text:
Demand characteristics

In research, and particularly psychology, demand characteristics refers to an experimental artifact whereby participants unconsciously change their responses after forming an interpretation of the experiment's purpose. Demand characteristics are typically to be confounding variables, affecting participant behaviour in ways other than intended by the researcher.

title: Demand characteristics


text: Group dynamics

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

title: Group dynamics


text: Peace psychology

title: Peace psychology


text:
Rules

In social psychology, rules refer to behavioural guidelines for a specific group or setting. Rules can be explicit or implicit.

title: Rules


text: Goal

title: Goal


text: Institution

title: Institution


text: Organization

title: Organization


text: Social group

title: Social group


text: Role

title: Role


text:
Ethnic group

According to Wikipedia, "An ethnic group or an ethnicity is a grouping of people who identify with each other on the basis of shared attributes that distinguish them from other groups."

Discussion questions and essay ideas

 * What is the purpose of researching studying various ethnic groups and cultural practices?
 * How can ethnographies be utilized to study various ethnic groups?

Wikipedia

 * Ethnography
 *
 * List of contemporary ethnic groups
 * Ethnic groups in the United States (Category)
 * Lists of ethnic groups (Category)
 * List of ethnic groups of Africa
 * List of ethnic groups in China
 * List of ethnic groups in Nigeria
 * List of ethnic groups in the United States by household income
 * List of ethnic groups in Vietnam

title: Ethnic group


text: Race (classification of human beings)

title: Race (classification of human beings)


text: File:Social processes, society & culture - Key terms.pdf


text:
User talk:Pupei

5180317 Puchita Anantasereewitaya

Differences between twitter and facebook

For me, facebook is mostly communicating with people I used to know, ex. my old friends, my recent friends, my host family, my relatives and so on. We can post messages, tale our stories, post pictures, and videos in it. For the language I use in facebook is more comfortable. It is basically like the language I use communicating with friends. The last thing I have experiences of using facebook is that I took longer time in posting and arranging my stuff in facebook. This is because I have to use my ideas and there are so many things I posted in to let people know about me and what I have been doing nowadays. For twitter, it is more likely the communicating of people I don’t know or the people I know but want to know them better. A way to get to know these people is using twitter. I don’t know much about twitter because I just have one recently. It is basically posting messages about anything, what we are doing, ask and answer questions we want to know. The respond we will get from twitter is very fast, people will respond our messages immediately. We can not post our video or a very long story on twitter. It just writing the messages we want to says which is very fast and take a very short of time.

In conclusion, I can not choose which one is beter than another for now, because I just starting my twiiter and do not familiar with it as facebook. But in the next few time I think I must be changing side to twitter because it is fast and not wasting a lot of my time.

title: User talk:Pupei


text:
User talk:Janitasawh

 Hello Janitasawh, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:17, 19 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 19 October 2009 (UTC)

title: User talk:Janitasawh


text:
User talk:Munxayavong

 Hello Munxayavong, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 19 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 19 October 2009 (UTC)

Progress Report
Please post your progress report today.
 * Best, Stevenarntson

title: User talk:Munxayavong


text:
User talk:Pnf209

 Hello Pnf209, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 19 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 19 October 2009 (UTC)

title: User talk:Pnf209


text:
User talk:Leah84

 Hello Leah84, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 19 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 19 October 2009 (UTC)

title: User talk:Leah84


text:
User talk:Myz203

 Hello Myz203, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 19 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 19 October 2009 (UTC)

title: User talk:Myz203


text:
User talk:Katherinehensley

 Hello Katherinehensley, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 19 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 19 October 2009 (UTC)

title: User talk:Katherinehensley


text:
User talk:A7910

 Hello A7910, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 19 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 19 October 2009 (UTC)

title: User talk:A7910


text:
User talk:Rain45bow

 Hello Rain45bow, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 19 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 19 October 2009 (UTC)

title: User talk:Rain45bow


text:
User talk:ShayleeMcGavran

 Hello ShayleeMcGavran, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 19 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 19 October 2009 (UTC)

Progress Report
Please post your progress report today.
 * Best, Stevenarntson

title: User talk:ShayleeMcGavran


text:
User:Powerek38

 * My Meta-Wiki page

title: User:Powerek38


text:
Measurement of blood pressure

Measurement of blood pressure – preparative page for educational slides designed for medical practice, with some chunk of theory introduction.

This page is created paralell with this Czech one: cs: Měření krevního tlaku

SI units
The metric system: The International System of Units (French: "le Système international d'unités")

where N is Newton as main unit of force: 1 N = 1 kg.m.s-2
 * Pa = the main unit SI which should be used
 * Pa is pronouncated as "Pascal" = the name of French physician
 * definition:
 * 1 Pa = 1 N/m2 = 1 kg.m-1.s-2

Traditional units

 * mmHg = the height of the mercury column which has this hydrostatic pressure on its bottom
 * 1 mmHg = 1 torr (It should be noted that, after 1 torr was redefined as 1/760 of atmospheric pressure, 1 mmHg differs from 1 torr by less than 0.000015%) (name of the unit becomes from the name of Italian physicist Toricelli)

Barometric pressure
It is good idea to memorize: 750 mmHg = 750 torr = 100 kPa = 1 bar which is near of the normal barometric pressure

and then:
 * 1 torr = 100/750 kPa = 0.133 kPa
 * 1 kPa = 750/100 torr = 7.5 torr

The normal diastolic pressure is about 10-times lower: 75 mmHg = 75 torr = 10 kPa

Pressure of the atrial blood

 * It has no constant value, but it is rather a function of time.
 * It changes it's value between two extremes during the cardiac cycle:
 * Diastolic pressure = the lower pressure
 * Systolic pressure = the higher pressure

An example for a healthy resting human, written as:
 * 110/75 torr (spoken as 110 over 75), means:
 * systolic pressure: 110 torr
 * diastolic pressure: 75 torr

 * Intervals for normal values:
 * systolic pressure: 100-145 torr
 * diastolic pressure: 60 – 85 torr

 * Lower values are symptoms of Hypotension
 * Higher values are sumptoms of Prehypertension or Hypertension

A = Psyst - Pdiast MAP ~ (Psyst/3) + (2 . Pdiast/3)
 * Pressure amplitude = the difference between systolic and diastolic pressure
 * Mean arterial pressure (MAP) may be estimated as:

Methods of measurement

 * Invasive (bloody) methods – used in surgery, experimental medicine etc.: The canulla inserted into blood vessel is connected with the manometer
 * Non-invasive (indirect) methods – commonly used:
 * Manual methods:
 * Auscultatory method
 * Palpation method
 * Oscillometric method
 * Automatic and half-automatic (semi-automatic) methods

Devices
img_0674.jpg

 * Sphygmomanometer = clinical device consisting of:
 * mercury manometer
 * inflatable cuff to restrict blood flow
 * inflation bulb with a valve
 * stethoscope for auscultation

Theory

 * the cuff is placed around the arm
 * the cuff is inflated by the air → the brachial artery under the cuff is pressed
 * the stetoscope is placed below the cuff
 * the next situations can distinctguished:
 * if the pressure in the cuff is higher than the systolic pressure then: the artery is totally occluded, no blood can flow thru – no sound is heard
 * if the pressure in the cuff is lower than the diastolic pressure then: the artery is not occluded, all blood can flow thru as normally, during the whole heart period – no sound is heard
 * if the value of the pressure in the cuff lies between the diastolic and the systolic pressures then: the artery is partially occluded → the blood flow is disturbed and periodically interrupted – the blood flows not during the whole cardiac cycle, but only during the systolic interval → some sounds (Korotkoff sounds) are heard

Practice
img_0748.jpg img_0747.jpg img_0746.jpg

 * 1) The subject of measurement is seated with the arm supported
 * 2) Place the cuff snugly but not too tightly around the upper arm.
 * 3) The valve on the bulb is closed
 * 4) Inflate the cuff rapidly by means of rubber bulb: the raising pressure is observed on the manometer
 * 5) Stop pumping the air when the pressure is a little higher then the supposed systolic pressure. (When supposing subject with normal blood pressure then the pressure of 150 torr in the cuff is sufficient.)
 * 6) Place the stetoscope ower the brachial artery at the elbow. No sound should be heard now.
 * 7) Release the valve on the bulb gently so the mercury column will fall slowly, observe it attentively.
 * 8) Simultaneously listen carefully until you hear the specific Korotkoff sounds (in the rhytm of heart beating); keep in mind the value of the appropriate pressure at the timepoint when this sounds was starting.
 * 9) Leave the mercury column fall further listening the sounds simulteneously.
 * 10) Carefully observing the mercury column you will see it falls down not quite smoothly but rather a little convulsively. (This phenomena can by used by oscillometric method.)
 * 11) Keep in mind the value of the appropriate pressure at the timepoint when the sounds vanished.
 * 12) You can release the valve wholly, blow off the air from the cuff.
 * 13) Write down both high (systolic) and low (diastolic) pressure keeping in your mind.
 * 14) The measurement is done but it should be repeated in doubt.

Half-automatic method
img_0691.jpg
 * 1) Principle: as oscillometric method mentioned above.
 * 2) Automatic methods use engine air-pumpe to inflating the cuff.
 * 3) The half-automatic methods use the standard rubber bulb.
 * 4) Read the manufacturer instruction carefuly before using such device! The basic principle may be similar but some operational steps may differ!

Task

 * 1) Take the measurements of the blood pressure each other using the auscultatory method
 * 2) Take this measurement on both left and right arms; the difference should not be greater than 10 torr.
 * 3) Calculate the appropriate amplitudes and values of the mean pressure.
 * 4) Calculate the heart frequency palpating the pulse on a. radialis
 * 5) Verify your measurements with the digital sphygmomanometer
 * 6) The examined subject makes 20 squats rapidly in 1 minute.
 * 7) The new measurement of heart frequency and blood pressure will be made immediatelly after the exertion. (The measurement of heart frequency and blood pressure may be taken simultaneously using both arms by two examinators.)
 * 8) Discuss the results of measurement, compare it with the norm, compare values between the members of your group, make conclusion.

External link

 * Take Blood Pressure - lessons, case studies and patient simulator online

title: Measurement of blood pressure


text: Category:Medical biophysics

title: Category:Medical biophysics


text: Category:Biophysics

title: Category:Biophysics


text:
User:Honey~enwikiversity

Twitter account link: www.twitter.com/g8p Hi my name is Honey. My hobbies is go swimming on fridays and randomly love to cycle play basketball and badminton. I graduated my high school from Wynberg Allen School, Mussoorie,Uttaranchal. I love spending time with family...

title: User:Honey~enwikiversity


text:
User:Ipownano

My name is Porntheera Sirichaiyakul. My nickname is PowPow. I live in Bangkok, Thailand. Now, I am studying Business Administration in Toursim and Hospitality Management Major at Mahidol University International College. I like watching movies, listening to music and surfing the Internet. I am also interested in computers. I think computers are very important because there is a lot of useful software that makes my life easier.

=
=====================================

Best of the Best

Motherboard - ASUS Rampage II Extreme Intel X58 Triple-Channel DDR3 LGA 1366 / SLI CF/ SATA6+1/ 1394*2

Processor - Intel Core i7 975 3.33GHz/1366/FSB 6.4GT/8MB

Memory - G.Skill DDR3 RAM 6GB 1600MHz DDR3 XMS Dominator

Case - Cooler Master "COSMOS S" Black Full Tower Case Model "RC-1100"

Power supply - ENERMAX EG651P-VE

Floppy drive - TEAC 1.44 FDD

Hard drive - WESTERN DIGITAL VALOCI RAPTOR 300GB /SATA II / 32MB /10000RPM

CD/DVD - LITEON IHAS324 24X SATA-Interface

Keyboard - MICROSOFT M2-Bx1-00001

Mouse - SYNNEX Logitech MX900 Bluetooth Optical Mouse

Monitor - APPLE M9179B/A 30inch TFT AMLCD 2560x1600 400cd/m2 400:1 16ms DVI

Sound card - CREATIVE Sound Blaster X-FI Elite Pro Stereo Output : 116dB SNR quality- Control Box- 64MB of on-board X-RAM

Video card - WinFast Quadro-fx5800 Quadro FX 5800 PCI-E 16X 512-bit

Modem - 3COM 3C888

=
=====================================

Twitter Faceoff

1.How is Facebook and Twitter the same?

- To communicate with other people

- To let your friends or followers know what you are doing

- To share pictures with your friends or followers

2.Why do you think Facebook is worried about competition from Twitter?

For Twitter, people do not need to log in to see other people's tweets (if those people do not protected their tweets), and Twitter is more public, so many people like this simplicity. Moreover, if people follow others, they can know what others are doing even though they do not know each other.

=
=====================================

Which operating system is best for you

Look at different operating system (how many use it)

Most of people use Windows XP.

-What operating systems should install on your netbook?

Windows 7

title: User:Ipownano


text:
User:GarrettAbbey

=Freshman Seminar=

Always Wanted To Schedule

 * Topic

Learn to play two songs by the Faceless on guitar
 * Research Component

History of the double bass pedal
 * week 1

start learning "An Autopsy"
 * week 2

Continue learning "An Autopsy" Start Research on history of the double bass pedal
 * week 3

more research Finish "An Autopsy"
 * week 4

Start Learning "Legion of the Serpent"
 * week 5

Continue learning "Legion of the Serpent" research
 * week 6

catch some Z's
 * week 7

Finish "Legion of the Serpent"
 * week 8

Finish Research Paper

Final Presentation

 * Topic (10%)

< >

 * Research (20%)

<>

 * 1) Internet site:
 * 2) Book:
 * 3) Scholarly Journal:
 * 4) Other (interview, TV show,etc):

 * Your accomplishment (20%)

<>

 * Project Review (50%)
 * 1)What went well
 * 2)What went poorly
 * 3)Future strategies

title: User:GarrettAbbey


text:
User:Egm6321.f09.Team6/HW4

 You need to create the account (i.e., register the user) Egm6321.f09.Team6.

See further comments in google doc for Team 6. Egm6321.f09 21:03, 23 November 2009 (UTC)

= Problem 1 =

Problem Statement
P.19-1 For the Legendre equation 1 on p.14-2 with n = 0, the homogeneous solution u1(x) = 1. Use reduction of order method 2 (undetermined factor) to find u2(x), the second homogeneous solution.

Solution
Equation 1 on p.14-2 with n=0, reduces to
 * {| style="width:100%" border="0" align="left"

(1-x^2)y''-2x y' = 0 $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (1.1)
 * }
 * }

The above equation is rewritten as,

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

y'' - \frac{2x}{1-x^2} y' = 0 $$ $$ Where,
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (1.2)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

a_1(x)=\frac{-2x}{1-x^2} $$ $$ From Lecture 17-4, Equation 2:
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (1.3)
 * }
 * }

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

u_2 (x) = u_1(x) \int_{}^x {\frac{1}} \exp \left[ { - \int_{}^t {a_1 (s)ds} } \right]dt $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (1.4)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

$$\int {} a_1(s)ds=\int {} \frac{-2s}{(1-s^2)}ds= \log(1-s^2) $$ $$ Substituting $$\displaystyle u_1(t)=1$$ and $$\int {} a_1(s)ds $$ in Equ.2
 * \displaystyle
 * \displaystyle
 * $$\displaystyle (1.5)
 * }
 * }

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

u_2 (x) = (1) \int_{}^x {\frac{1}{(1)^2} \exp \left[ - \log(1-s^2) \right]}dt = \int_{}^x {\frac{1}{1-s^2}}dt $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (1.6)
 * }
 * }

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

\int_{}^x {\frac{1}{1-s^2}}dt = \int_{}^x \left[\frac{1/2}{1-s} +\frac{1/2}{1+s} \right]ds = -\frac{1}{2}\log(1-x)+\frac{1}{2}\log(1+x) $$ $$ Thus, the second homogeneous solution by reduction of order method 2 is given by
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (1.7)
 * }
 * }

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

u_2(x)=\frac{1}{2}\log \left( \frac{1+x}{1-x} \right) $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (1.8)
 * }
 * }

= Problem 2 =

Problem Statement
From King et al., p.28, problem 1.1.b: Show that the functions $$u_1$$ are solutions to the differential equations given below. Use the reduction of order method to find the second independent solution, $$u_2$$.

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

 * $$\displaystyle
 * $$\displaystyle

u_1 = x^{-1}sinx

$$ $$
 * $$\displaystyle (2.1)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

 * $$\displaystyle
 * $$\displaystyle

x\frac{d^2y}{dx^2}+2\frac{dy}{dx}+xy = 0

$$ $$
 * $$\displaystyle (2.2)
 * }
 * }

Solution
Part 1: Showing that $$u_1$$ is a solution to the differential equation.

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

 * $$\displaystyle
 * $$\displaystyle

y = x^{-1}sinx

$$ $$
 * $$\displaystyle (2.3)
 * }
 * }

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

 * $$\displaystyle
 * $$\displaystyle

\frac{dy}{dx}=\frac{d}{dx}\left(x^{-1}sinx\right)=-x^{-2}sinx+x^{-1}cosx

$$ $$
 * $$\displaystyle (2.4)
 * }
 * }

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

 * $$\displaystyle
 * $$\displaystyle

\frac{d^2y}{dx^2}=\frac{d^2}{dx^2}\left(x^{-1}sinx\right)=2x^{-3}sinx-2x^{-2}cosx-x^{-1}sinx

$$ $$
 * $$\displaystyle (2.5)
 * }
 * }

Substituting into the original equation, we have:

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

 * $$\displaystyle
 * $$\displaystyle

x\left(2x^{-3}sinx-2x^{-2}cosx-x^{-1}sinx\right)+2\left(-x^{-2}sinx+x^{-1}cosx\right)+x\left(x^{-1}sinx\right)=0

$$ $$
 * $$\displaystyle (2.6)
 * }
 * }

The left-hand side of the equation above reduces to zero, proving that $$u_1$$ is a solution to the differential equation (2.2).

Part 2: Solving for $$u_2$$. We will look for a solution of the form $$y(x)=U(x)u_1(x)$$. First, we represent the first and second derivative as follows:

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

 * $$\displaystyle
 * $$\displaystyle

\frac{dy}{dx}=\frac{dU}{dx}u_1+U\frac{du_1}{dx}

$$ $$
 * $$\displaystyle (2.7)
 * }
 * }

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

 * $$\displaystyle
 * $$\displaystyle

\frac{d^2y}{dx^2}=\frac{d^2U}{dx^2}u_1+2\frac{dU}{dx}\frac{du_1}{dx}+U\frac{d^2u_1}{dx^2}

$$ $$
 *
$$\displaystyle (2.8)
 * }
 * }

Next, we substitute Equations 2.7 and 2.8 into the differential equation (2.2).

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

 * $$\displaystyle
 * $$\displaystyle

x\left(\frac{d^2U}{dx^2}u_1+2\frac{dU}{dx}\frac{du_1}{dx}+U\frac{d^2u_1}{dx^2}\right)+2\left(\frac{dU}{dx}u_1+U\frac{du_1}{dx}\right)+x\left(U(x)u_1(x)\right)=0

$$ $$
 *
$$\displaystyle (2.9)
 * }
 * }

We can now collect the terms.

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

 * $$\displaystyle
 * $$\displaystyle

U\left(\frac{d^2U}{dx^2}+2\frac{du_1}{dx}+xu_1\right)+xu_1\frac{d^2U}{dx^2}+\frac{dU}{dx}\left(2x\frac{du_1}{dx}+2u_1\right)=0

$$ $$
 *
$$\displaystyle (2.10)
 * }
 * }

Since $$u_1$$ is a solution of the differential equation (2.2), the term multiplying by $$U$$ is zero. Next, we define $$Z:=\frac{dU}{dx},$$ and $$\frac{dZ}{dx}=\frac{d^2U}{dx^2}$$. By removing the $$u_1$$ terms, which are equal to zero and substituting the new definitions, we arrive at the following first-order, linear differential equation:

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

 * $$\displaystyle
 * $$\displaystyle

xu_1\frac{dZ}{dx}+Z\left(2x\frac{du_1}{dx}+2u_1\right)=0

$$ $$
 *
$$\displaystyle (2.11)
 * }
 * }

Dividing by $$Zxu_1$$, we have

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

 * $$\displaystyle
 * $$\displaystyle

\frac{1}{Z}\frac{dZ}{dx}+\frac{2}{u_1}\frac{du_1}{dx}+\frac{2}{x}=0

$$ $$
 *
$$\displaystyle (2.12)
 * }
 * }

By integration, we have

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

 * $$\displaystyle
 * $$\displaystyle

log|Z|+2log|u_1|+\int^x\frac{2}{s}ds=C

$$ $$
 *
$$\displaystyle (2.13)
 * }
 * }

This can be used to solve for $$Z$$.

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

 * $$\displaystyle
 * $$\displaystyle

Z=\frac{k}{u_{1}^{2}}exp\left(-\int^x\frac{2}{s}ds\right)=\frac{dU}{dx}$$, where $$k=e^C

$$ $$
 *
$$\displaystyle (2.14)
 * }
 * }

Integrating 2.14 gives us an equation for $$U(x)$$.

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

 * $$\displaystyle
 * $$\displaystyle

U(x)=\int^x\frac{c}{u_{1}^{2}(t)}exp\left(-\int^{t}\frac{2}{s}ds\right)dt+\tilde{c}

$$ $$
 *
$$\displaystyle (2.15)
 * }
 * }

This gives us an equation for $$y(x)$$.

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

 * $$\displaystyle
 * $$\displaystyle

y(x)=u_1(x)\int^x\frac{c}{u_{1}^{2}(t)}exp\left(-\int^{t}\frac{2}{s}ds\right)dt+\tilde{c}u_1(x)

$$ $$
 *
$$\displaystyle (2.16)
 * }
 * }

Finally, we arrive at the equation for $$u_2(x)$$.

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

 * $$\displaystyle
 * $$\displaystyle

u_2(x)=u_1(x)\int^{x}\frac{1}{u_{1}^{2}(t)}exp\left(-\int^{t}\frac{2}{s}ds\right)dt

$$ $$
 *
$$\displaystyle (2.17)
 * }
 * }

By solving Equation 2.17, we arrive at the solution for $$u_2$$.

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

 * $$\displaystyle
 * $$\displaystyle

u_2(x)=x^{-1}cosx

$$ $$
 *
$$\displaystyle (2.18)
 * }
 * }

= Make-up Problem 1.2 c =

= Make-up Problem 1.3 b =

Problem Statement
Solve $$ \frac{d^2y}{dx^2} + 4y = 2{\sec{2x}} $$

Solution
We know that,

$$ y_{Gen} = y_{H} + y_{P} $$

- To Find Homogeneous Solution

$$ y'' + 4y = 0 $$

$$ r^2 +4 = 0 $$

$$ r= +2i, -2i $$

$$ y_{H}= C_{1}{\cos{2x}} + C_{2}{\sin{2x}} $$

- To Find Particular Solution by using Variation of Paramaters

$$ {\cos(2x)}C'_{1} + {\sin(2x)}C'_{2} = 0 $$

$$ -2{\sin(2x)}C'_{1} + 2{\cos(2x)}C'_{2} = 2{\sec(2x)} $$

$$ C'_{1} = -tan(2x) $$

$$ C'_{2} = 1 $$

$$ \int C'_{1} = -\int {tan(2x)} = 2ln{\cos(2x)} = ln{cos^2(2x)} $$

$$ \int C'_{2} = \int 1 = x $$

Thus, we obtain the general solution as

$$ y_{Gen} = y_{H} + y_{P} $$

$$ Y_{Gen} = C_{1}{\cos(2x)} + C_{2}{\sin(2x)} + ln{\cos(2x)} + x{\sin(2x)} $$

Therefore, the particular solution is

$$y_p(t)=-y_1\int\frac{y_2f(t)}{W(y_1,y_2)}dt+y_2\int\frac{y_1f(t)}{W(y_1,y_2)}dt=-cos(t)\int sin(t)f(t)dt+sin(t)\int cos(t)f(t)dt$$

= Make-up Problem 1.3 c =

= Make-up Problem 1.3 d =

Problem Statement
Find the general solution of

$$\frac{d^2y}{dx^2}+y=f(x), y(0)=y'(0)=0$$

Solution
First, we solve for the homogeneous solution.

$$y_H(t)=c_1cos(t)+c_2sin(t)$$

So we have

$$y_1(t)=cos(t)$$ $$y_2(t)=sin(t)$$

The Wronskian of these two functions is

$$W=\left| \begin{array}{ c c } cos(t) & sin(t) \\ -sin(t) & cos(t) \end{array} \right|=cos^2(t)+sin^2(t)=1 $$

Therefore, the particular solution is

$$y_p(t)=-y_1\int\frac{y_2f(t)}{W(y_1,y_2)}dt+y_2\int\frac{y_1f(t)}{W(y_1,y_2)}dt=-cos(t)\int sin(t)f(t)dt+sin(t)\int cos(t)f(t)dt$$

Therefore, the general solution is

$$y=c_1cosx+c_2sinx-cosx\int^{x}sin(t)f(t)dt+sinx\int^{x}cos(t)f(t)dt$$

By substitution of the initial conditions, we find the $$c_1=c_2=0$$ which yields the following result for the general solution:

$$y=-cosx\int^{x}sin(t)f(t)dt+sinx\int^{x}cos(t)f(t)dt$$

= Contributing Members = Egm6321.f09.Team6.PaulMoore 20:54, 20 October 2009 (UTC)

Egm6321.f09.Team06.sada 23:46, 20 October 2009 (UTC)

Egm6321.f09.Team6.dianafoster 00:20, 21 October 2009 (UTC)

Egm6321.f09.team6.breaux 13:40, 21 October 2009 (UTC)

title: User:Egm6321.f09.Team6/HW4


text:
User:Egm6321.f09.Team06.sada/HW4

Problem 1
P.19-1 For the Legendre equation 1 on p.14-2 with n = 0, the homogeneous solution u1(x) = 1. Use reduction of order method 2 (undetermined factor) to find u2(x), the second homogeneous solution.

Solution
Equation 1 on p.14-2 with n=0, reduces to

$$\displaystyle (1-x^2)y''-2x y' = 0 $$

The above equation is rewritten as,

$$\displaystyle y'' - \frac{2x}{1-x^2} y' = 0 $$

Where, $$\displaystyle a_1(x)=\frac{-2x}{1-x^2} $$

From Lecture 17-4, Equation 2:

$$\displaystyle u_2 (x) = u_1(x) \int_{}^x {\frac{1}} \exp \left[ { - \int_{}^t {a_1 (s)ds} } \right]dt $$

$$\int {} a_1(s)ds=\int {} \frac{-2s}{(1-s^2)}ds= \log(1-s^2) $$

Substituting $$\displaystyle u_1(t)=1$$ and $$\int {} a_1(s)ds $$ in Equ.2

$$\displaystyle u_2 (x) = (1) \int_{}^x {\frac{1}{(1)^2} \exp \left[ - \log(1-s^2) \right]}dt = \int_{}^x {\frac{1}{1-s^2}}dt $$

$$\displaystyle \int_{}^x {\frac{1}{1-s^2}}dt = \int_{}^x \left[\frac{1/2}{1-s} +\frac{1/2}{1+s} \right]ds = -\frac{1}{2}\log(1-x)+\frac{1}{2}\log(1+x) $$

Thus, the second homogeneous solution by reduction of order method 2 is given by

$$ \displaystyle u_2(x)=\frac{1}{2}\log \left( \frac{1+x}{1-x} \right) $$

title: User:Egm6321.f09.Team06.sada/HW4


text:
User:Egm6321.f09.team3.diggs/HW4

= Problem 1: Solving the Legendre Differential Equation for n=0 =

Given
The Legendre differential equation:

$$ F = (1-x^2)y'' - 2xy + n(n+1)y = 0 $$

and

$$ n = 0 $$

$$u_1(x) = 1 $$

Find
$$u_2(x) $$ using the method of reduction of order 2

Solution
The Legendre DE for n=0 is:

$$ F = (1-x^2)y'' - 2xy = 0 $$

We assume the full solution is $$ y(x) = U(x)u_1(x) $$

We must use the Euler equations, in second order of the form:

$$ y'' + a_1(x)y' + a_0(x)y = 0 $$

Take the first and second derivatives of our assumed form of y(x) and multiply $$y'$$ by $$a_1$$ and $$y$$ by $$a_0$$ to get (simplified):

$$ 0 = U'[a_1u_1 + 2u_1'] + U''u_1 $$ where

$$ a_1 = \frac{-2x}{1-x^2}$$, and $$u_1 = 1 $$

Let $$ z = U' $$

now we have:

$$ \frac{z'}{z} + a_1 + 2\frac{u_1'}{u_1} = 0 $$

Solve by direct integration and rearrange to get:

$$z = \frac{c}{u_1^2} \cdot exp( - \int a_1(s) ds) = c \cdot exp(- \int \frac{-2s}{1-s^2} ds)$$

Integrate again to get:

$$U(x) = \int c \cdot exp(- \int \frac{-2s}{1-s^2} ds) dt + c_2$$

yields $$y(x) = c_1u_1[ \int exp(- \int \frac{-2s}{1-s^2} ds) dt + \frac{c_2}{c}]$$

Solving for $$u_2(x)$$,

$$u_2(x) = u_1 \cdot \int exp( - \int \frac{-2s}{1-s^2} ds) dt = \int exp(-ln(t^2-1)) dt = - \frac {ln(\frac {x+1}{x-1})}{2}$$

Therefore, $$u_2(x) = - \frac {ln(\frac {x+1}{x-1})}{2}$$

= Problem 2: King 1.1.b =

Given
$$u_1(x) = \frac{1}{x}sinx$$

and the ODE

$$xy'' + 2y' + xy = 0$$

Find
Prove $$u_1(x) = \frac{1}{x}sinx$$

and then find $$u_2(x)$$ using the method of reduction of order 2

Solution
First, determine if the ODE is exact:

where $$ f(x,y,p) = x $$ and $$ g(x,y,p) = 2p+xy $$

Condition 2.i is:

$$ f_{xx} + 2p \cdot f_{xy} + p^2 \cdot f_{yy} = g_{xp} + p \cdot g_{yp} - g_y $$

and the partial derivatives are:

$$ f_{xx} = f_{xy} = f_{yy} = g_{xp} = g_{yp} = 0 $$

or $$ g_y = x $$

which yields

$$ 0 + 2p \cdot 0 + p^2 \cdot 0 = 0 + p \cdot 0 - x $$

which is not satified, therefore there's no reason to go on to the second condition.

Next, we can find the integrating factor ($$h(x,y,) = x^my^n$$) to make the equation exact OR use the method of trial solution.

(I tried the integration factors method and could not find a value of m to satisfy, so we'll move directly into the method of trial solutions.)

In the method of trial solution, first try $$ y(x) = exp(rx) $$

Take the first and second derivatives and substitute back into the ODE, cancelling the term $$ exp(rx) $$ to get:

$$ xr^2 + 2r + x = 0 $$

Since the solution requires r = f(x), we move on to another trial solution.

Our second trial solution is $$ y(x) = x \cdot exp(rx) $$

Take the first and second derivatives and substitute back into the ODE, cancelling the term $$ exp(rx) $$ to get:

$$ x^2r^2 + 4rx + x^2 + 2 = 0 $$

which again requires r = f(x), so we move on to a third trial solution.

Our third trial solution is $$ y(x) = \frac{1}{x} \cdot exp(rx) $$

Take the first and second derivatives and substitute back into the ODE, cancelling the term $$ exp(rx) $$ to get:

$$ r^2 + 1 = 0 $$

which is $$ r = +/- i $$

By deMoivre, the solution is

$$u_1(x) = \frac{1}{x} sinx$$

Now, since we have $$u_1(x)$$, we need to find $$u_2(x)$$ using the reduction of order method 2

We assume the full solution $$ y = U(x) u_1(x) $$

Since the process is the same as shown in Problem #1, we go straight to the solution:

$$ u_2(x) = u_1(x) \int \frac{1}{u_1(t)^2} exp(- \int a_1(s) ds) dt $$

where $$ a_1(s) = \frac{2}{s}$$

such that $$ u_2(x) = \frac{1}{x} sinx \int \frac{1}{(sint)^2} dt = -\frac{cos(x)}{x} $$

Therefore, $$ u_2(x) =-\frac{cos(x)}{x} $$

= Problem 3: King 1.1.a =

Given
$$(x-1)y'' - xy' + y = 0$$

and $$u_1(x) = e^x$$

Find
Verify $$ u_1(x) $$ using the method of trial solution,

and find $$ u_2(x) $$ using the method of reduction of order 2

Solution
Using the method of trial solution, where $$y(x) = e^{rx}$$

take the first and second derivatives of the trial solution and plug into the ODE, cancelling $$e^{rx}$$ to get:

$$(x-1)r^2 - rx + 1 = 0$$

By solving for the two roots, we get $$r_1 = 1$$, and $$r_2 = \frac{-1}{x-1}$$

We cannot use the $$r_2 $$ solution since r cannot be a function of x!

We can, however, use the $$ r_1 $$ solution as $$ u_1 = e^{r_1x} = e^x $$, which verifies $$u_1$$!

Next, we need to find $$u_2$$ using the method of reduction of order 2:

The method is the same as in Problem 1, so we skip to:

$$ u_2 = u_1 \int \frac{1}{u_1(t)^2} exp(- \int a_1(s) ds) dt = e^x \int e^{2t} \cdot e^t (t-1) dt = -x $$

Therefore, $$u_2(x) = -x$$

= Problem 4: King 1.3.a =

Given
$$y'' - 2y' + y = x^{3/2}e^x$$

Find
The general solution of $$y(x) = y_H(x) = y_P(x)$$

Solution
First, solve the homogeneous solution: $$y'' - 2y' + y = 0 $$

Determine if the equation is exact:

$$f(x,y,p) = 1$$

$$g(x,y,p) = -2p + y$$

Condition 2.i is:

$$ f_{xx} + 2p \cdot f_{xy} + p^2 \cdot f_{yy} = g_{xp} + p \cdot g_{yp} - g_y $$

where the partial derivatives are:

$$ f_{xx} = f_{xy} = f_{yy} = g_{xp} = g_{yp} = 0 $$

$$ g_y = 1 $$

such that condition 2.i is:

$$ 0 + 2p \cdot 0 + p^2 \cdot 0 = 0 + p \cdot 0 - 1 $$

The condition is not satisfied, so there is no reason to go to condition 2.ii

We now try the method of trial solution, where $$y(x) = e^{rx}$$

Take the first and second derivatives of the trial solution and plug in to the ODE, cancelling the term $$e^{rx}$$ to get:

$$ r^r - 2r + 1 = 0 $$

Both roots are real, but they are the same, $$r_1 = 1$$, $$r_2 = 1$$.

Use the $$r_1$$ solution $$u_1 = e^x$$ and find $$u_2$$ using the method of reduction of order 2.

The approach is the same as in Problem 1, so we can skip to the end:

$$ u_2 = u_1 \int \frac{1}{u_1(t)^2} exp(- \int a_1(s) ds) dt = e^x \int e^{-2s} \cdot e^{2s} ds = x \cdot e^x $$

Therefore, $$ u_2(x) = x \cdot e^x $$

Now we have the full homogeneous solution: $$ y_H(x) = c_1e^x + c_2xe^x $$

Now we need the particular solution, which can be found using variation of parameters:

First we need to check the Wronskian:

$$\bar W = \begin{bmatrix} u_1 & u_2\\ u_1' & u_2'\end{bmatrix} = \begin{bmatrix} e^x & xe^x\\ e^x & (x+1)e^x\end{bmatrix}$$

$$W = det(\bar W) = e^{2x}$$

Since the Wronskian is not 0, the solutions $$c_1'$$ and $$c_2'$$ exist.

where

$$ \begin{bmatrix} c_1'\\ c_2'\end{bmatrix} = \bar W ^{-1} \begin{bmatrix} 0\\ f\end{bmatrix} = \begin{bmatrix} e^x & xe^x\\ e^x & (x+1)e^x\end{bmatrix}^{-1} \begin{bmatrix} 0\\ x^{3/2}e^x\end{bmatrix} $$

Solved,

$$c_1' = -x^{5/2}$$

and $$c_2' = x^{3/2}$$

Integrate to get $$c_1$$ and $$c_2$$

$$ c_1 = \frac{-2}{7}x^{\frac{7}{2}} $$

$$ c_2 = \frac{2}{5}x^{\frac{5}{2}} $$

Which makes our assumed solution

$$y(x) = y_H(x) + y_P(x) = c_1e^x + c_2xe^x + (\frac{-2}{7}x^{\frac{7}{2}}) \cdot e^x + \frac{2}{5}x^{\frac{5}{2}}\cdot x e^x$$

$$y(x) = c_1e^x + c_2xe^x + \frac{4}{35}x^{\frac{7}{2}}e^x$$

= Problem 5: Describe in words... =

Given
A non-homogeneous L2_ODE_VC

Find
Describe in words the solution method

Solution
First, we must find at least one solution to the homogeneous ODE.

Check to see if the ODE is exact or if it can be solved using the method of integrating factors.

If not, use the method of trial solutions. If necessary, use the result of the trial solution method to revise the trial solution until a suitable trial solution is found.

It possible that only one trial solution may be found (like in the case of r = f(x)). This would require the method of reduction of order 2 be used to find the second solution.

Once the full homogeneous solution is known, the method of variation of parameters may be used to determine the particular solution.

Alternatively, once the homogeneous solution is known, use the alternative method to solve for the full solution.

= Problem 6: Alternative Method =

Given
The ODEs:

(a). $$(x-1)y'' - xy' + y = x$$

(b). $$xy'' + 2y' + xy = x$$

Find
The solutions using the alternative methods. (Use the homogeneous solution determined from the problems above.)

Solution
Recall the homogeneous solution for (a)

title: User:Egm6321.f09.team3.diggs/HW4


text:
User:RyanFouts

=Freshman Seminar=

Always Wanted To Schedule

 * Topic

I'm going to research and take classes on silkscreening and design a couple shirts to create.
 * Research Component

How silkscreening came about how its become what it has.
 * week 1

SICK
 * week 2

Came up with the idea
 * week 3

Figured out how im going execute learning how to silkscreen and where
 * week 4

Take a class at the vera project in seattle and start designing shirts
 * week 5

Take another class at the vera project and continue designing shirts
 * week 6

Finish tee-shirt designs and transfer them to film
 * week 7

make shirts at the vera project or my friends company Minds at play
 * week 8

make shirts at the vera project or my friends company Minds at play

Midterm Assignment 1: Taste & Aesthetics
Father and Son

The sculpture I decided to talk about is called Father and Son. Created by Louise Bourgeois in 2004. The sculpture includes models of a nude father and son reaching for each other but the other is obscured by the water. The artist Describes her piece as that the nudity and obscurity represent vulnerability and the way male familial relationships deteriorate. Louise lost her husband when he was forty, that left her with three sons to take care of. The are many factors leading to the reasons I don’t like this piece. One of the main reasons being when you go up to the piece I couldn’t find a mantle about it. So all I got out of it was a boy standing nude with his hands out. I didn’t realize that every hour its switched to show his father. I feel that it doesn’t show enough of the story because when I started researching it I found out a lot more about the father passing and Louise having to raise her boys by herself. After Researching about the piece I will say, it grew on me, but I still don’t like it. I don’t appreciate that Louise describes her piece as if all male relationships deteriorate. From a males perspective I feel she does not have the right to say such thing. Just as I feel I shouldn’t do the same about women relationship because I just don’t know enough about them. I wish the piece was more about her husband passing and what she has seen happen to her boys. Maybe from a different view she could be talking about the relationships that a young man must deal with growing up. In the end I would say as a piece of art it should show more of the body while being covered in water and maybe a timer to show when its going to change. When I first saw it I just didn’t get the story.

Midterm Assignment 2: Manipulation
== Midterm Assignment 3: Always Wanted To Progress Report (100 words or so)=

At this point in the always wanted to silkscreen project I’m almost finished with all my research and ready to start writing my presentation. Last Wednesday I took a class at the Vera project. I was about two hours long and taught me everything i need to learn about basic silkscreening. I was a great class that was very hands on. Since the Class i started making my designs for the shirt. I’m not sure how many shirts im going to make. at this point only one or two. I have a drop in session at the vera project tomorrow after class to use there silkscreen studio. That is where i stand with this project :)

Final Presentation

 * Topic (10%)

Learning how to Silk Screen

 * Research (20%)

Sorry if this isn't the amount of research you wanted,The final i chose was more hands on by taking classes at the vera project and designing and making a shirt. -The Vera Project, Seattle WA -MDS Company USA, ed. "A brief History of screen printing." MDS company USA, 2006. Web. . -The History of Printing and Printing Processes." ABOUT.COM. THE NEW YORK TIMES, 2009. Web. . -"HOW TO LEARN SILK SCREEN." HOW TO DO THINGS. Ed. HOW TO DO THINGS. 2009. Web. .

 * Your accomplishment (20%)

I reached my goal on learning how to Silk Screen and then some. I wanted to learn how to do single layers and make three designs for shirts and posters. I only finished one shirt for the final because i ended up learning how to do multilayer printing and ran into some issues that didn't allow me to to have the time to make more then one shirt. i learned the whole process- make design-take that on photoshop-fill each layer of color all back-print on paper or negative Paper-Go to the studio-take your screen and coat a thin layer of emulsion on the inside of the screen- let it dry on a dark room drying rack- take your design and line it up on the silk screen and tape it down- lay screen photo side down on a very high powered light and cover with black cloth- the light exposes the image into the emulsion while drying any emulsion the image doesn't black out- take the newly brunt silk screen to the wash sink and wash it with a pressure washer while its off-the the screens dry after washing-line up your shirt on the platelet- line up your design on the rack up with the the shirt-tape off the inside of the screen with tape where the ink might seep through- lock the screen in place with the platelet and place ink at the top of the screen furthest away from you-take your squeegee- do a fill pass with the ink- then you come through with a think even coat-lift the screen and dry with a flash dryer, fan, or heat gun- proceed with the following steps with each screen according to color and layer-after your done wash everything out and clean.
 * Project Review (50%)
 * 1)What went well-What went well was how amazing the vera project is! the classes and drop in sessions are very easy and informative. The Teaching is very hands on and really helped me in the learning process. After completing the class you are able to sign up for drop in sessions. a drop in session is 5$ and you can use their whole studio and equipment for about 4 hours.
 * 2)What went poorly- Well since i started the project and decided to learn how to do multilayer printing i ran into a few problems. The first one was designing three shirts....I didn't realize the time it takes to outline and fill each design layer into a negative film using photoshop this cased a couple problems. From the bad prints the emulsion didn't expose to the light correctly casing the the images to not be brunt in the screen smoothly, casing me to reprint the the photo a couple times. After a few try's i got some good prints. Once i got to a press, shirt on the platelet i soon discovered that none of my images line up with one another making the image have the red ink go outside the black outline and also overlapping the white ink. The white ink was thin in some areas of the design. After one Round on the silkscreen press i did move fast enough leading the the inks to dry on the screens. this was hard to wash out.
 * 3)Future strategies-well the biggest thing that everything led back to was the negative prints, the emulsion drying wrong in places causing the print on the screen to be bad. So i need to go back to photoshop fill each colors layer more fine. reprint those and start over. As far as better thickness of ink that will just take time to get consistent with the squeegee.

Self-Assessment
Over all I enjoyed this class. I feel for the amount that we pay though sucks considering it has nothing to do with my major. I thought some of the classes were great some were bad. Over all i thought you were a great teacher and very interesting. I wish the class had more guild lines towards Art and peoples personal majors. The best example would be the finals. I feel you should be required to do something more artsy not just whatever they please. I chose silk screening because i felt I could really use it for other parts of my life. Im not trying to get upset I just feel that I put alot of time into learning the process and taking time into designing and making some shirts by silk screen. I feel like with the open guide lines people will choose thing that have nothing to do with school but and the whole reason we are here is to expand are minds and want to be here. loosing wight, quitting smoke, flying in hot air balloons, planing a trip is kind of an excuse to not do any work. I wasn’t trying to dog on anyone I'm just saying in the future make it about art because thats what we are all here for. Thanks again Steven Arntson for being a great teacher my first semester at the Art institute. I hope to have you as a teacher for my future study’s. Have a wonderful break and Merry Christmas!!!

title: User:RyanFouts


title: File:Dc987-exp01.png


text:
User talk:Kl1145

 Hello Kl1145, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:17, 20 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 20 October 2009 (UTC)

title: User talk:Kl1145


text:
User talk:Musty~enwikiversity

 Hello Musty, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 20 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 20 October 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:44, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)

title: User talk:Musty~enwikiversity


text:
User talk:Arn253

 Hello Arn253, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 20 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 20 October 2009 (UTC)

title: User talk:Arn253


text:
User talk:Jlc577

 Hello Jlc577, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 20 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 20 October 2009 (UTC)

title: User talk:Jlc577


text:
User talk:Esm326

 Hello Esm326, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 20 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 20 October 2009 (UTC)

title: User talk:Esm326


text:
User talk:Emichel~enwikiversity

 Hello Emichel, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:18, 20 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 20 October 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:07, 19 April 2015 (UTC)

title: User talk:Emichel~enwikiversity


text:
User talk:Honey~enwikiversity

 Hello Honey, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 07:20, 20 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:20, 20 October 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:Honey~enwikiversity


text:
User:Matsfridlund~enwikiversity/Deeds of 19thC political violence

=Political violence & assassinations, 1800-c1914=

This is a list of political violence deeds, including failed and foiled deeds, from the 19th and 20th century.

1800-65

 * 1) 1800 :[[Image:Flag of France.svg|20px]] [[Image:Nuvola apps core.png|20px]] Le December 24 1800, Infernal machine attentate against Napoleon when on his way to the opera.
 * 2) 1840 : [[Image:Flag of France.svg|20px]] [[Image:Ruger P89 3.png|20px]] Le 15 octobre 1840, tentative d'assassinat du roi Louis-Philippe Ier par Marius Darmès, néo-babouviste.
 * 3) 1844 : [[Image:Flag of Germany.svg|20px]] [[Image:Navy pistol model 1849 mg 5112.jpg|20px]] On 26 July 1844, assassination attempt on German kaiser [Friedrich Wilhelm IV by former Bürgermeister Tscheck (18xx-44?) shooting a double-barrelled pistol against the kaiser and wounding him slightly 2?/0/1?.
 * 4) 1846 : [[Image:Flag of Germany.svg|20px]] [[Image:Navy pistol model 1849 mg 5112.jpg|20px]] In December 1846, assassination plan aganist [Friedrich Wilhelm IV by Ottensossen (18xx-yy) foiled by the police.
 * 5) 1850 : [[Image:Flag of Germany.svg|20px]] [[Image:Navy pistol model 1849 mg 5112.jpg|20px]] On 22 May 1850, assassination attempt on German [Friedrich Wilhelm IV by radical and former former artillery sergeant Max Joseph Sefeloge (1821-50?) shooting against the king and wounded in the arm 1?/0/1?.
 * 6) 1861 : [[Image:Flag of Germany.svg|20px]] [[Image:Navy pistol model 1849 mg 5112.jpg|20px]]? On 14 July 1861 in Baden-Baden, assassination attempt on German kaiser Wilhelm I by radical and law student and Orsini admirer Oscar Becker (1840-??) shooting? against the kaiser and wounded him slightlæy in the neck 1?/0/1?.

1866-81

 * 1) 1866 : [[Image:Flag of Russia.svg|20px]] [[Image:Navy pistol model 1849 mg 5112.jpg|20px]] 16 april 1866, failed assassination against Alexandre II by Dimitri Karakosov.
 * 2) 1866 : [[Image:Flag of Germany.svg|20px]] [[Image:Ruger P89 3.png|20px]]On 7 May 1866 in Berlin, assassination attempt on Carl von Bismarck by agricultural student, republican and Orsini admirer Ferdinand Blind (Cohen) (1834-66) shooting two shots against the chancellor and wounded him slightly 6/0/1, committing suicide in custody.
 * 3) 1870 : [[Image:Flag of Spain (civil variant).svg|20px]] [[Image:Ruger P89 3.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 28 décembre 1870, assassinat du général Joan Prim par José Paúl y Angulo.
 * 4) 1873 : [[Image:Flag of Germany.svg|20px]] ?[[Image:Ruger P89 3.png|20px]]? On May 1873 in Isterberg, assassination attempt on Wilhelm I by man dressed as a priest wounded him slightly.
 * 5) 1874 : [[Image:Flag of Germany.svg|20px]] ?[[Image:Ruger P89 3.png|20px]]? On 13 July 1874 in Saline, assassination attempt on Carl von Bismarck by cooper Kullmann dressed as a priest wounded him slightly.
 * 6) 1875 : [[Image:Flag of Germany.svg|20px]] [[Image:Navy pistol model 1849 mg 5112.jpg|20px]]On May 1875 in Bismarck's mansion, man caugtht with a loaded pistol.
 * 7) 1876 : [[Image:Flag of Russia.svg|20px]] [[Image:Fairbairn-Sykes knife.jpg|20px]] Summer 1876, failed assassination attempt against suspected police spy Nicholas E. Gorinovich by Lev Deich and accomplice using a ball and chain and acid.
 * 8) 1877 : [[Image:Flag of Italy.svg|20px]] [[Image:Nuvola apps cache.png|20px]] Le 5 avril 1877, début de l'insurrection dans le Bénévent italien organisée par une trentaine d'anarchistes dont Errico Malatesta et Carlo Cafiero.
 * 9) 1877 : [[Image:Civil Ensign of Switzerland.svg|20px]] [[Image:Nuvola apps edu languages.svg|20px]] Le 9 juin 1877, conférence animée à Genève par Andrea Costa sur la « propagande par le fait ».
 * 10) 1877 : [[Image:Civil Ensign of Switzerland.svg|20px]] [[Image:Newspaper Cover.svg|20px]] Le 5 août 1877, parution d'un article de Paul Brousse publié par le Bulletin de la Fédération jurassienne, dans lequel il défend la « propagande par le fait ».
 * 11) 1877 : [[Image:Civil Ensign of Switzerland.svg|20px]] [[Image:Nuvola apps ktimer.png|20px]] Du 6 au 8 septembre 1877, IX Congrès de l'Association internationale des travailleurs à Verviers.
 * 12) 1877 : [[Image:Flag of Germany.svg|20px]] [[Image:Ruger P89 3.png|20px]]On November 1877 former law clerk Lubovski with a loaded revolver arrested for planning to kill Bismarck.
 * 13) 1878 : [[Image:Flag of Russia.svg|20px]] [[Image:Ruger P89 3.png|20px]] 24 January 1878, assassination attempt against St Petersburgs governor Theodore Trepov by Vera Zasulich shooting two shots 2/1/1 with a British Bulldog revolver.
 * 14) 1878 : [[Image:Flag of Russia.svg|20px]] [[Image:Ruger P89 3.png|20px]] [[Image:Skull and Crossbones.svg|20px]] 1 February 1878, assassination of agent provocateur XX by Ivan Ivichevich and Rostislav Steblin-Kamensky in Rostov.
 * 15) 1878 : [[Image:Flag of Russia.svg|20px]] [[Image:Ruger P89 3.png|20px]] 23 February 1878, failed assassination attempt against vice-prosecutor Kotlyarevsky by Valerian Osinsky with Ivan Ivichevich and A.F. Medvedev (Fomin) shooting six revolver shots 6/?/0 with a revolver.
 * 16) 1878 : [[Image:Flag of Russia.svg|20px]] [[Image:Ruger P89 3.png|20px]] 24 February 1878, failed assassination attempt against vice-prosecutor Kotlyarevsky by Valerian Osinsky.
 * 17) 1878 : [[Image:Flag of Germany.svg|20px]] [[Image:Ruger P89 3.png|20px]] At 15:30 on Saturday 11 May 1878 in Berlin, assassination attempt on German kaiser Wilhelm by Social Democrat and anarchist Max Hödel (1857-78) shooting three shots against the kaiser and three shots against pursuers reloaded it with 2 shots 6/0/0 with a six-shot revolver that he had bought for 8 marks from a pawn-broker.
 * 18) 1878 : [[Image:Flag of Russia.svg|20px]] [[Image:Fairbairn-Sykes knife.jpg|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 25 May 1878, assassination of Baron Geyking, adjutant of the Kiev police by Grigory Anfimovich Popko in Kiev using a knife.
 * 19) 1878 : [[Image:Flag of Germany.svg|20px]] [[Image:Ruger P89 3.png|20px]] At 14:30 on Sunday 2 June 1878 in Berlin, assassination attempt on German kaiser Wilhelm I by PhD Karl Eduard Nobiling shooting two shots from a double-barrelled shotgun 2/0/2 severly wounding the emperor with 37 pellets of size 4 & 5 in the head, neck, arms, saved by his helmet. Nobiling used a revolver wounding a pursuer and himself 2/0/2.
 * 20) 1878 : [[Image:Flag of Russia.svg|20px]] [[Image:Fairbairn-Sykes knife.jpg|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 16 August 1878, assassination of général Mezentsoff, chief of the secret police by Russian nihilist Stepniak using a knife.
 * 21) 1878 : [[Image:Flag of Spain (civil variant).svg|20px]] [[Image:Ruger P89 3.png|20px]] On 25 October 1878 in Madrid, assassination attempt against king Alfonso XII of Spain by cooper Juan Oliva Moncasi shooting two shots against the king.
 * 22) 1878 : [[Image:Flag of Italy.svg|20px]] [[Image:Fairbairn-Sykes knife.jpg|20px]] Le 17 novembre 1878, assassination attempt at king Humbert I in Napoli by the anarchist cook Giovanni Passannante (1849-1910) using a 10 cm kitchen-knife, wounding not seriously PM Benedetto Cairoli in the right thigh and the king got a scratch on the left arm 2/2/0.
 * 23) 1879 : [[Image:Flag of Russia.svg|20px]] [[Image:Ruger P89 3.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 9 février 1879, assassinat du prince Kropotkine, gouverneur de Kharkov et cousin de Pierre Kropotkine, par Grigori Goldenberg au nom de la Narodnaya Volya.
 * 24) 1879 : [[Image:Flag of Russia.svg|20px]] [[Image:Skull and Crossbones.svg|20px]] On 22 March 1879 in Odessa, chief of police Colonel Knopp found strangled in his bed with a message from the executive committee in his hand.
 * 25) 1879 : [[Image:Flag of Russia.svg|20px]] [[Image:Ruger P89 3.png|20px]] 13 March 1879, assassination attempt against General A.K. Drentelen, successor of General Mezentsoff as head of the secret police, by Leonid Filippovich Mirsky shooting several shots against him in St Petersburg.
 * 26) 1879 : [[Image:Flag of Russia.svg|20px]] [[Image:Ruger P89 3.png|20px]] Le 14 avril 1879, tentative d'assassinat du tsar Alexandre II par Alexandre Soloviev.
 * 27) 1879 : [[Image:Flag of Russia.svg|20px]] [[Image:Nuvola apps core.png|20px]] Le 19 novembre 1879, attentat contre le tsar Alexander II organisé par Hartmann au nom de la Narodnaya Volya.
 * 28) 1879 : [[Image:Flag of Spain (civil variant).svg|20px]] [[Image:Ruger P89 3.png|20px]] Le 30 décembre 1879, tentative d'assassinat du roi Alphonse XII d'Espagne par Francisco Otero y Gonzalez.
 * 29) 1880 : [[Image:Flag of Russia.svg|20px]] [[Image:Nuvola apps core.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 17 février 1880, attentat contre le tsar Alexandre II au Palais d'hiver de Saint Petersbourg organisé par Ivan Khaltourine au nom de la Narodnaya Volya (11 morts, 58 blessés).
 * 30) 1881 : [[Image:Flag of Russia.svg|border|20px]] [[Image:Nuvola apps core.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 1 mars 1881, assassinat de l'empereur Alexandre II de Russie par la Narodnaya Volya.
 * 31) 1881 : [[Image:Flag of France.svg|20px]] [[Image:Nuvola apps core.png|20px]] Dans la nuit du 15 au 16 juin 1881, attentat contre la statue d'Adolphe Thiers à Saint-Germain-en-Laye.
 * 32) 1881 : [[Image:Flag of France.svg|20px]] [[Image:Ruger P89 3.png|20px]] Le 20 octobre 1881, tentative d'assassinat de Gambetta, organisée par Émile Florion.

 * 1) 1883 : [[Image:Flag of Belgium (civil).svg|20px]] [[Image:Nuvola apps core.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 23 février 1883, Antoine Cyvoct et Paul Metayer sont victimes de l'explosion accidentelle de la bombe qu'ils transportaient.
 * 2) 1883 : [[Image:Flag of Germany.svg|20px]] [[Image:Nuvola apps core.png|20px]] Le 28 septembre 1883, attentat contre Guillaume Ier d'Allemagne organisé par Auguste Reinsdorf, Küchler et Rupsch.
 * 3) 1886 : [[Image:Flag of France.svg|20px]] [[Image:Nuvola apps core.png|20px]] Le 5 mars 1886, attentat contre la Bourse de Paris organisé par Charles Gallo.
 * 4) 1886 : [[Image:Flag of the United States.svg|20px]] [[Image:Nuvola apps core.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 4 mai 1886, attentat de Haymarket Square. Lors d'une manifestation d'ouvriers, un inconnu lance une bombe sur les policiers, tuant Mathias J. Degan. Ses collègues ouvrent immédiatement le feu. Sept agents de police seront tués ainsi qu'un nombre élevé de civil. Après l'attentat, huit hommes sont arrêtés et accusés de l'attentat de Haymarket.
 * 5) 1888 : [[Image:Flag of France.svg|20px]] [[Image:Ruger P89 3.png|20px]] Le 22 janvier 1888, tentative d'assassinat de Louise Michel par Pierre Lucas.
 * 6) 1892 : [[Image:Flag of France.svg|20px]] [[Image:Nuvola apps core.png|20px]] Le 11 mars 1892, attentat contre le conseiller Benoit, président des assises lors de l'affaire de Clichy, organisé par Ravachol.
 * 7) 1892 : [[Image:Flag of France.svg|20px]] [[Image:Nuvola apps core.png|20px]] Le 15 mars 1892, attentat contre la caserne Lobau, organisé par Théodule Meunier.
 * 8) 1892 : [[Image:Flag of France.svg|20px]] [[Image:Nuvola apps core.png|20px]] Le 27 mars 1892, attentat contre l'avocat général Bulot, chargé du ministère public, organisé par Ravachol.
 * 9) 1892 : [[Image:Flag of France.svg|20px]] [[Image:Nuvola apps core.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 26 avril 1892, attentat contre le restaurant Véry, organisé par Théodule Meunier pour venger Ravachol (2 morts).
 * 10) 1892 : [[Image:Flag of the United States.svg|20px]] [[Image:Ruger P89 3.png|20px]] Le 23 juillet 1892, tentative d'assassinat de Henry Clay Frick par Alexandre Berkman pour venger les ouvriers décédés lors de la grève de Homestead.
 * 11) 1892 : [[Image:Flag of Spain (civil variant).svg|20px]] [[Image:Nuvola apps core.png|20px]] Le 24 septembre 1892, attentat contre le général Arsenio Martinez Campos organisé par Paulino Pallás.
 * 12) 1893 : [[Image:Flag of France.svg|20px]] [[Image:Ruger P89 3.png|20px]] Le 13 novembre 1893, tentative d'assassinat de Georgewitch, ambassadeur de Serbie, organisé par Léon Léauthier.
 * 13) 1893 : [[Image:Flag of France.svg|20px]] [[Image:Nuvola apps core.png|20px]] Le 9 décembre 1893, attentat contre la Chambre des députés organisé par Auguste Vaillant.
 * 14) 1894 : [[Image:Flag of France.svg|20px]] [[Image:Nuvola apps core.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 12 février 1894, attentat contre le café Terminus organisé par Émile Henry.
 * 15) 1894 : [[Image:Flag of the United Kingdom.svg|20px]] [[Image:Nuvola apps core.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 15 février 1894, attentat contre l'Observatoire royal de Greenwich organisé par Martial Bourdin.
 * 16) 1894 : [[Image:Flag of France.svg|20px]] [[Image:Nuvola apps core.png|20px]] Le 4 avril 1894, attentat contre le restaurant Foyot.
 * 17) 1894 : [[Image:Flag of Italy.svg|20px]] [[Image:Ruger P89 3.png|20px]] Le 16 juin 1894, tentative d'assassinat de Francesco Crispi, président du conseil italien, par Paolo Lega.
 * 18) 1894 : [[Image:Flag of France.svg|20px]] [[Image:Ruger P89 3.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 24 juin 1894, assassinat du président de la République française Marie François Sadi Carnot par Jeronimo Caserio.
 * 19) 1897 : [[Image:Flag of Italy.svg|20px]] [[Image:Ruger P89 3.png|20px]] Le 22 avril 1897, tentative d'assassinat du roi d'Italie Humbert 1 par Pietro Acciarito.
 * 20) 1897 : [[Image:Flag of Spain (civil variant).svg|20px]] [[Image:Ruger P89 3.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 8 août 1897, assassinat du président du Conseil espagnol, Antonio Cánovas del Castillo, responsable de la torture et de l'exécution des anarchistes à Montjuich (Barcelone) par Michele Angiolillo.
 * 21) 1898 : [[Image:Civil Ensign of Switzerland.svg|20px]] [[Image:Ruger P89 3.png|20px]] [[Image:Skull and Crossbones.svg|20px]] Le 10 septembre 1898, assassinat de Élisabeth de Wittelsbach, impératrice d'Autriche, par Luigi Luccheni.


text: File:Business Analysis Process.png

title: File:Business Analysis Process.png


text:
Talk:Reflective thinking

Some interesting thoughts. and I see how you might relate them, but the linkage doesn't seem as clear in your writing.

Personally I can see two types of meta-cognition, Thoughts about thoughts, or Introspection, and Cognitive processes that control cognitive processes. Since my own work lies below the recognized level of thought, I tend to use the second definition more than the first. At this level, reflection has more to do with the ability of the brain to monitor and control its own processing mechanisms, than it does with introspection.--Graeme E. Smith 14:30, 20 October 2009 (UTC)

You might want to look at this, as an educational resource, Perhaps split some of the ideas here into separate pages or chapters, using a menu of subpages, or think about it more as a lesson based on a lesson plan. Also there are tags that allow you to imbed references without taking away from the narative of your work. You will need a tag to get them to place their contents at a suitable location in the article, but that brings together the references so that they can be looked at as a whole, while still allowing you to imbed a link to the reference in the area where its contents are logically placed in the narrative.--Graeme E. Smith 14:50, 20 October 2009 (UTC)

many thanks for that
In my terminology I am trying to avoid the use of meta of any sort. Thinking to me is limited to the effort to sort out your ideas or thoughts. It is the property of the disciplined mind as John Dewey calls it. It is a systematic mental procedure to allow you to trace your mental operations that need to be identified in lieu of ideas, thoughts and other nominal structures.

I want to identify the instructions rather than the data. The instructions that are operations to me as I have no idea of what goes on in the mind, consciously and more often than not unconsciously. I accept a simple model of a human psyche consisting of reason, emotion and will and I find that will is in charge, it is will that triggers an action, including mental operations. I admit, that you cannot really be in full control of what you think, but what you can do is to replay it in slow motion, provided that i supply you with the operations that you can immediately recognize and identify.

While we get the sensory input, we cannot produce a symmetric output with our body, despite the fact that we want an image, a picture to get a gist. All speakers try to put words together in a fashion that allows us to recreate a picture in the mind of the speaker. The picture that has been condensed, transformed and manipulated since the original input. The picture that we will never be able to replicate, but recreate from our own repository using the verbal clues and cues.

I have got the list of the mental operations and many more, and I am grateful for the hints on how to structure the materials.

Regards Genezistan 18:20, 20 October 2009 (UTC)

 * There are two slight problems I see with your idea of using a model of reason, emotion, and will, and that is, that there is no scientific basis for the assumption that the brain works in a manner similar to that suggested by the Greek Philosophers when they invented reason, and there is also reason to question the assumption of Will, as the primary motivating factor.

 * Quite simply, as far as psychology is concerned, these two terms are obsolete.

 * If you think about it a bit, you might realize that the reason that the Greek Philosophers invented Reason, was simply because, normal human cognition, is often irrational. They attempted to graft on a system of formalized reasoning, onto a much softer, and less rigid domain of operation.

 * Let us take a case, in point. We can predict a rational (Reasonable) solution for the marginal utility of a gamble. If we test the human brain however, we find that the output of the human brain does not follow this reasonable solution, but instead, follows an irrational pathway that results in quite a number of people being addicted to gambling.

 * To illustrate why will is no longer an acceptable model of motivation, we need to realize that according to Libett's work, which is admittedly controversial still, Volition cannot happen until 500 milliseconds after a stimulus is presented. This 500 milliseconds is not empty however, the MMN, and MMNn traces as discovered by EEG and MEG, seem to suggest that there might be epochs of attention during the 500 milliseconds, that are crucial to selection during a choice, and that choices are made by intentional processes that are previous to the 500 millisecond, and only the final decision is made via volition. Many stimuli drop out of the system long before the 500 milliseconds are up, suggesting that they are dealt with at lower levels of processing. If this is true, much of what we think is volition is probably intention, a lower level of processing that does not involve consciousness. This suggests that Will is an illusion brought about by reflective processes, that associate the decision with its Conscious image after the fact, rather than indicating a causal basis between will and decision.--Graeme E. Smith 21:49, 20 October 2009 (UTC)

That is a good point again. I find the Greek terminology obsolete myself. Another author has found that decisions are based on instinct or inspiration as they come just a little sooner than conscious decision. When I say Will is dominant, I mean in conflict situations in fight between reason and emotion in case of an impasse. But the issue is real and it is the issue of observation or rather the issue of defining borders and frontiers of an event. In my view this can be resolved by agreement, just as in the case of birth and death it is dealt with on consensus. Death is defined as the moment your brain is dead, when it is not supplied any more Oxygen. But for some more time it is till alive at enzyme level when the enzyme production finishes, then we are finished for good indeed. And you know the debate about the start of a life in the foetus, etc. I am sure that most decisions are made from the guts, and that is also where most of the serotonin is produced, not the brains. But that is another issue. I am ready to use any paradigm to start off my subject on the mental operations viewed post mortem, that is looking back at what may have taken place inferring from the output, mainly verbal though.

AI and formal logic cannot supply a definition for natural or informal logic so the term reasonable is not defined either. And the syllogisms and formal logic are a very poor device for describing human thinking or languages as I hope to demonstrate.

Thanks a lot Genezistan 07:14, 21 October 2009 (UTC)

 * You are welcome, I personally think that instead of looking for logic, we should be studying satisfycing systems. An example is a system that preserves success rather than truth. As a mind experiment I developed a 3NT neuron (NT means Neuro-Transmitter) and was able to show how it,partially demorganized itself, and how it actually described a superset of logic that was variable across the interval between NAND and OR. Since then I have put more emphasis on soft computing than on logic, because logic turned out to be less expressive than my 3NT neuron.

 * Currently I am working with the constraints that Neural Networks place on the architecture of tissues in the brain, and the psychology of the resultant neural circuits as suggested by Architectonics studies. The results are encouraging.--Graeme E. Smith 15:03, 21 October 2009 (UTC)

Check out some words for me please
In the above passage there are a few words that I do not understand, in addition to the main message, which is also a hard read for me.

See: satisfycing demorganized

If I understand you rightly, you are involved in identifying biological entities displaying properties that are interpreted in formal logic terms. One of my assumptions is that when we have an encounter with something for the first time, then we record the event or the input at at least two locations simultaneously with one location dedicated for a generic experience and another one for specifics. Whatever is in control of such an operation behaves like a wave, a phase shift and can switch between the two locations seeing the source either in generic or in specific terms.

In my Foundation Ontology Language set Objects, Properties and Relations are sufficient, and they are in fact the three aspects of the same thing. I can show you how an object is created as a result of mental operations, and I also believe that whatever you learn about something you see for the first time, will be automatically generalized. So when you next talk about the thing you will grammatically speak of your experience in plural (e.g. These Russians are nuts, etc. after seeing just one.)

Regards,

Genezistan 16:23, 21 October 2009 (UTC)

 * Satisfycing, is a term that I think means having to do with satisfaction of requirements. An example of a satisfycing system, is a system like evolution where the mechanism of choice is the need to satisfy the survival test. Elements that satisfyce, continue on to become part of the genetics of the next generation. The study of Satisfycing Systems as opposed to truth preserving systems such as logic, is a Soft Computing discipline.

 * DeMorganizing is a term beloved by Computer Engineers, who love to be able to make OR gates act like AND gates and visa versa. DeMorgan's law states that Not A and Not B = Not(A OR B) By Partial Demorganization I suggest that the Wired-OR nature of the neuron can be turned into a NAND function allowing neurons with 3NT or more interfaces to do selective roles.

 * I am not sure how I should respond to your first statement about formal logic selection, I am not at all sure that is what I am doing. Especially since I make a case for not basing neural reasoning on logic. Perhaps this is a misunderstanding, or perhaps you are commenting on the way I am limiting the species I judge as conscious?

 * On the simultaneous storage of knowledge in two locations, My guess is that this is an illusion of the fact that the first storage mechanisms are all unconscious so that we do not become aware of the stimulus until it has been stored in a number of different locations in the brain. My memory model involves 10 stages of memory only the last two of which are available for evaluation consciously. I should warn you that, if my model is correct, the memory of a specific object is a middle function of memory, and is not available to the first level of storage.

 * Generalization is probably a function of the Associative areas of the cortex, which are thought by the followers of Hoefstadter to involve slippery connections that loosely link elements together, and then direct them into sub-nets associated with responses to questions such as what where, and maybe even when. This cannot be applied to an object before the object has been isolated, and so it is an even later stage in memory than the isolation of the specific object.

 * In a sense, resolution of objects, Properties and Relations takes up about 3 of the 10 stages in my memory model. There are a couple of stages that come before, and about 5 that come after, that are needed to make the memory architecture of the model to work in a similar manner to the brain.--Graeme E. Smith 22:18, 21 October 2009 (UTC)

Introduction and Objectives
Perhaps this material can become more accessible and interesting if it begins with an introduction and a statement of learning objectives. What might a student learn by completing this course? How might a student benefit? What questions might be answered by this course? Thanks! --Lbeaumont (discuss • contribs) 11:12, 9 April 2017 (UTC)

title: Talk:Reflective thinking


text:
Talk:Primary School Science

Elementary science does not have to be complicated or expensive. It does require the teacher to look around the house or school for common everyday items which can then be used for simple experiments that teach science concepts. As an example, you can use any toy that has wheels to examine Newton's laws of motion. Place a doll of some kind in the car then let the car go down an incline. Provide a stopping device to simulate a 'crash' and watch what happens to the doll. Kids will see that the doll keeps going and may fall out of the car. This would be a good time to mention that matter in motion tends to stay in motion along its path of travel. Kids will also see the connection to wearing a seatbelt in a car.

Retrieved from "http://en.wikiversity.org/wiki/Wikiversity:Sandbox"

title: Talk:Primary School Science


text:
User:Nicholasholmboe

=Humanities I/The Commons=

Midterm Research Project
Roxy Paine was born in 1966 in New York and studied at both the College of Santa Fe in New Mexico and the Pratt Institute in New York. Since 1990, his work has been internationally exhibited and is included in major collections such as

In his body of work, Roxy Paine mirrors natural processes, drawing increasingly on the tension between organic and man-made environments, between the human desire for order and nature's drive to reproduce. His highly detailed simulations of natural phenomena include an ambitious series of hand-wrought stainless steel trees, vitrines of mushroom and plant life in various states of decay and several large-scale machines designed to replicate creative processes. Collectively, his works demonstrate the human attempt to impose order on natural forces, depicting the struggle between the natural and the artificial, the rational and the instinctual.

Roxy Paine uses both mechanical means and the innate logic of natural forms to create his "Dendroid" tree-like sculptures. Paine's meticulous research and observation of a variety of tree species help him to understand the "language" of how a tree grows, and from there he creates fictional tree species that grow to a logic of their own.

title: User:Nicholasholmboe


text:
User:Egm6321.f09.team3.mooney/HW4

= Problem 6: Modified King 1.1.a b =

Given
$$ (x-1)y'' - xy' + y = x $$ $$xy'' + 2y' + xy = x $$

Find
The general solution for a and b using 1) Variation of Parameter (assuming you know $$u_1$$ and $$u_2$$ 2) Alternative Method from the notes

Solution
First, solving part a by method 1) Variation of Parameters

It is known that $$u_1 = e^x $$

And, $$u_2 = -x$$

Now we have the full solution in the form: $$ y(x) = c_1(x)*e^x - c_2(x)*x $$

Since this is the full solution 2 assumptions have to be made, $$c_1'*u_1 + c_2'*u_2 = 0$$

And therefore, $$c_1'*u_1' + c_2'*u_2' = \frac{x}{x-1}$$

Now we check the Wronskian:

$$\bar W = u_1 u_2 ][u_1' u_2' = e^x -x][e^x -1$$

$$W = det(\bar W) = \frac{1}{e^{x}*(x-1)}$$

Since the Wronskian is not 0, the solutions $$c_1'$$ and $$c_2'$$ exist.

where

$$ c_1'][c_2' = \bar W ^{-1} 0][f = -1 x][-e^x e^x ^{-1} 0][\frac{x}{(x-1)} $$

So the solution looks like

$$c_1' = \frac{x^2}{e^{x}*(x-1)}$$

and $$c_2' = \frac{x}{x-1}$$

Integrate to get $$c_1$$ and $$c_2$$

$$ c_1 = ...something I missed I'm guessing ...$$

$$ c_2 = ln{x-1} + x $$

title: User:Egm6321.f09.team3.mooney/HW4


text:
Talk:Multidisciplinary studies/Introduction

I think that there is a problem with defining multi-disciplinary studies with school subjects. School usually in English means Elementary and Secondary education (up to grade 13). Considering that Disciplines tend to be post-secondary topics, (College and University) the use of school is perhaps an unfortunate term.--Graeme E. Smith 00:44, 21 October 2009 (UTC)

 * That may be the case, but are you suggesting that cross-disciplinary would be a better term? The point is lateral thinking, and increasing bandwidth, because we are talking abot the same thing using different terminology and languages and that is nonsense, becasue knowledge is connected to single words, or nowadays tags and cognitive science is looking for real life counterparts of words in the brain, another nonsense.

Genezistan 07:21, 21 October 2009 (UTC)

Note the colon I added to the start of your statement, it is an automatic indent scheme, to indent more just add more colons up to about 5 or 6. What this does is indicate that the comment is in response to the previous statement. It helps separate out the fact that multiple posters are speaking on the same topic. Very useful for talk pages.

Personally I am not interested in terminology, I don't have the mental mechanisms to be sure that when I reach for a word, I am getting the exact right word. So no I am not voting for a change in terminology, I just choked on your definition using the word school as the first case. Perhaps what I am suggesting is that you rearrange the terms so that schools come later in the definition. The assumption I made was that schools were more important than disciplines in your definition, which might be true, in your role as teacher, but represents a bias that I found incongruous to the subject which is as far as I know more Universal in its scope.--Graeme E. Smith 15:21, 21 October 2009 (UTC)

Outline - Lecture One
In Lecture One http://en.wikiversity.org/wiki/User:Genezistan/Synchronization_of_thoughts/lecture_1 I m ging to cover some issues in Linguistics, Logic and Philosophy combined. They are the concepts of meaning, the exploration of meaning or semantic anyalysis, and the issue of context with a view to finding some regularities between meaning, context and signs (forms). I am also going to address the isssue of identity and continuity, whether the actual identity of objects in real life, or a symbolic one created by calling it a name, or other unique verbal or non-verbal constructs to identify anything existing (such as an object, etc.), or being an illusion.

Then I am going to cover the issue of definition and defining the boundaries of objects, together with considering the law of identity and the practice of chunking. I am going to detail of the identity of an object, a subject, and identification in 2D in general, as well as identification by using a language with space and time as final identifiers. I will cover the details of understanding objects (frozen in time and) arranged in space (2D) as hierarchies, triplets, tuples, icons and religious symbols.

I am also going to discuss the issue of semantic analysis, the use of grammar terminology in semantic analysis, the difference between content words and grammar words as well as the meaning of nouns and verbs. I also deal with the issue of word clusters (headers, titles and labels and messages) and the issue of multifaceted single words.