author of original research uses the term.
 * 16) Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.
 * 17) Original research hypothesis: dominant group is included in a primary source article by the author to indicate that the article contains original research.
 * 18) Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a synonym for dominant group.
 * 19) Purpose hypothesis: dominant group is written into articles by authors for a purpose.
 * 20) Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.
 * 21) Source hypothesis: dominant group is a source within each field where a primary author of original research uses the term.
 * 22) Term hypothesis: dominant group is a significant term that may require a 'rigorous definition' or application and verification of an empirical definition.

Active regions
Notation: let the symbol AR stand for active region.

 * let the symbol SDR stand for surface differential rotation.

 * let the symbol ΔP stand for a change in rotational period.

"[A] star lacking one dominant AR, or with several ARs spaced in longitude, might not show a clear rotational signal."

SDR "will most easily be detected among stars that have relatively stable modulation over several rotations within a season from a dominant group of ARs that experience a noticeable change in mean AR latitude (corresponding to a change in mean rotational period) between consecutive observing seasons."

"On very active stars with large filling factors, ΔP may be minimized because the periods determined might only result from a limited latitude band where enough "gaps" in the plage exist to permit detection of rotation modulation." ΔP equals the maximum observed rotational period (Pmax) minus the minimum (Pmin).

Astrobiology
"The phylum Chloroflexi is a dominant group at organic-rich sites lacking hydrates."

"Before the great oxidation event, a group of single-celled microorganisms, called methanogens were the dominant group of organisms in early earth."

"The right hemispheric dominant group is hyperdigoxinemic, left hemispheric dominant group is hypodigoxinemic and bihemispheric dominant group is normodigoxinemic."

Galactic cosmic rays
Notation: let the symbol Z stand for atomic number.

 * let the symbol PeV stand for 1015 electron volts.

"The most dominant group is the iron group (Z = 25 − 27), at energies around 70 PeV more than 50% of the all-particle flux consists of these elements."

Galaxy groups
Notation: let the symbol keV stand for 103 electron volts.

Compact groups of galaxies are tight associations of galaxies. Their compactness suggests extremely short crossing times and a very rapid evolution. Computer simulations suggest that a compact "group coalesces into a giant dominant galaxy in a small number of crossing times." "Alternately, compact groups may be transient unbound cores of loose groups". A third alternative is that they are mostly chance alignments within larger loose groups of galaxies.

"In a physically dense group one would expect that the majority of the galaxies would exhibit visible signs of interaction."

"At the same time, the dominant group members are as likely to be spirals as ellipticals, hence suggesting that systematic merging has not (yet) occurred".

"Regardless that their member galaxies are dominated by spiral galaxies, we detected extended thermal X-ray emission that is attributed to hot gas with a temperature of 1.04±0.10 keV."

"This is the second clear detection of thermal X-ray emission from a spiral-dominant group of galaxies after HCG 92."

"To that end we used the very compact 375-m array of the Australia Telescope Compact Array (ATCA; Frater et al. 1992)1 to search for intergalactic H I gas in the NGC 1808 group, conducting observations centred between NGC 1792 and NGC 1808, the two dominant group members."

"The hard emission of the starburst galaxies can be divided into two groups; point source dominant and diffuse source dominant."

"The X-ray luminosity of the dominant group [of galaxies] is an order of magnitude fainter than that of the X-ray jet."

Interstellar medium
Interstellar dust can be studied by infrared spectrometry, in part because the dust is an astronomical infrared source and other infrared sources are behind the diffuse clouds of dust.

"In diffuse clouds the dominant group appears to be -CH3."

Mira variables
A Mira variable, or Mira-type variable, is a class of pulsating variable stars characterized by very red colors, pulsation periods longer than a hundred days, and light amplitudes greater than one magnitude.

"The rotational transitions within vibrationally excited states of 28SiO (SiO hereafter) show intense maser emission in objects such as AGB stars, mostly O-rich Mira-type variables, as well as in a few star-forming regions."

"The sample was made up of Mira-type variables, semiregular AGB stars, red supergiants and one star-forming region (Orion IRc2)." "Of a total of 21 objects in the sample, we have covered more than 8 full cycles for 13 regular variables, mostly Mira-type stars."

"The goal was to record between 10 and 15 spectra per pulsation cycle in Mira-type variables, the dominant group in the sample."

Preflare spectrum
The microdensitometer tracings from a low-inductance vacuum spark are compared with spectra from the OSO 3 satellite.

"The preflare spectrum and the 14 kV spectrum both have Fe XVIII as the dominant group of lines"

Formation of binary stars
"A proposed mechanism for the formation of binary and multiple systems is that of 'prompt initial fragmentation'" of the dense molecular cloud during the formation of protostars in bound groups. For a binary, the protostar fragments into two protostars which then collapse to form the binary system.

"In almost all close encounters the energy and angular momentum transfer is dominated by disc material becoming unbound from the system, with the contributions from close disc particle - star encounters being significant."

"The third is by far the dominant group, comprising 50 per cent of particles."

Subdwarfs
"The dominant population" in the Palomar-Green Catalog of Ultraviolet Excess Stellar Objects "is that of the hot, hydrogen atmosphere subdwarfs, the sdB stars, which comprise nearly 40 percent of the sample." "The helium-rich sdO stars account for 13% of the total. The hot white dwarfs of spectral types DA, DB, and DO account for 21%, 2.8%, and 1.0% of the sample; cooler DC or DZ white dwarfs add another 1.2%"

The Palomar Green (PG) "survey is complete to B ≤ 16.2 for objects showing ultraviolet excesses U - B ≤ -0.4 for one-fourth of the sky at high galactic latitude". There may be numerous cataclysmic variables (CVs) "with spectra predominantly in absorption in the PG catalog of over 1800 blue objects."

"Many such objects might have been categorized as hot subdwarfs (sdB, sdO), the dominant group of PG objects, or as white dwarfs, because the initial spectral classifications were done at low resolution with spectra of highly variable quality."

White dwarfs
"White dwarfs are end-products of stellar evolution. The fundamental properties of the dominant group of nonmagnetic white dwarfs have been invaluable in constraining the theory of single star evolution." Of the 2551 white dwarf stars from the full spectroscopic white dwarf and hot subdwarf sample within the Sloan Digital Sky Survey (SDSS) first data release, DR1, 1888 are non-magnetic DA types and 171, non-magnetic DBs. "White dwarfs are the most readily studied of the end products of stellar evolution. Investigations of white dwarfs have generally focused on the dominant group of the nonmagnetic variety for which realistic model atmospheres can be constructed and stellar parameters deduced." "White dwarfs are intensively studied end products of stellar evolution. However, investigations of white dwarfs have generally focused on the dominant group of nonmagnetic stars for which realistic model atmospheres can be constructed and fundamental properties, such as their masses or interior chemical composition can be determined."

Notation: accretion induced collapse (AIC).
 * binary millisecond pulsars (BMSPs).
 * white dwarf (WD).

"If we focus on BMSPs with WD companions, which is the dominant group in the observed sample, our results indicate birth rates that are ∼ 10 times higher for BMSPs that come from the AIC route."

Genera differentia
The genera differentia for possible definitions or relative synonyms of "dominant group" fall into the following set of orderable pairs:

Unless otherwise stated, the small group study designation such as "Astronomy" is placed at the beginning of the search stream, e.g., "astronomy class sect superior rules", without the quotes on Google Scholar. Another search stream with "astronomy" at the end may find fewer or slightly more articles.

In the first article, cited following: "class", "most of the optimization problems can be grouped into classes ... of similar complexity", "first class projects", and "classification"; "arrangement", "arrangement of observations", "the algorithms [for arrangement] are sensitive to the scientific policy"; "superior", "genetic algorithms are clearly superior if there is not a good knowledge of the main constraints in the scheduling of the observations."; "rules", "[t]he natural rules ... are selection of the best individuals [those better adapted to the scientific policy] of a population".

Def. superior [algorithms] based on rules [of selection] for the arrangement of classes [of observations] are called a dominant group [of algorithms].

'Orderable' means that any synonym from within the first category can be ordered with any synonym from the second category to form an alternate term for "dominant group"; for example, "superior class", "influential sect", "master assembly", "most important group", and "dominant painting". "Dominant" falls into category 171. "Group" is in category 61. Further, any word which has its most or much more common usage within these categories may also form an alternate term, such as "ruling group", where "ruling" has its most common usage in category 739, or "dominant party", where "party" is in category 74. "Taxon" or "taxa" are like "species" in category 61. "Society" is in category 786 so there is a "dominant society".

"A related, but separate, definition relies on a linguistic identity that differs from that of the dominant society [5]."

From theoretical astronomy, a "dominant group" is an astronomical entity which has many genera differentia words that may form orderable pairs that are alternate, relative, synonymous terms. Here are some examples:

Dominant species

 * 1) "At the low density given by the spherically symmetric wind model (see Table 1), the dominant species in the gas are atomic ions while as the gas number density increases, the recombination of ions takes place and the gas composition is governed by neutral-phase chemistry, that is, the dominant species are neutral atoms and molecules although electrons and some ions are still present in relatively large amounts (for example, C+, O+ and He+)."
 * 2) "From the geometry and scaling laws the contribution of a clump of radius R to the number of particles N of each species is ... where ηC is the carbon abundance and we are implicitly assuming that all the carbon is in the form of the dominant species in each zone."

Greatest group
"First of all there were only fifteen groups seen during the entire year [1901], north and south put together. Of these, seven were in the north, and the mean latitude for the north was 8.6°, exactly the latitude of one spot of the seven, and this very naturally, seeing that it was by far the greatest group of the year, the celebrated "eclipse group."" Bold added. Eclipse group is also a relative synonym for dominant group.

Influential group

 * 1) "Finally, and perhaps most importantly, London was the institutional home of the most influential group of astronomers of the period: the Royal Astronomical Society."
 * 2) "During the first five years (the 'formative era') the Branch flourished under the guidance of what was collectively the most influential group of amateur astronomers in the country."

Hypotheses

 * 1) Dominant group in astronomy is limited to entities that dominant by some physical quantity such as size, characteristic, or numerousness.

title: Dominant group/Astronomy


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User:Hylon.chen/Probability concepts

=Probability Concepts and Notations=

djvu notes: [[media:vql.probability.cdf.djvu|Probability, distribution, density]]

Events(Samples, Outcomes)
Event (or sample or outcome) is the results of random experiments, which designated by $$\mathbf\omega $$.

For example, the result of tossing a coin once should be either head or tail, i.e., $$\mathbf\omega =$$ head or $$\mathbf\omega =$$ tail. If we toss the coin twice, then $$\mathbf\omega =$$ {head, tail} or $$\mathbf\omega =$$ {head head} or $$\mathbf\omega =$$ {tail head} or $$\mathbf\omega =$$ {tail tail}.

Algebra of Events
In some ways the algebra of events is similar to the algebra of real numbers, with intersection ( $$\cap$$ ) corresponding to multiplication ( $$\times $$ ), complement ( $$^{c}$$ ) to subtraction ( $$\mathbf -$$ or $$ \setminus $$ ) and union ( $$\cup$$ ) to addition ( $$\mathbf +$$ ).

The union of $$n$$ events $$ A_{1}, A_{2}, ..., A_{n} $$ is the set consisting of those points that at least in one of those events $$ A_{1}, A_{2}, ..., A_{n} $$.

Notation: $$A_{1} \cup A_{2} \cup ... \cup A_{n}$$, or $$\cup_{i=1}^{\infty}A_{i}$$

The intersection of $$n$$ events $$ A_{1}, A_{2}, ..., A_{n} $$ is the set of points belonging to all those events $$ A_{1}, A_{2}, ..., A_{n} $$.

Notation: $$ A_{1} \cap A_{2} \cap ... \cap A_{n} $$, or $$\cap_{i=1}^{\infty}A_{i}$$

The complement of a event $$A$$ in $$\Omega$$ is the set of points in $$\Omega$$ but not the event $$A$$.

Notation: $$A^{c}$$.

Sample Space (Outcome Space)
Sample space or outcome space is a collection of possible outcomes (or events or samples) of random experiments, which denoted by $$\mathbf \Omega$$. For example, in the coin - tossing experiment, a coin is tossed once, the outcome space $$\mathbf \Omega$$ ={heads, tails}. Thus, $$\omega \in \mathbf\Omega$$ means the event $$\mathbf \omega$$ is either  "heads"  or "tails".

( Xiu 2010, p.9 ;, Shao 2007, p.1 .).

Sigma-Field
Sigma-Field is a collection of subsets of sample space $$\mathbf\Omega$$ (not necessary all), which denoted by $$\mathcal F$$. For instance, $$\mathcal F = \{ \emptyset, {\rm heads}, {\rm tails}, \mathbf\Omega\}$$ in the coin - tossing experiment.

Three conditions that the sigma-field must satisfy:

$$\bullet$$ Non-empty: $$\Omega \in \mathcal F$$ and $$\emptyset \in \mathcal F$$;

$$\bullet$$ Given $$A \in \mathcal F$$, then $$A^c \in \mathcal F$$;

$$\bullet$$ Given $$A_1$$, $$A_2$$,...$$\in \mathcal F$$, then

$$\bigcap_{i=1}^{\infty} A_{i} \in \mathcal F$$ and $$\bigcup_{i=1}^{\infty} A_{i} \in \mathcal F$$.

i.e., sum or union of any subsets of $$\mathcal F$$ is a subset of $$\mathcal F$$.

( Xiu 2010, p.10 ;, Shao 2007, p.2 .)

Note: $$\mathcal F$$ is called a " sigma-field " or " sigma-algebra ", written as $$\sigma$$-field  or  $$\sigma$$-algebra. $$\sigma$$ is mnemonic for " S ", and " Sum ", due to property.

Probability
Probability is used to measure the likelihood of occurrence of certain event (or outcome). Probability of an event $$\mathbf \omega $$ belonging to an element $$A \in \mathcal F$$ is a non-negative number (or measure), which is mathematically denoted by $$P(\omega \in A)=P(A)$$.

For example, in the coin - tossing experiment, $$ P(heads)=P(tails)=\frac{1}{2}$$, $$P(\emptyset)=0$$, $$ P(heads, tails)=P(heads)+P(tails)=\frac{1}{2}+\frac{1}{2}=1$$.

Algebra of Probability
The complement of an event $$ A $$ is the event not $$A$$ (that is, the event of $$A$$ not occurring); its probability is given by $$ P(not A) = 1 - P(A)$$. As an example, the chance of not rolling a six on a six-sided die is 1 – (chance of rolling a six)= $$ 1 - \frac{1}{6} = \frac{5}{6}$$.

If both events $$ A $$ and $$ B $$ occur on a single performance of an experiment, this is called the intersection or joint of $$ A $$ and $$ B $$, denoted as $$P(A \cap B)$$. If two events, $$ A $$ and $$ B $$ are independent, then the joint probability is
 * $$P(A \mbox{ and }B) = P(A \cap B) = P(A) P(B),\,$$

for example, if two coins are flipped the chance of both being heads is $$\frac{1}{2}\times\frac{1}{2} = \frac{1}{4}$$.

If either event $$ A $$ or event $$ B $$ or both events occur on a single performance of an experiment this is called the union of the events $$ A $$ and $$ B $$ denoted as $$P(A \cup B)$$. If two events are mutually exclusive, then the probability of either occurring is :$$P(A\mbox{ or }B) = P(A \cup B)= P(A) + P(B)$$. For example, the chance of rolling a 1 or 2 on a six-sided die is $$P(1\mbox{ or }2) = P(1) + P(2) = \frac{1}{6} + \frac{1}{6} = \frac{1}{3}$$.

If the events are not mutually exclusive then :$$\mathrm{P}\left(A \hbox{ or } B\right)=\mathrm{P}\left(A\right)+\mathrm{P}\left(B\right)-\mathrm{P}\left(A \mbox{ and } B\right)$$. For example, when drawing a single card at random from a regular deck of cards, the chance of getting a heart or a face card (J,Q,K) (or one that is both) is $$\frac{13}{52} + \frac{12}{52} - \frac{3}{52} = \frac{11}{26}$$, because of the 52 cards of a deck 13 are hearts, 12 are face cards, and 3 are both: here the possibilities included in the "3 that are both" are included in each of the "13 hearts" and the "12 face cards" but should only be counted once.

Random Variable
Intuitively, Random Variable is used to designate a random outcome (event or sample) in a random experiment, usually denoted in capital letters, e.g., $$\mathbf X $$ is a random variable. It's a numerical description of the outcome of an experiment.

Formally, it is a mapping from a probability space to the real numbers, which is measurable.

$$\displaystyle \mathbf X:(\Omega ,\mathcal F ) \to (\mathbb R, \mathcal B)$$

$$ \omega \mapsto\mathbf X(\omega)$$

Where $$(\Omega ,\mathcal F )$$ is event space $$\Omega$$ endowed with $$\sigma$$ - algebra $$\mathcal F$$, $$(\mathbb R, \mathcal B)$$ is set of real numbers $$\mathbb R $$ endowed with " Borel $$\sigma$$ - algebra " $$\mathcal B$$ (sigma-algebra of finite open  subsets of $$\mathbb R$$). (Shao 2007, p.7 .)

$$\mathbf X(\omega) $$ = ( arbitrary ) number selected to represent each event $$\mathbf\omega$$ in $$\mathbf\Omega$$. For Example, typically, in the coin - tossing experiment, we can use number 1 to designate the heads and 0 for the tails, i.e., $$\mathbf X(\rm heads)= 1$$, $$\mathbf X(\rm tails)= 0$$. But it is also possible to select, event though not a good choice, since not as mnemonic as $$\{0,1\}$$, $$\mathbf X(\rm heads)= 5$$, $$\mathbf X(\rm tails)= -3$$.

Example:

$$\mathcal B = \sigma \Big( \{(a,b]: a,b \in \mathbb R \} \Big)$$

$$\{(a,b]: a,b \in \mathbb R \}$$ Set of finite open intervals in $$\mathcal B$$

This choice of $$\mathcal B$$ allows for the probability of

$$\mathbf X \in (a,b]$$, i.e., $$\mathbf P \big(\mathbf X \in (a,b]\big)$$.

(Xiu 2010, p.11 )

$$\mathbf P_{\mathbf X}$$ Probability Distribution
Probability Distribution is a function that describes the probability of a random variable taking certain values.

$$\displaystyle P_X((a,b]) \equiv P_X(X( \omega) \in (a,b])$$.

$$\mathbf F $$$\mathbf X$ Cumulative distribution function ( CDF )
Cumulative Distribution Function (CDF), or only Distribution Function, describes the probability a real-valued random variable $$\mathbf X$$ with a given probability distribution will be found at a value less than or equal to x. Intuitively, it is the "area so far" function of the probability distribution.

$$\displaystyle F_X(x) := P_X((-\infty, x]) = P_X(X \le x)$$

$$f_{\mathbf X}$$ Probability density function ( PDF )
Probability Density Function (PDF), or density of a continuous random variable is a function that describes the relative likelihood for this random variable to occur at a given point. The probability for the random variable to fall within a particular region is given by the integral of this variable’s density over the region. The probability density function is nonnegative everywhere, and its integral over the entire space is equal to one.

$$\displaystyle f_{\mathbf X}(x):=\frac{d}{dx}\mathbf F_{\mathbf X}(x)$$ $$\displaystyle \mathbf F_{\mathbf X}(x)=\int_{-\infty}^{x} f_{\mathbf X}(t)dt$$

Note:

Notation $$\mathbf X$$ and $$x$$

In recent literature, an uppercase  letter, e.g., $$\mathbf X$$, is used to designate a  random variable, whereas the corresponding  lowercase  letter, e.g., $$x$$, is used to designate the real variable that is the  upper bound  of $$\mathbf X$$.

Kolmogorov, 1933 ; Famous work influencing subsequent mathematical probability and statistics works.

title: User:Hylon.chen/Probability concepts


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User talk:Hylon.chen/Probability concepts

Put your questions here.

= discussion 2011.09.22 =

 Question 5:

In order to generate non-uniform random variables, the most straightforward approach is via the inversion of the distribution function, for example, we can directly obtain the exponential random variable by inverting the exponential distribution. Given the exponential distribution density function is

$$\displaystyle f_{X}(x)=ae^{-ax}, a> 0$$

It's easy to get the distribution function as

$$\displaystyle F_{X}(x)=\int_{0}^{x }f_{X}(y)dy=\int_{0}^{x }ae^{-ay}dy=1-e^{-ax}$$.

Hence we have the exponential random variable by inverting the distribution function as

$$\displaystyle F_{X}^{-1}(u)=-\frac{log(1-x)}{a}$$

But for most cases that $$\displaystyle F_{X}^{-1} $$ isn't available in explicit form, which we should use approximation instead, like the normal distribution.

My question is can you explain in details how can we use approximation method to generate those random variables?

 Question 6:

From Xiu 2010, p.19, we know that the conditional distribution function of a random variable $$\displaystyle X$$ given $$\displaystyle B$$, provide that $$\displaystyle P(B)>0$$, is

$$\displaystyle F_{X}(x\mid B)=\frac{P(X\leqslant x,B)}{P(B)}, x\in \mathbb{R}$$,

and also the conditional expectation of $$\displaystyle X$$ given $$\displaystyle B$$ is

$$\displaystyle E[X\mid B]=\frac{E[XI_{B}]}{P(B)}$$,

Where $$\displaystyle I_{B}(\omega)=\left\{\begin{matrix} 1,\;\; \omega \in B,\\ 0,\;\;\omega \notin B, \end{matrix}\right. $$

is the indicator function of the event $$\displaystyle B$$.

My question is how can we get this two expressions?

Note: The conditional probability of $$\displaystyle A$$ given $$\displaystyle B$$ is

$$\displaystyle P(A\mid B)=\frac{P(A\cap B)}{P(B)}$$.

= discussion on 2011.09.15 =

 Question 2:

By your definition of the $$\sigma\,\;$$-field, $$\mathcal F $$, it's the collection of all subsets on $$\Omega$$. But from Xiu 2010, p.10, the $$\sigma\,\;$$-field, $$\mathcal F $$, is defined as the collection of subsets on $$\Omega$$. So, which one is better?

 Answer 2:

Clearly the definition of a $$\sigma\,\;$$-field $$\mathcal F $$ that includes all subsets of $$\Omega$$ is a stronger statement than the definition that only includes a collection of subsets of $$\Omega$$. The definition that is weaker is more general, i.e., the one that only includes a collection of subsets in $$\Omega$$. We need to look up some references to verify, e.g., some mathematical statistics / probability books.

Consider a counter example to the statement that we only need a collection of subsets of $$\Omega$$ to form a sigma-field: $$\Omega = {1, 2, 3}$$ $$\mathcal F :={\emptyset, 1, 2, \Omega}$$ $${1}\cup {2}={1, 2} \notin \mathcal F$$ Clearly, $$\mathcal F$$ can't be a sigma-field. The point here is that you can't take any arbitrary collection of subsets of $$\Omega$$ to form a sigma-field, but you need to take a collection of subsets of $$\Omega$$ that satisfies 3 conditions for the set $$\mathcal F$$ to be a sigma-field.

Three conditions that the sigma-field must satisfy:

$$\bullet$$ Not empty:$$\Omega \in \mathcal F$$ and $$\emptyset \in \mathcal F$$;

$$\bullet$$ Given $$A \in \mathcal F$$, then $$A^c \in \mathcal F$$;

$$\bullet$$ Given $$A_1$$, $$A_2$$,...$$\in \mathcal F$$, then

$$\bigcup_{i=1}^{\infty} A_{i} \in \mathcal F$$ and $$\bigcap_{i=1}^{\infty} A_{i} \in \mathcal F$$.

 Question 3:

For continuous distribution, the probability of any particular value is zero, $$\displaystyle P(X=x)=0, \forall x \in \mathbb R$$. Mathematically, I can understand this concept, that's since the distribution is continuous, we have

$$\displaystyle \lim_{\epsilon \rightarrow 0}F_{X}(x+\epsilon )=F_{X}{(x)}, \forall x$$.

But intuitively, I can't fully accept it. Why the probability of any particular value is zero?

 Answer 3:

For discrete events, like throwing a dice with 6 facets, you can talk about the probability of having, say, number 3, and that's 1/6.

But for continuous events, you need to think in terms of the area under the curve, similar to using the trapezoidal rule to integrate.

A better explanation would be that there are infinitely many real numbers; the set of real numbers, unlike the set of integers, is very dense. For example, given any two numbers that are very close to each other by $$\displaystyle \epsilon$$, with $$\displaystyle \epsilon$$ being very small (as small as you can imagine, e.g., $$\displaystyle 10^{-36}$$), you can always find infinitely many real numbers in between these two numbers.

So for continous events described by real numbers, the probability of throwing a "generalized dice" to get a particular real number is zero !

 Question 4:

In Xiu 2010, p.15, proposition 2.11 states that, Let $$\displaystyle F_{X}(x)=P(X\leqslant x)$$ be the distribution function of $$X$$. Then the following results hold.

$$\bullet$$ $$\displaystyle u\leq F_{X}(x)\Leftrightarrow F_{X}^{-1}(u)\leqslant x$$.

$$\bullet$$ If $$U$$ is uniform in $$\displaystyle \left ( 0,1 \right )$$, then $$\displaystyle F_{X}^{-1}(U)$$ has distribution function $$\displaystyle F_{X}$$.

$$\bullet$$ If $$\displaystyle F_{X}$$ is continuous, then $$\displaystyle F_{X}(x)$$ is uniform in $$\displaystyle \left ( 0,1 \right )$$.

Can you explain above proposition?

 Answer 4:

Install inkscape to plot the figures that I drew in the above [[media:Hailong.2011_09_15_10_31_23.pdf |Explanation]]. See Writing tools.

= discussion on 2011.09.08 =

<b> Question 1: </b>

$$\displaystyle \mathcal F = \{ \emptyset, { \rm heads}, { \rm tails}, \mathbf\Omega\}$$.

I think the heads and tails should be subsets, it should be designated as $$\displaystyle \{ \rm heads \}$$ $$\displaystyle \{ \rm tails\}$$. Am i right?

<b> Answer to Q1: </b> Strictly speaking, you can put the curly brackets around "heads" and "tails" to designate that they are singletons (i.e., sets with only one element). But in general it is not necessary to be so strict, since we can write

$${\rm heads} \in \mathcal F $$

or

$$\{ {\rm heads} \} \in \mathcal F $$

<b> -END Answer to Q1- </b>

Writing style: Don't do a verbatim transcript of my notes; instead use the style of writing wiki articles as shown in the article Gradient_of_vector:_Two_tensor_conventions, i.e., the mediawiki article should read as an article, not lecture notes.


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Category:Corsican language

This category is for pages related to the Corsican language.

title: Category:Corsican language


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User talk:Asspersorgra

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Moved your story to your user page
This is the Català Wikiversity. I've moved your history of Asspersorgra in Catalan to your user page, User:Asspersorgra. Your contributions here should generally be in Català. If I can be of any assistance, please ask on User talk:Abd. Thanks. --Abd 12:54, 8 September 2011 (UTC)

Classes Apsgvori

APSGVORI classes for the members and partners, many deaf and deaf family of listeners.

In July 2012, is on cabaret dancing class organized by the Al-Apanxalus Erika.

Scheduled computer classes with professional deaf and hard of hearing. Issue as the Website and organized research.

Scheduled classes of reader of the language for deaf and deaf. Topic organized as reading and writing adapt.

LSC planning classes for deaf and deaf. Between teacher and students and deaf students and deaf.

LSC planning classes for general audience, there are two different ways. Teachers can attend professional for listeners.

All thanks be given to proper e-mail: apsgvori@gmail.com either apsgvori@hotmail.com

Thanks for attention and good luck soon ... Goodbye.

Classes d'Apsgvori
Classes APSGVORI, per les sòcies i per els socis, tants sordes i sords familiar d'oients.

En juliol 2012, hi ha classe del Ball sobre CABARET amb organitzat Al-Apanxalus amb l'Èrika.

 * Previst classes d'informatica amb professional per als sords i sordes. Tema com organitzat la Pagina Web i recerques.

 * Previst classes de lector de la llengua per als sords i les sordes. Tema com organitzat la lectura i escrita adaptar.

 * Previst classes de LSC per als sords i les sordes. Entre professor i alumnes o alumns sords i sordes.

 * Previst classes de LSC per oïents general, hi ha dues formes diferents. Professors professionals pot atendre per oients.

Tots agraiments pot comunicar propies al correu electronic: apsgvori@gmail.com o be apsgvori@hotmail.com

Gracies per atenció i bona sort fins aviat... Adeu.

title: User talk:Asspersorgra


text:
User talk:Leadguitarist

 Hello Leadguitarist, 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.

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 * Visit a (kind of) random project.
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 * 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.
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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! --Abd 12:55, 8 September 2011 (UTC)

Performing live
I tried my best to rescue the page you started about live performance in music. -- Thekohser 15:17, 20 September 2011 (UTC)

title: User talk:Leadguitarist


text:
User talk:U3017146

 Hello U3017146, 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.

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 * Visit a (kind of) random project.
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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! --Abd 12:59, 8 September 2011 (UTC)

File:SamanthaBerry.jpg
I have deleted this file which you recently uploaded, as it was unused and had no licensing information. If you would like to use it, feel free to ask me or another custodian to undelete it, and we may be able to find an appropriate license for it. Thanks. -- Simone 14:59, 15 October 2011 (UTC)

 * i have deleted this file :) U3017146 10:03, 3 November 2011 (UTC)

What is the copyright of File:SICG.jpg?

 * I have deleted this file and replaced it with a file from Wikimedia commons U3017146 10:03, 3 November 2011 (UTC)

What is the copyright of File:Grasssignagesponsorship.jpg?

 * this file has long been deleted as i changed my topic weeks ago U3017146 10:03, 3 November 2011 (UTC)

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title: User talk:U3017146


text:
User:Sathida huamankij

Look at the Supply Chain Management Software. The business has the Supply Chain Management Software for collect the information since there is getting the raw material from suppliers to the process in producing and distributing to costumer. The software will show all of information that flow in business such as report of amount of product that produced, sold, and remained and report any information in system that CEO or anyone can see.

'''What Financial and accounting information does it deal with? ''' The financial and accounting information both of these are in Supple Chain Management Software. So financial deal with accounting information by supply chain. If there is anything impact to transaction in financial information, it report in software and some data may be change in accounting information.

What the advantage of ERP modules? ERP modules integrates many systems together since purchasing product system, hiring employee, producing, selling, accounting, and administration. So each system connect together in type of information flow It has a lot of advantages.

1.CEO or anyone who involved in the business-managers or stakeholders-know what is happening "now" or "almost now" from the information in SCM software.

2.If they rapidly know what happen they can deal with any problems and immediately manage the complications.

3.It help to plan the next step or strategics what does the business going on? or What is the next goals of business?

4.If they have well plan the next step already, they will better from competitors. In Nowadays business is faster, is better.

New Homework AC214ais/u-commerce, due Sept. 27
In my first page, the content above the page has many packages. First my content is the information about us-the history and the purpose of my business. Business’s goal wants to be the center of second quality school items that there are many buyers and sellers exchange items. Next, Online category system shows products from sellers and give a brief detail of each items. Third, Product management system and order management system are show items in sold and stocked. Forth, Shopping cart system for consumer check out and payment via Internet banking. And the last one is Search engine for easy finding my website suppose you want to find your school item and search in Google then you see my website is the first in that page.
 * What is the best e-commerce package that would allow you to start this week?

Member
 * 1) 5302500007 Ms.Thidarath Klangpradit
 * 2) 5302500011 Mr.Suparut Pathumwon
 * 3) 5302500024 Ms. Sathida Huamankij

title: User:Sathida huamankij


text:
Motivation and emotion/Book/2011/Self-determination theory

Overview
From birth, people are curious, playful, energetic and eager to learn which suggests very positive and persistent features of human nature. However, when one takes a quick look around a work place or educational environment there may be an abundance of individuals who are apathetic, irresponsible, reject growth and responsibility. Such non-optimal human functioning suggests the fact that human nature can either be active or passive, leading to the point that human propensity for motivation is more than just biological inheritance. In the real world, motivation, concerning all aspects of activation and intention (energy, direction and persistence) is highly valued for one reason: it produces (Ryan, Rochester, Deci & Edward, 2000).

Motivation is often treated as a single entity, however people can be more motivated to perform if they value an activity or because there is external pressures. One may behave due to a sense of personal commitment, achievement of goals and one may behave due to external pressures from family or superiors in the workplace for example for fear of retribution. Comparisons between people whose motivation is self-regulated as oppose to those externally controlled are found to have more excitement, confidence and interest which has been attributed to greater performance, creativity and vitality (Seldon, Ryan, Rawsthorne & Ilardi, 1997). Additionally, a greater self-esteem (Deci & Ryan, 1995) and general well-being (Ryan, Deci & Grolnick, 1995) was found for those with self-regualted motivation even when the participants have the same level of perceived self-efficacy for the activity. Due to the differences between self-regulation and external motivation, the question that is asked is what kind of motivation is being exhibited at a given time; this is a major focus of the self-determination theory (SDT).

"SDT is the investigation of people’s inherent growth tendencies and innate psychological needs that are the basis for their self-motivation and personality integration, as well as for the conditions that foster those positive processes. - Ryan et al. (2000), p.70"

SDT aims to outline the factors that support the innate human potential for growth, integration and well-being. The theory involves both intrinsically motivated behaviours, doing an activity for inherent satisfaction of the activity, and extrinsically motivated behaviours, performing an activity in order to achieve a separable outcome. Research has shown that the commitment reflected in instrinsic and extrinsic motivation are most likely to occur when individuals experience support of three basic psychological needs.

Three needs that appear to be essential for facilitating optimal functioning for growth and integration, constructive social development and well-being (Ryan et al., 2000) are identified as:
 * 1) Competence: Being effective in dealing with the environment one is in.
 * 2) Relatedness: The inherent quality of wanting interaction and caring experience.
 * 3) Autonomy: The ability of being a causal agent to ones own life.

Intrinsic motivation
Developmental psychologists have acknowledged that from the time of birth children are active, intrigued and playful, even in the absence of rewards (Harter, 1978). This positive potential of human nature is intrinsic motivation, defined as the inherent tendency for individuals to seek out and explore challenges, exercise and develop ones abilities and learn (Ryan et al., 2000). This construct of motivation is vital to cognitive and social development as it describes a natural inclination towards assimilation, interest and exploration that represents a principle source of enjoyment and liveliness throughout life (Ryan, 1995). Although intrinsic motivational tendencies are inherent, Ryan et al. (2000) details that in order to maintain and develop upon them requires supportive conditions. Therefore, the question that remains is not what causes intrinsic motivation rather, what sustains it.

Deci and Ryan (1985) presented a sub-theory within SDT known as cognitive evaluation theory (CET) that aims to identify social and environmental factors that facilitate intrinsic motivation. CET argues that social-contextual events such as feedback and rewards help bring out feelings of competence during an action which subsequently can enhance intrinsic motivation for that action. Deci (1975) can justify this where intrinsic motivation was enhance by positive and diminished by negative performance feedback. Further support by Vallerant and Reid (1984) suggested that perceived competence mediated the effect. CET continues to detail, and studies by Fisher (1978) and Ryan (1982) can confirm that intrinsic motivation will not be enhanced by competence unless partnered with a sense of autonomy. Therefore for intrinsic motivation to be evident, one must experience self-determined behaviour (autonomy) in addition to a feeling of competence.

Ryan et al. (2000) revealed that threats, deadlines, pressured directives or goals diminish intrinsic motivation because they steer towards an external perceived locus of causality (i.e., diminished autonomy). On the other hand, intrinsic motivation is enhanced by choice, acknowledgment of feelings and self direction (Deci & Ryan, 1985) as they allow a greater autonomy.

To give an example, studies have shown that teachers who are autonomy supportive vs. controlling encourage greater intrinsic motivation with students displaying higher inquisitiveness and initiative on tasks (Fink, Boggiano & Barret, 1990; Ryan & Grolnick, 1986). Students taught in the controlling group on the other hand, lost interest and were less effective in tasks requiring creative processing (Utman, 1997). Results are similar in other studies with autonomy-supportive parents having more intrinsically motivated children (Grolnicj, Deci & Ryan, 1997) in comparison to controlling parents. Therefore, supports for autonomy and competence are the catalyst to intrinsic motivation.

A third factor known as relatedness, also attributed to intrinsic motivation is observable at an early age through the behaviour of an infant that is securely attached to a parent. Frodi, Bridges and Grolnick (1985) confirm that security and maternal autonomy support in a study of mothers and infants predict greater infant exploratory behaviour and curiosity. In saying this, according to Ryan et al. (2000) under SDT, intrinsic motivation is more likely to thrive in interpersonal settings characterised by security and relatedness.

Ryan and Grolnick (1986) discovered that students who experienced uncaring teachers displayed lower intrinsic motivation and Anderson, Manoogian and Reznick (1976) had the same low motivation levels with children who worked on an engaging task with an ignoring and rude adult stranger. Obviously intrinsically motivated behaviours can occur when an individual is alone through competence and autonomy however, it must be recalled that intrinsic motivation will only occur for activities that hold intrinsic interest for the individual (appeal or challenge). For activities that do not hold interest for an individual, intrinsic motivation does not apply. In order to understand the motivation behind those activites extrinsic motivation must be called into review.

Extrinsic motivation
Although important, intrinsic motivation is not the only type of self-determined motivation. The question that remains is how individuals acquire the motivation to carry out non-intrinsically motivated behaviours and how this affects persistence, behaviour quality and an individual’s well-being (Ryan et al., 2000). When an individual seeks to foster the behaviour of another individual the motivation for the behaviour can vary. Additionally, a coach of a team who fosters the skilled behaviour of a sport can expect a range of motivational behaviour from unwillingness, passiveness or active personal commitment from players. Under SDT, these varying degrees of extrinsic motivational contingencies can be attributed to the internalisation and integration of the requested behaviour (Ryan et al., 2000). Vallerand (1997) defines internalisation as an individual "taking in" a value or regulation and integration as the further transformation of that regulation so that it will stem from their sense of self. Extrinsic motivation can vary greatly in its relative autonomy according to Ryan and Connell (1989) and Vallerand, (1997). To explain, read the following case:

The answer is that both Sam and Ping are extrinsically motivated however both behaviours vary in their relative autonomy. Although both cases involve "instruments" rather than enjoyment for the school work itself, Sam’s behaviour is attributed to a feeling of choice whereas Ping is adhering to her parents' control. Deci and Ryan (1986) introduced a sub-theory within SDT called organismic integration theory (OIT). This theory details the different forms of extrinsic motivation and the factors that promote vs. hinder internalisation and integration of behaviour regulation (Ryan et al., 2000). Figure 1 illustrates the motivational types that affect the degree to which the motivations are self-determined under OIT.

Ryan (1995) defines amotivation as the state of lacking the intention to act which sits at the far left of the self-determination continuum (Figure 1). It results when an individual does not value an activity, does not feel competent or is not expecting a desired outcome (Seligman,1975). On the far right of the figure is intrinsic motivation (highly autonomous) with extrinsically motivated behaviours, varying in the extent to which their regulation is autonomous (Ryan et al., 2000) filling the gap between amotivation and intrinsic motivation.

Extrinsic motivation: filling the gap between amotivation and intrinsically motivated behaviours (refer to Figure 1)

People experience greater autonomy as they internalise regulations and assimilate them to the self (Ryan et al., 2000). Ryan (1995) notes that this process may occur in stages but it is not suggested that it is a developmental continuum where a person has to progress through each regulation stage. People have the ability to internalise a new behavioural regulation at any point depending on prior experience and current situational factors (Ryan et al., 2000). Despite this, attached to increased cognitive capacities and ego development are the range of behaviours that can be assimilated to the self over time (Lovinger & Blasi, 1991; See table below).

Competence, autonomy and relatedness
According to Ryan et al. (2000), because extrinsically motivated behaviours are typically not interesting, the prominent reason behind people performing them is because their behaviours are modelled by significant others. This suggests that the need for relatedness is innermost important to internalisation and OIT supports this by proposing that internalisation is more likely to occur with feelings of relatedness. Ryan, Stiller and Lynch (1994) have shown that children who felt securely attached to and cared by their parents and teachers had more fully internalised the regulation for positive school related behaviour (Ryan et al., 2000). In addition, Vallerand (1997) details that internalisation of extrinsically motivated activities is also a perceived competence function. Simply, individuals are more likely to adopt activities that other relevant social groups are partaking if they feel they will be successful in producing a desired or intended result.

The critical element for regulation to be integrated that facilitates internalisation is autonomy. Situations can produce external regulation with rewards or threats when the individual feels competent; situations can produce introjected regulation if a relevant social group endorses the activity and the person feels both competent and related. However, situations can only produce autonomous regulation only if they are autonomy supportive, allowing the individual to feel all three needs – competence, relatedness and autonomy (Ryan et al., 2000).

Support for autonomy allows individuals to transform values into their own. To integrate a regulation, people must absorb its meaning and fuse it with their own values and goals which is independent of external pressure (toward behaving a certain way) and facilitated by a sense of choice (Kuhl & Fuhrmann, 1998).

Studies by Deci, Eghrari, Patrick and Leone (1994) have supported this reasoning by demonstrating that providing a meaningful rationale for an uninteresting behaviour in addition to supports for autonomy and relatedness encourages its internalisation and integration. Controlling situations produced less internalisation overall with only introjected internalisation occurring in some contexts.

After review of SDT, the question remains as to why students show little interest, why employees lack creativity, and why medical patients abide so poorly to medical treatments. SDT attributes this to the failure of internalisation and suggests turning to the individuals immediate social contexts to examine the degree to which needs for competence, relatedness and autonomy are being hindered (Ryan et al., 2000). So the student who shows little interest may feel he is lacking skills, the employee may have an unreasonable boss, and the medical patient may be in an environment that is too controlling.

Satisfaction of the three psychological needs and the experience of well-being
"A basic need, whether it be a physiological or psychological need, is an energizing state that, if satisfied, conduces toward health and well-being but, if not satisfied, contributes to pathology and ill-being. - Ryan et al. (2000), p.75"

SDT proposes that in order for an individual to experience an ongoing sense of well-being, the needs for competence, autonomy and relatedness must be satisfied. Firstly, the relation of personal goals to well-being will be discussed and it is predicted that the attainment of some life goals will provide relatively direct satisfaction of the basic needs (Ryan, Sheldon, Kasser & Deci, 1996).

Kasser and Ryan (1996) examined individual differences in the emphasis individuals placed on intrinsic aspirations compared to extrinsic aspirations. Intrinsic aspirations include things like affiliation, personal achievement and efficacy with extrinsic aspirations including material goals such as wealth and fame. The study discovered that individuals who placed stronger importance on intrinsic aspirations was positively associated with well-being indicators such as self-esteem and self actualisation (Ryan et al., 2000) while placing stronger importance on extrinsic aspirations was negatively related to these well-being indicators.

There are many factors that lead individuals to emphasise certain goals, which can include exposure to commercial media for example, and child attachment type (poor upbringing). Kasser, Ryan, Zax and Sameroff (1995) found that teenagers who had been exposed to controlling parents were more likely to favour extrinsic aspirations while teenagers with a more nurtured upbringing valued intrinsic goals. Developmental influences provide variations in the importance of goals, providing different levels of well-being and therefore different satisfaction of basic needs (Ryan et al., 2000). Additionally, the relations of people's reports of need satisfaction can vary in settings. Baard, Deci, and Ryam (1998) found that amongst nursing home residents, the supports for autonomy and relatedness predicted greater well-being. Therefore, need satisfaction can be attributed with improved well-being within specific domains.

Figures and tables
Figure 1. The Self-Determination Continuum Showing Types of Motivation With Their Regulatory Styles, Loci of Causality, and Corresponding Processes

Summary

 * Intrinsically motivated behaviours: doing an activity for inherent satisfaction of the activity.
 * Extrinsically motivated behaviours: performing an activity in order to achieve a separable outcome.
 * The commitment reflected in intrinsic and extrinsic motivation is most likely to occur when individuals experience support of three needs: competence, relatedness and autonomy.

Intrinsic Motivation

 * Cognitive evaluation theory (CET) aims at specifying social and environmental factors that facilitate intrinsic motivation – feedback and rewards help bring out competence.
 * Threats and deadlines diminish intrinsic motivation (diminished autonomy) and choice and self-direction enhance it (increased autonomy).
 * Intrinsic motivation is more likely to thrive in settings characterised by relatedness.

Extrinsic Motivation
 * The need for relatedness is innermost important to internalisation of behaviours.
 * Internalisation of extrinsically motivated activities is a perceived competence function.
 * Support for autonomy allows individuals to transform external values into their own.

Quiz
{Intrinsic motivation is defined as the inherent tendency for individuals to seek out and explore challenges, exercise and develop ones abilities and learn. + True - False
 * type=""}

{Threats, deadlines, pressured directives or goals diminish intrinsic motivation because they steer towards an external perceived locus of causality (i.e., diminished autonomy). + True - False
 * type=""}

{The organismic integration theory (OIT) details the different forms of extrinsic motivation and the factors that hinder vs. promote internalisation and integration of behaviour regulation. - True + False
 * type=""}

{In order for an individual to experience an ongoing sense of well-being, the needs for competence, autonomy and relatedness must not be satisfied. - True + False
 * type=""}

{The cognitive evaluation theory (CET) aims at specifying social and environmental factors that facilitate extrinsic motivation. - True + False
 * type=""}


title: File:Egm6321.f11.time.constant.svg


text:
Talk:Motivation and emotion/Book/2011/Shame

Feedback on plan
Well done - it's fabulous to have a plan like this to work with - this is very much on a promising track and really just needs some mulling over and fine-tuning, I think. I've edited the structure in the Introduction - see what you think - and also made some minor changes/suggestions to what follows, but haven't changed it to reflect the structure above. See what you think first.

BTW - there is really no "right" place for comments on wiki. They can also be moved around as needed later on. Comments on the chapter page are fine during drafting, then at some point as you tidy the page, cut and paste them here to to the talk page. The conventional method on talk pages is a heading, followed by a threaded conversation, usually with replied inset:
 * This is a reply
 * This is a reply to the reply
 * etc.

and signatures

Sincerely, James -- Jtneill - Talk - c 15:05, 8 September 2011 (UTC)
 * This is a reply to "Feedback on plan"

Thanks James, outline looking a lot better. Will also try to estimate a wordcount like the OSN page. Thought I remembered you saying that about the placement of the comments. Reassuring. Jeanette 17:32, 8 September 2011 (UTC)

Hi Jeanette, I think your plan looks great. The headings really identify with the theme of the book, and it identifies relevant theory. Can't wait to read it.--Wikitwit 06:04, 11 September 2011 (UTC)

Jeanette, I really like you layout!! If your looking for more photos or images,have you tired clip art, or i have read that you can take your own pictures EamesA 04:25, 19 October 2011 (UTC)

Looking great Jeanette. I hope this is still along the lines of your topic, but I remember reading about the way in which children are brought up effects whether or not they may feel sorry for an action. If they don't say the word "Sorry" they are not likely to grow up feeling genuinely sorry for these actions - the word brings about the emotion/feeling. In a sense this could be related to shame, the cultural enforcers that bring about what we identify as shameful things and what we feel shame for. Looking forward to reading your work! (PS looks like you've already got a sub-heading for what I'm talking about - socio-cultural) - Jaybay 06:56, 19 October 2011 (UTC)
 * (Removed laughter about Syphilis - Probably not appropriate :P ) Also great range of images Jaybay 11:05, 24 October 2011 (UTC)

Hi Jeanette, I really like the set up of your chapter. The three scenarios at the beginning are a great way to introduce your focus questions. If you see it fits, you could also mention Erikson's developmental stages and initiation of possible shame here. AngeM 12:23, 30 October 2011 (UTC) Hi Jeanette,

Your chapter looks great, I love the colourful heading with pictures, Im still trying to work that one out. I noticed you may be looking for some input on cultural perspectives. An article by Markus & Kitayama (1991) 'Culture and the self: implications for cognition, emotion and motivation' mentions shame (table on 239), Japanese feel a strong need to restore harmony when experiencing a negative emotion such as shame or guilt (Oime in Japanese). Hope may be of some help. (Susann 08:07, 1 November 2011 (UTC))

Hi Jeanette, thanks I really like the heading. Your chapter looks great. (Susann 05:59, 6 November 2011 (UTC))

Hi jeanette, wow is what comes to mind. you have done a great job! EamesA 12:05, 6 November 2011 (UTC)

Postsecret
Thinking about pictures for your topic - http://www.postsecret.com style images would be great for inspiration, but the copyright issues prevent use here - http://www.postsecretcommunity.com/news-faq/mail-secrets. -- Jtneill - Talk - c 09:42, 19 October 2011 (UTC)

 * Postsecret is a good idea, lots of secrets regarding shame. Even a link to the website if there are copyright problems? I know there are many communities copying the idea of postsecret, for example on Livejournal's "ljsecret". These sites may have material that you are able to publish on Wikiversity. - Jaybay 09:37, 20 October 2011 (UTC)

Flickr creative commons images
Could be uploaded to Commons:
 * 1) Confessions of the love lorn - http://www.flickr.com/photos/dickuhne/55054217/
 * 2) Cupboard for naughty children - http://www.flickr.com/photos/30998192@N04/2902732010/in/pool-766316@N21/

Test comment -- Jtneill - Talk - c 02:12, 20 October 2011 (UTC)

Feedback
Awesome lead in to the topic, So easy to READ!!!!!!!! nice Ps. James, this is positive feedback, which can motivate people to do there best right??? sooooooo ;)Lucas K 00:57, 27 October 2011 (UTC)

Hi Jeanette, Your page looks fantastic. I especially like that we can get involved immediately with the three scenarios. It makes it very realistic for the reader as I am sure everyone has been in one of those situations or similar. Also, thank you for the TEDtalks link for my chapter (empathy). I have added it to my page! Ltb 03:19, 4 November 2011 (UTC)

Opposite of shame?
Is it pride? -- Jtneill - Talk - c 11:07, 27 October 2011 (UTC)

Hi Jeanette - this chapter really has the WOW factor - congratualtions - very well done - Magnolia


text:
User talk:Ank1236

Is India's education system really educating people?

title: User talk:Ank1236


text:
User:Hylon.chen/MediaWiki Templates

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title: User:Hylon.chen/MediaWiki Templates


text:
Engineering Projects/Poppit/Howard Community College/Fall2011/502 ZNC

Problem Statement
To find strategies for the game poppit that can be implemented by a program to leave as few balloons as possible.

Team Members
Put each team members name here with links to their personal page here. Real names do not have to be used.
 * Zblaha2768
 * Nridings2
 * Cwoo4792

Summary
Team members repeatedly played poppit while recording potential chunking strategies as well as the number of balloons remaining after each trial.

Poster
Picture of a Poppit Game:

Story
The team each collected information regarding the remaining number of balloons and chunking strategies. During each class period, each of the three team members shared whatever successes they had with each other and proceeded to update and revise their chunking strategies. The team members' final scores and chunking ideas are recorded in their engineering notebooks and individual wikiversity pages.

Decision List
The team decided to individually try their own chunking strategies and inform each other of what they found each week instead of reporting the strategies of only one member of the team.

Material List
Computer, Google Chrome, Poppit, engineering notebook, pen.

Software List
Google Chrome and Poppit.

Time
We spent approximately 8 hours on this project.

Tutorials
Play poppit and make note of strategies that work as well as the number of balloons remaining. If you are on a team, share ideas with each other to better refine your chunking ideas.

Next Steps
Work with the programming team to develop the poppit program, giving them the data collected and chunking ideas.


text:
User:Zblaha2768/enes100

here is my portfolio of engineering projects at hcc intro class fall 2011

title: User:Zblaha2768/enes100


text:
User:Zblaha2768/enes100/poppit

Link to project ZNC team page.

Task1
Task 1 is to play poppit and discover new strategies to get the least amount of balloons remaining.

Week1 Narrative
During the course of the first week, I played poppit while searching for potential patterns and strategies within the game. I started out by using a top down strategy that would scan from the top left, moving right. Once a cluster of balloons are discovered, I would start over from the top left and scan right. This proved mildly successful as the remaining balloons numbered between the high twenties to high forties, and this was consistent throughout testing.

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
Planning on trying new techniques for chunking and for leaving as few balloons as possible.

Compare actual work done to Task2
Had less time than I would have hoped, however, I was still able to get plenty of chunking in.

Week2 Narrative
Popping balloons from the bottom right up proved somewhat successful. Balloons left were inconsistently between 10 and 30 balloons, however was significantly more effective than previous techniques.

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
Refine current technique, see what happens from there.

Compare actual work done to Task3
Once again, less time than I would have liked, but managed to refine technique for popping that has proven quite successful.

Week3 Narrative
Took time to refine technique, popped balloons in an s pattern. That is, I started from the bottom left of the grid of balloons, moved right until the row ends, and then move up one row and continue left. If a cluster of balloons is discovered, pop it, and then pause to see if there are any new clusters forming. If there are, pop them, if there aren't, continue. Once the grid is finished, and if there are balloon clusters remaining, then restart the process.

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
Finish off poppit work and prepare for next project.

title: User:Zblaha2768/enes100/poppit


text:
Engineering Projects/Poppit/Howard Community College/Fall2011/502 DBBM

Problem Statement
Poppit is a puzzle game in which a player is required to pop the balloons and score a big in order to win the game. Even if you win the game, there are a number of balloons left over at the end of the game. The most interesting part of the game is to find out how can we pop all of the balloons, score a big, and win the game.

The project is divided into different groups in which our goal is to take pictures/video of a game and record the number of balloons left over at the end.

Team Members

 * Bryan
 * Mike
 * Deep

Summary
Our team members played the game many times, took pictures and video of the game, and recorded the number of balloons left over at the end to help members of the team: 502_HDM.

Poster
For class use, we have saved the video and pictures into the folder: Desktop/ENES-100

If you are out of the class and trying to access the video, here's the link to download the video: Poppit Video

Story
Before we begin, we must have installed Google Chrome Browser in order to play the game- Poppit. Playing the game is really easy, since all we have to do is to left click on the balloons and they pop in groups of two or more. We begin the project by playing the game for few times and realizing how the game varies in terms of its pattern and set up. Each game is randomized and have different patterns to it. After playing the first 10 games, we record the number of balloons left over at the end and they're 25,17,11,6,53,37,19,22,9 and 43.

We used Wink to capture single-frames of the entire game, since it's really easy to use and gives the best resolution. The default resolution is set to 1024*728. When using Wink, we must select only the game region or else it will capture the entire Windows-screen. When running Wink, it captures single-frames every time we click the balloons. We also used HyperCam-2 to capture video of the game. The software is similar to Wink, except that it uses HD-codec and also records the sound.

The purpose of taking these pictures and the video of the entire game is to realize where we made mistakes and how many different ways could we have possibly completed the game if we were to fix those mistakes. However, the problem still remains that is it possible to pop all of the balloons, score a big, and win the game? No one knows!

Decision List
We decided to use the software Wink to capture single-frame shots and HyperCam-2 to capture video.

Material List

 * Computer

Software List

 * Google Chrome Browser: to open up the game- Poppit.
 * Wiki: creates a single-frame every time we click on the balloons.
 * HyperCam-2: captures the window screen and makes a video of it.

Time
There's no time limit to the game, so take your time to recognize the pattern, undo your moves, and keep up with your strategy. The more you take your time the more rewarding it is.

Tutorials
The Unofficial Poppit Strategy Guide created by Travis Lyon. This tutorial really helps to eliminate number of balloons.

Next Steps
The next step for our goal is to use the same game that we have captured and figure out our mistakes and come up with some guidelines to pop all of the balloons.


text:
Engineering Projects/Poppit/Howard Community College/Fall2011/Ichung4661/ENES100

Problem Statement
Put the last negotiated problem statement with the instructor or client of the project here.

Team Members
Put each team members name here with links to their personal page here. Real names do not have to be used.

Summary
Put an overall, one paragraph summary here with links to the team weekly reports.

Poster
Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

Story
Tell a story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were. This is a longer version of the summary with links to all the details collected associated with the project. These links could be to software, links to videos, links to project pages with pictures, etc. Think of the story as a summary of the team weekly reports on one long page rather than a short paragraph like the summary.

Decision List
List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

Material List
Figuring out what to purchase, what to build, what everything costs is a huge part of engineering. Typically there is a list of materials in stock, materials that are ordered, materials that should be ordered next time there is money, materials that have not been fully justified. These issues are part of healthy management of the engineering lab but are associated with a particular college. The detail needs to be published in this "Done" form. However in the project root, just a list of materials is necessary.

Software List
Installing and learning different software packages is part of most engineering project just like the materials list.

Time
Time estimates and actual time consumed measurements helps justify salaries (grades). The only way to gain respect for estimated project time and costs is to practice.

Tutorials
Most projects consist of making instructions to jump start the next team, shrink the learning of tools and software to the minimum, advice on where to purchase materials, how to assemble, etc. Tutorials modified or created are described here with links.

Next Steps
If this is not filled out, the next team may have to repeat each of your steps just to figure out what the next step is. It is best to write this immediately at the end of the project while creating the summary, poster, presentation, and story.

Subjective Critera
While reading these sections, practicing engineers are building up the following impressions about the document. So the following categories are more subjective:

Repeatablitly
Is there enough detail to repeat the work?

Integrity
Proving something doesn't exist or doesn't work usually requires exhaustion. Simply saying "it can not be done" is like challenging a pro basketball player (engineer) to one-on-one basketball (find a solution). It does not inspire respect. All the different ways respect is created can be found throughout the wikibook General Engineering Introduction.


text:
User:Nridings2/enes100

Here is my portfolio of engineering projects in the class intro to engineering at Howard Community College.

title: User:Nridings2/enes100


text:
Engineering Projects/Poppit/Howard Community College/Fall2011/502 HDM

Problem Statement
Figure out the average outcome of balloons left after playing Poppit

Team Members
team member pages are in the wrong space these pages needed to be deleted 1sfoerster 11:32, 20 September 2011 (UTC)

 * /Muzzlbock/
 * /Dammy125/
 * /Hsingh8658/

Summary
We created a spreadsheet in Google Documents where people could post their names and the number of balloons left after playing a game of Poppit. We found that the average out come of balloons left after a game was about 18.5 balloons left

Story
In order to distribute the spreadsheet to the multiple people in our class we had to send the Google documents spreadsheet to our instructor. We created an incentive of giving point to students for the number of games they reported to us. For every 10 game a student reported to us we gave one point with a max number of games was set at 200. We then took the Average of of all the data recorded and came out with 18.5 balloons left

Decision List
We had to decide how we were going to compile the data from the students. We talked about just entering the data manually from paper handed to us. Then we decided to make a Google Documents spreadsheet which enables us to share the spreadsheet with everyone over the internet and anyone could access it from anywhere.

Material List
Computer

Software List
Google Documents, Canvas, Poppit

Time
20 minutes to create spreadsheet and share it with the class, and about a minute per game played

Tutorials
Make New spread sheet for people to enter data when using the tips and software rest of class came up with see if their is an increase in the average of balloons left.

Next Steps
Use chunked info from other teams and any software created to help to see if it improves the average

Subjective Critera
While reading these sections, practicing engineers are building up the following impressions about the document. So the following categories are more subjective:


text:
Engineering Projects/Poppit/Howard Community College/Fall2011/502 TDM

Problem Statement
The problem was to pop all of the balloons without using any of the power ups and to also find a pattern which helps defeat the game easier.

Team Members
Put each team members name here with links to their personal page here. Real names do not have to be used.
 * /502_Dkirby7518/
 * /502_Mscobell1809/
 * /502_TFrancis3580/

Summary
The objective was to find a pattern in the mass of balloons to try and pop all of them in the end.

Chunk- From random=concluded to 29 balloons From Top= concluded to 17 balloons From Bottom= concluded to 10 balloons

Story
There is a game called poppit. The objective of our team was to find a way to gather information and figure out if there an easier way to play the game. We started our objective by splitting up and playing the game. As we played the game we took down information to find a pattern

Decision List
List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

Material List
1. Computer 2. Poppit download 3. Engineering notebook

Software List
POGO. EXE Google Chrome. EXE (Necessary in order to play the game)

Time
20-30mins per week to find a chunk

Tutorials
1. Begin By Downloading The Chunk Poppit game into Your Computer (If You Have Not Already)(Direct Link)

2. Then begin analyzing the dynamics of the game.

3. Record 40 trails of attempting the game at different angles or approaches.

4. Record in engineering notebook

5. Draw Conclusions

Next Steps
Figure out different kinds of pattern for popping balloons other than doing it randomly, starting from bottom, or starting from the top.


text:
User:Nridings2/enes100/poppit

Link to project ZNC team page.

Give instructor top 3 project choice list
Typically the instructor picks teams. Students send the instructor their top 3 choices. The project choices are typically those found at Category:General_Engineering_Projects. The instructor tries to put students in the project of their choice. Put your top three choices here after they are used to assign you to this project. Create a link to the project root and to where your team will be working.

Write problem statement
Look through the existing problem statements. Find something not yet done on the project. Create a problem statement for it. Think of a new subsystem that needs to be built for the project. The goal is something simple, possible, for zero dollars.

Assign Task1
Tasks are typically done over the weekend. They are documented during the week, presented during the week and the next weekends work is negotiated during the week. Week 0 is the week that task 1 is negotiated. Record your individual task here. Plan on working on it during the weekend between week0 and week1.

Compare actual work done to Task1
Rationalize differences

Week1 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.

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:Nridings2/enes100/poppit


text:
Engineering Projects/Poppit/Howard Community College/Fall2011/502 TSAY

T tasks werehe goal of this form is to provide a standard project format that practicing engineers can use to compare project documentation with while assessing these projects. It is called the "Team Done Form" because it should be filled out by the end of the project. Starting with this format helps make the done process much easier.

Projects are never "done" or "finished." But time runs out. Classes end. So this form has nothing to do with project success. This "Done" form can simply state "Nothing was done." If the section below does not fit your project, delete everything but still leave in the section header.

Problem Statement
It was very difficult to find a strategy that would allow us to pop all of the balloons and we had to try many different strategies and we had to play many games to figure out how to read the balloons so we could plan many moves ahead.

Team Members
Put each team members name here with links to their personal page here. Real names do not have to be used.

 * Sunny
 * Adnan
 * Sukmin
 * Tommy

Summary
Team TSAY played many games of poppit and through many trials and errors found that the strategy that was most effective was to pop large groups of balloons first and then move to the smaller ones. This strategy was put to the test many times and it proved to pop either all or a high majority of them each time we played.

Poster
This picture describe the best result we have ever had after all the trials that we did while playing this game.

Story
We started the project as it was not one of the hardest project in the world. But once we had played the Poppit game a few times it was quite challenging. We didn't have any strategy when we started playing, but after playing for a while we decided not to just pop random balloons and to use some strategies to win this game. The strategies that we used while playing this game were popping from left to right, top to bottom, chunk big first, and chunk small first. We did most of the work as a team together, but we divided all 4 strategies that we used in all the individual team members.

Out of all 4 strategies Chunking big first was the most successful strategy. We had gotten the best average results from all trials while chunking small first, and least number of balloons left while using this strategy were 5. By using this this strategy we were able to finish this game better than the other strategies.

Decision List
We had a few decisions of how to play the game more efficiently that included left to right, right to left, chunk big first, and chunk small first.

Material List
The use of computer was the only material required to do this project.

Software List
We did not have to use any software except an updated adobe flash player and Google Chrome. We just had to come up with the strategy to pop most balloons in a game called Poppit. So, we didn't need any additional software.

Time
We spend all the time that was available to do this project. In additional at home everyone spend about 2 hours to play this game and come up with a good strategy that would work to pop most or all of the balloons.

Tutorials
Google Chrome is a must need to do this project. Also, data should be written in the notebook to use and team work is needed while using different strategies.

Next Steps
Start playing the game by just randomly popping the balloons and getting an understanding of how the organization of the balloons is done. After playing a few times, find a strategy that best works to finish this game with least amount of balloons.


text:
User:Cwoo4792/enes100

This is my portfolio of engineering projects.

 * Link to Poppit_Project
 * Link to R.I.O.T_Wheel_Project
 * Link to Project Robot Arm

title: User:Cwoo4792/enes100


text:
User:Npsweet/ENES100/poppit

Poppit Project Link to project 1+1=11 team page.

Give instructor top 3 project choice list
chunk poppit coding section

Write problem statement
Find a way to help solve poppit with a program

Assign Task1
Tasks are typically done over the weekend. They are documented during the week, presented during the week and the next weekends work is negotiated during the week. Week 0 is the week that task 1 is negotiated. Record your individual task here. Plan on working on it during the weekend between week0 and week1.

Compare actual work done to Task1
Rationalize differences

Week1 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.

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:Npsweet/ENES100/poppit


text:
Engineering Projects/Poppit/Howard Community College/Fall2011/Ichung4661/ENES100/poppit

Link to project DBBM team page.

Give instructor top 3 project choice list
Typically the instructor picks teams. Students send the instructor their top 3 choices. The project choices are typically those found at Category:General_Engineering_Projects. The instructor tries to put students in the project of their choice. Put your top three choices here after they are used to assign you to this project. Create a link to the project root and to where your team will be working.

Write problem statement
Look through the existing problem statements. Find something not yet done on the project. Create a problem statement for it. Think of a new subsystem that needs to be built for the project. The goal is something simple, possible, for zero dollars.

Assign Task1
Tasks are typically done over the weekend. They are documented during the week, presented during the week and the next weekends work is negotiated during the week. Week 0 is the week that task 1 is negotiated. Record your individual task here. Plan on working on it during the weekend between week0 and week1.

Compare actual work done to Task1
Rationalize differences

Week1 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.

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.