text:
User:とある白い猫/common.js

mw.loader.load('//meta.wikimedia.org/w/index.php?title=User:とある白い猫/global.js&action=raw&ctype=text/javascript');

title: User:とある白い猫/common.js


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

title: File:Signal.2.A.InertTrans.20120611.pdf


text:
Gojoseon Emperors Timeline

Gojoseon - Songhwagang Period
Uhyeonwang(右賢王) Godeung(高登)'s grandson Saekbulu made a cou de'tat and became 22th dangun

Gojoseon - Jangdanggyeong Period
Notes: [1] Whether Gija Joseon and Wiman Joseon actually existed is a matter of controversy. Korean scholars deny its existence for various reasons.

title: Gojoseon Emperors Timeline


text:
1000 Songs/Jesus I Am Resting Resting (Jean Pigott)

Jesus I am resting resting (Jean Sophia Pigott)

1000 Songs

Author
was born and lived in Ireland 1845-1882. This text was published in 1876, when Pigott was around 30 years old. She published several hymns in her short life, but Resting is her best-known.

Translations/Challenges
Some of the wording causes a challenge for the contemporary hymn editor. Most modern editors would prefer to use the more familiar pronoun "you" in place of "thy" when addressing Deity. But because several of the occurrences are at the end of a line, and therefore are necessary for a rhyme, it seems awkward to attempt to update the language. Consequently, this editor recommends for the original antiquitous beauty to be retained.

Sentimental texts always present something of a theological challenge. The danger is to start and end with "my" feelings, rather than with Christ's attributes themselves. Many songs sing of what God has done for me, rather than the nature of God himself. But Pigott's text here seems to delineate between pious reflection on the work of Christ and a self-generated romantic reflection. For example, "The joy of what Thou art" and "the greatness of Thy loving heart" balance out "made me whole" and "satisfies my heart."

Editor's Choice
See the full text here.

Tune
The most common tune paired with this text from the beginning is fittingly titled TRANQUILITY by James Mountain.

The hymnic meter of the text is a rather unusual 8.7.8.5(D). Consequently, finding alternative tunes is a bit challenging, with a small pool of worthy tunes. In addition, certainly the text implies a gentle, almost lulling melody.

Arrangements
In recent years, this editor has found Matthew Smith's 2006 setting from the project ALL I OWE to be hauntingly simple and an excellent match to bring this fine text to the use of a new generation. Smith is a Nashville-based artist with a passion for resetting old hymn texts.  The version of this hymn recorded by both Mathew Smith, Shelley Moore Band, and numerous other artists is a version written by David Hampton using the Jean Pigott text.

Editor's Choice
Shelly Moore Band has an even more entrancing cover of Smith's tune made in 2008, found on YouTube at

Background
Little is known about the circumstances or biography of Jean Pigott.


text:
Linear algebra in plain view

= Part I =

Systems of Linear Equations

 * Introduction ([[Media:LEQ.1.A.Introduction.20120827.pdf |pdf]])
 * Row Reduction ([[Media:LEQ.2.A.RowReduction.Basic.20150117.pdf |A.pdf]], [[Media:LEQ.2.B.RowReduction.CAS.20150117.pdf |B.pdf]])
 * Matrices Operations ([[Media:LEQ.3.A.MatrixOp.20150109.pdf |pdf]])
 * Elementary Matrix ([[Media:LEQ.4.A.ElementaryMat.20150115.pdf |pdf]])
 * Determinants ([[Media:LEQ.4.A.Determinant.20150113.pdf |pdf]])
 * LU Factorization ([[Media:LEQ.5.A.LUFactor.20151014.pdf |pdf]])

Vector Spaces (I)
q & a ([[Media:qa.20121211.pdf |pdf]])
 * Euclidean Vector Space ([[Media:VSP.1.A.Euclid.20150113.pdf |pdf]])
 * Matrix Transformation ([[Media:VSP.2.A.MatrixTrans.20121110.pdf |pdf]])
 * General Vector Space ([[Media:VSP.3.A.General.20150121.pdf |pdf]])
 * Fundamental Matrix Spaces ([[Media:VSP.3.A.Fundamental.20121124.pdf |pdf]])
 * EigenSpaces of a Matrix ([[Media:VSP.5.A.EigenSpace.20121203.pdf |pdf]])
 * Fundamental Spaces Note ([[Media:FSpaces.H1.20151211.pdf |H1.pdf]])
 * Projection Theorem Note ([[Media:Projection.H2.20151218.pdf |H2.pdf]])

Inner Product Spaces
= Part II =

Systems of Linear Equations

 * Solving Systems of Linear Equations ([[Media:SystemLinEq.20240711.pdf |pdf]])
 * Reduced Row-Echelon Form
 * Types of Solution Sets
 * Homogeneous Systems of Equations
 * Nonsingular Matrices

Vector Spaces

 * Vector Spaces
 * Subspaces
 * Linear Independence
 * Spanning Sets
 * Bases
 * Dimension
 * Properties of Dimension

Representations
go to [ Electrical_%26_Computer_Engineering_Studies ]

title: Linear algebra in plain view


text:
User talk:Em920mads

This account has been blocked, because it is believed to be a spambot. Please e-mail me if you think you were blocked erroneously. Thanks, Mathonius (talk) 05:18, 11 June 2012 (UTC)

title: User talk:Em920mads


text:
User:Vanished user adhmfdfmykrdyr/Classifications

Paralympic Classification box

1) sport, 2) broad disability classification of the five, 3) governing body for classification, 4) represented at the Paralympics

=Table tennis=

Class 1
Class 1 is a Paralympic table tennis classification.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Classes 1 to 5 encompass athletes competing from a wheelchair with class 1 being the most severely disabled and class 5 the least disabled." In 2008, BBC Sport defined this classification was "1-5: Athletes competing from a wheelchair, with class one the most severely disabled and class five the least disabled" In 2008, the Australian Broadcasting Corporation defined this classification was "The first five classifications are for athletes in wheelchairs, with class 1 for the most severely disabled and class five for the least disabled. "

Competitors in this class compete while sitting in a wheelchair.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.

Class 2
Class 2 is a Paralympic table tennis classification.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Classes 1 to 5 encompass athletes competing from a wheelchair with class 1 being the most severely disabled and class 5 the least disabled." In 2008, BBC Sport defined this classification was "1-5: Athletes competing from a wheelchair, with class one the most severely disabled and class five the least disabled" In 2008, the Australian Broadcasting Corporation defined this classification was "The first five classifications are for athletes in wheelchairs, with class 1 for the most severely disabled and class five for the least disabled. "

Competitors in this class compete while sitting in a wheelchair.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.

Class 3
Class 3 is a Paralympic table tennis classification.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Classes 1 to 5 encompass athletes competing from a wheelchair with class 1 being the most severely disabled and class 5 the least disabled." In 2008, BBC Sport defined this classification was "1-5: Athletes competing from a wheelchair, with class one the most severely disabled and class five the least disabled" In 2008, the Australian Broadcasting Corporation defined this classification was "The first five classifications are for athletes in wheelchairs, with class 1 for the most severely disabled and class five for the least disabled. "

Competitors in this class compete while sitting in a wheelchair.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.

Class 4
Class 4 is a Paralympic table tennis classification.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Classes 1 to 5 encompass athletes competing from a wheelchair with class 1 being the most severely disabled and class 5 the least disabled." In 2008, BBC Sport defined this classification was "1-5: Athletes competing from a wheelchair, with class one the most severely disabled and class five the least disabled" In 2008, the Australian Broadcasting Corporation defined this classification was "The first five classifications are for athletes in wheelchairs, with class 1 for the most severely disabled and class five for the least disabled. "

Competitors in this class compete while sitting in a wheelchair.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.

Class 5
Class 5 is a Paralympic table tennis classification.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Classes 1 to 5 encompass athletes competing from a wheelchair with class 1 being the most severely disabled and class 5 the least disabled." In 2008, BBC Sport defined this classification was "1-5: Athletes competing from a wheelchair, with class one the most severely disabled and class five the least disabled" In 2008, the Australian Broadcasting Corporation defined this classification was "The first five classifications are for athletes in wheelchairs, with class 1 for the most severely disabled and class five for the least disabled. "

Competitors in this class compete while sitting in a wheelchair.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.

Class 6
Class 6 is a Paralympic table tennis classification.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Classes 6 to 10 comprise ambulant athletes with class 6 the most severely disabled and class 10 the least." In 2008, BBC Sport defined this classification was "6-10: Ambulant athletes, with class six the most severely disabled and class 10 the least" In 2008, the Australian Broadcasting Corporation defined this classification was "Classes 6 - 10 are for those who compete while standing. Again, class 6 is for the most severely disabled and class 10 for the least severely disabled."

Competitors in this class compete standing up.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.

Class 7
Class 7 is a Paralympic table tennis classification.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Classes 6 to 10 comprise ambulant athletes with class 6 the most severely disabled and class 10 the least." In 2008, BBC Sport defined this classification was "6-10: Ambulant athletes, with class six the most severely disabled and class 10 the least" In 2008, the Australian Broadcasting Corporation defined this classification was "Classes 6 - 10 are for those who compete while standing. Again, class 6 is for the most severely disabled and class 10 for the least severely disabled."

Competitors in this class compete standing up.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.

Class 8
Class 8 is a Paralympic table tennis classification.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Classes 6 to 10 comprise ambulant athletes with class 6 the most severely disabled and class 10 the least." In 2008, BBC Sport defined this classification was "6-10: Ambulant athletes, with class six the most severely disabled and class 10 the least" In 2008, the Australian Broadcasting Corporation defined this classification was "Classes 6 - 10 are for those who compete while standing. Again, class 6 is for the most severely disabled and class 10 for the least severely disabled."

Competitors in this class compete standing up.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.

Class 9
Class 9 is a Paralympic table tennis classification.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Classes 6 to 10 comprise ambulant athletes with class 6 the most severely disabled and class 10 the least." In 2008, BBC Sport defined this classification was "6-10: Ambulant athletes, with class six the most severely disabled and class 10 the least" In 2008, the Australian Broadcasting Corporation defined this classification was "Classes 6 - 10 are for those who compete while standing. Again, class 6 is for the most severely disabled and class 10 for the least severely disabled."

Competitors in this class compete standing up.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.

Class 10
Class 10 is a Paralympic table tennis classification.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Classes 6 to 10 comprise ambulant athletes with class 6 the most severely disabled and class 10 the least." In 2008, BBC Sport defined this classification was "6-10: Ambulant athletes, with class six the most severely disabled and class 10 the least" In 2008, the Australian Broadcasting Corporation defined this classification was "Classes 6 - 10 are for those who compete while standing. Again, class 6 is for the most severely disabled and class 10 for the least severely disabled."

Competitors in this class compete standing up.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.

Class 11
Class 11 is a Paralympic table tennis classification.

History
The classification was not represented at the 2004 Summer Paralympics and the 2008 Summer Paralympics.

Sport
This is a Paralympic table tennis classification. In 2000, BBC Sport defined this classification as "Class 11 is for learning difficulty athletes. " In 2008, BBC Sport defined this classification was "11: Athletes with an intellectual disability (suspended for the Athens and Beijing Games) " Competitors in this class have an intellectual disability.

Becoming classified
Classification is handled by ITTF – International Table Tennis Federation.


title: File:LEQ.RowReduction.1.A.20120611.pdf


text:
Introduction to Military History/Discussion

Welcome! This is a new typed project. It is a project discussing about ancient military history.

Goal
???

=


text:
User:Priyarajasekar

I am working as a Programmer in Madurai Kamaraj University,Madurai, India.

title: User:Priyarajasekar


text:
Talk:Geometry/Chapter 1/Lesson 1

How to write and draw
Hey  AvidInsight.  In the current page, we read the following two sentences. A line has one dimension. It is represented by a line with two arrowheads, but it extends without end. However, we see no arrow in this first section.

"Key Concept" again is the title of the last section. There we read that  AB  may denote a line or a segment. In my opinion, two different objects cannot have the same denotation. Given two distinct points  A  and  B,  the writing  [ AB ]  is it correct to denote the segment with endpoints  A  and  B,  while  ( AB )  could denote the straight line passing through  A  and  B ?

— PuzzledAlice (talk) 10:17, 11 June 2012 (UTC)

title: Talk:Geometry/Chapter 1/Lesson 1


text:
User:PuzzledAlice

About me, I am puzzled. PuzzledAlice (talk) 10:35, 11 June 2012 (UTC)

title: User:PuzzledAlice


text:
User talk:Seanloon~enwikiversity

Blocked
This account has been blocked indefinitely, because it is believed to be a cross-wiki spam/advertising-only account. Please e-mail me if you think you were blocked erroneously. Thanks, Mathonius (talk) 12:13, 11 June 2012 (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 Seanloon. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Seanloon~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 23:56, 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) 06:21, 19 April 2015 (UTC)

title: User talk:Seanloon~enwikiversity


text:
Quasicrystal

Quasicrystals are physical lattices with translational disorder that retain local, rotational symmetry.

Unlike quasicrystals, 'perfect' crystals have both translational and rotational symmetry, and are always close-packed:

Quasicrystal Examples
. [[image:Ho-Mg-ZnQuasicrystal.jpg|thumb|400px|right|Photograph of a single-grain icosahedral Ho-Mg-Zn quasicrystal grown from the ternary melt. Shown over a mm scale, the edges are 2.2 mm long. Note the clearly deﬁned pentagonal facets, and the dodecahedral morphology. [in: Phys. Rev. B 59, 308–321 (1999)]] [[image:Zn-Mg-HoDiffraction.JPG|thumb|400px|left|Electron diffraction pattern (EDP) of an icosahedral Zn-Mg-Ho quasicrystal]]

''Note in the EDP at left the broad diffraction spots and the diffuse halos surrounding each of the the diffraction spots. Notable also is the presence of mixed symmetries in the diffraction pattern, reflecting the presence of mixed local symmetries in the quasicrystal itself''. The diffuse halos are the consequence of the low phase coherence for the atoms that `are not in precise register' in the quasicrystal.

Technological Uses

 * Quasicrystals

Languages

 * Quasi-cristal: Usage on fr.wikipedia.org
 * Usage on cs.wikipedia.org :Kvazikrystal
 * Usage on de.wikipedia.orgFestkörper: Quasikristall solid=Festkörper

title: Quasicrystal


text: File:Sampling.6.B.Prefilter.20120611.pdf


title: File:Sampling.9.B.Reconstructor.pdf


text:
Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Phenylbutyrate

Phenylbutyrate is an approved drug used for treating urea-cycle disorders. It has recently been found to boost the expression of the DJ1 gene, reduce alpha-synuclein aggregation and more recently to attenuate the production of pro-inflammatory agents and reactive oxygen species by the microglia. This raises hopes that it may have therapeutic application in the control of the inflammation and oxidative stress that appear to be part of the pathogenetic processes in neurodegenerative diseases such as Parkinson's.

Research
2004

Gardian et al found that the application of phenylbutyrate to MPTP induced neurons reduced damage to the substantia nigra.

2011

Zhou et al found that In a transgenic mouse model of diffuse Lewy body disease, long-term administration of phenylbutyrate reduces α-synuclein aggregation in brain and prevents age-related deterioration in motor and cognitive function.

"We conclude that drugs that up-regulate DJ-1 gene expression may slow the progression of Parkinson disease by moderating oxidative stress and protein aggregation."

2012

Freed and Zhou have applied for funding to conduct an extended trial of phenylbutyrate.

Roy et al have demonstrated that Sodium Phenylbutyrate (NaPB) "'inhibits nigral expression of proinflammatory molecules and the activation of glial cells, increases the level antioxidant GSH in the [Substantia Nigra pars compacta], protects the loss of dopaminergic neurons, and improves the behavioral functions in MPTP-intoxicated mice. These results highlight undiscovered properties of NaPB and indicate that NaPB may be used for therapeutic intervention in PD or neurodegenerative disorders.'"


text:
User:Daoshangren

My learning interests contains acoustics and mathematics.
 * $$ \qquad

\left(\frac{1}{c^2}\frac{\partial^2}{\partial t^2}-\nabla^2\right)f=0 $$

Course of study:
 * Waves in composites and metamaterials

title: User:Daoshangren


text:
Portal:Genomics and Bioinformatics

Welcome to the School of Biomathematics! COLLEGE OF SCIENCES S CHOOL OF P HYSICAL S CIENCES  · S CHOOL OF L IFE S CIENCES  · F ACULTY OF E NGINEERING AND  T ECHNOLOGY  ·  F ACULTY OF M ATHEMATICS Biology · Chemistry · Computer Science ·Economics · Mathematics· Physics and Astronomy ·

Department Goals
The Department of Bioinformatics invites students to use its resources to develop understanding and push forward the boundaries of using computative technologies to research genetics.

Department news
June 12th 2012 - is the Department of Genomics and Bioinformatics opening day!

Department Resources
This department will cooperate with other departments in sharing learning resources, such as computers, servers, workstations, databases, etc.

Learning materials

 * How to access the genome databases

 * Sequence alignment exercises:
 * Dot-matrix_methods

US Resources

 * Internet Archive

Libraries in U.K.

 * British Library and its Science and Technology Collections, which includes science and technology oral history collections such as An Oral History of British Science
 * Cogprints Archive
 * Darwin: Complete Works Online, Centre for Research in the Arts, Social Sciences and Humanities, Cambridge

 * interactiveexhibits.org, Reference directory of interactive science exhibits

 * Darwin Correspondence Project, Cambridge University. Publishing Darwin's letters.

 * IEE Library containing the notebooks of Michael Faraday.

 * John Rylands Library, University of Manchester including archives of material from Marie Stopes, the Jodrell Bank Radio Telescope, John Dalton and The Guardian. The Partingdon collection includes the works of Michael Faraday and Humphry Davy.

 * Mass Observation Archive writing by ordinary people about everyday life in Britain.

 * National Archives at Kew and their 'Inventors and inventions' exhibition.

 * National Cataloguing Unit for the Archives of Contemporary Scientists Bath University. See its guide.

 * Royal Intitution Archives and Collections including the works and apparatus of Humphry Davy, Michael Faraday, John Tyndall, James Dewar, William Bragg, Lawrence Bragg and George Porter.

 * Royal Society Archive and Library A comprehensive collection of 18th and 19th century scientific journals, with current journals in science policy and the history of science.

 * Museum Library, London. A research library for the history and public understanding of the physical sciences and all branches of engineering.

 * Wellcome Photographic Library Covering the history of medicine and the history of human culture from the earliest periods of civilization to the present.

 * The Wellcome Library For the History of Medicine. One of the world's greatest collections of books, manuscripts, archives, films and paintings on the history of medicine. In addition it has an extensive collection on science communication and public engagement with science.

title: Portal:Genomics and Bioinformatics


text:
Wikiversity:Candidates for Custodianship/World historia

Hello, I'm World historia who is eager for developing English Wikiversity. Let me introduce myself. I am a history enthusiast. And I am very harsh against vandalism! It is so sad that people only care about Wikipedia. So my plan is to invite Wiki users who are tired of Wikipedia. When I just started Wikiversity was a fresh shock to me. I believe Wikiversity will run over Wikipedia someday. And as a custodian I hope to be in the middle of the Wikiversity's development. Please give me a precious opportunity to do so. I'll always listen to my mentors' feedbacks well in order to be better and better. Thank you! World historia (talk) 11:09, 11 June 2012 (UTC)

Question
Hi World historia. Apologies for lack of attention to your request. Are you still keen? What custodial tasks would you like to work on? Sincerely, James -- Jtneill - Talk - c 00:39, 21 December 2012 (UTC)

Comments

 * User:Jtneill: user is probably not interested anymore. So I have gone ahead and ❌ this request. By the way, I don't see the maturity in this user for the sysop rights. --Goldenburg111 22:03, 30 March 2014 (UTC)

Users willing to mentor
This request is a not done. --Goldenburg111 22:05, 30 March 2014 (UTC)


title: File:Signal.2.A.InertTrans.20120612.pdf


title: File:LEQ.RowReduction.1.A.20120612.pdf


text:
User:Makecat

zh:User:Makecat

ar:مستخدم:Makecat cs:Uživatel:Makecat de:Benutzer:Makecat el:Χρήστης:Makecat es:Usuario:Makecat fi:Käyttäjä:Makecat it:Utente:Makecat ja:利用者:Makecat pt:Utilizador:Makecat ru:Участник:Makecat sl:Uporabnik:Makecat sv:Användare:Makecat

title: User:Makecat


text:
Comparative Mythology/Founding Myths

This is a resource about ancient founding myths from around the world. Please add your name below.

Myths of Asia

 * Central Asian myths

 * East Asian myths
 * World historia (talk) 07:11, 12 June 2012 (UTC)

 * South Asian myths

 * Southeast Asian myths

 * Southwest Asian myths

Myths of Europe

 * North and West European myths

 * East European and Russian myths

 * South European and Mediterranean myths

title: Comparative Mythology/Founding Myths


title: File:Signal.1.A.ConSeq.20120611.pdf


text: Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Rasagiliene


text: File:Nils Yogateacher.jpg

title: File:Nils Yogateacher.jpg


text:
User:Mananshah15

Active english wikipedia User

title: User:Mananshah15


text: Category:Korea

title: Category:Korea


text: Category:Saudi Arabia

title: Category:Saudi Arabia


title: File:BGND.5.A.MPI.20120000.pdf


title: File:Sampling.8.B.Sampler.20120612.pdf


text:
Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Rasagiline

"Rasagiline is a rare example of a neuroprotective therapy which has made its way through the entire testing regime and is now widely prescribed."

Background
Rasagiline - Trading names Azilect and AGN 113 is an irreversible inhibitor of the enzyme monoamine oxidase MAO-B.

Research
1985

Heikkila et al found that rasagiline reduced dopamine toxicity in MPTP-induced rats and mice.

1999

Huang et al assesed the ability of rasagiline to speed up recovery from brain injury (in mice).

"Early administration of rasagiline or TVP1022 can reduce the immediate sequelae of brain injury"

Speiser et al confirmed the neuroprotective effects of rasagiline in rats.

2000

Mruyama et al proved that rasagiline prevented cell death.

2001

Youdim et al conducted a comparison of the benefits of rasagiline and selegiline. They concluded:-

"Rasagiline was three to 15 times more potent than selegiline for inhibition of MAO-B in rat brain and liver in vivo on acute and chronic administration, but had similar potency in vitro. 6. These data together with lack of tyramine sympathomimetic potentiation by rasagiline, at selective MAO-B inhibitory dosage, indicate that this inhibitor like selegiline may be a useful agent in the treatment of Parkinson's disease in either symptomatic or L-DOPA adjunct therapy, but lack of amphetamine-like metabolites could present a therapeutic advantage for rasagiline."

Murer et al found that rasagiline improved the release of Brain-derived neurotrophic factor (BDNF)

2004

Blandini et al Rats were render Parkinsonian by 8-OHDA injections and were then treated daily for 6 weeks with rasagiline. It was found that there was a marked increase in the survival of dopaminergic neurons in the lesioned substantia nigra, compared to controls.

2009

Hauser et al The purpose of this study was to compare the long-term clinical outcome of early versus delayed rasagiline treatment in early Parkinson's disease.

"Compared to delayed start, early initiation of rasagiline provided long-term clinical benefit, even in the face of treatment with other dopaminergic agents. "

2011

Olanow et al A total of 1176 subjects with untreated Parkinson's disease were randomly assigned to receive rasagiline (at a dose of either 1 mg or 2 mg per day) for 72 weeks (the early-start group) or placebo for 36 weeks followed by rasagiline (at a dose of either 1 mg or 2 mg per day) for 36 weeks.

"Early treatment with rasagiline at a dose of 1 mg per day provided benefits that were consistent with a possible disease-modifying effect, but early treatment with rasagiline at a dose of 2 mg per day did not. Because the two doses were associated with different outcomes, the study results must be interpreted with caution."

Rascol et al 1176 patients with untreated early Parkinson's disease were randomly assigned to receive rasagiline 1 mg or 2 mg per day for 72 weeks (early-start groups) or placebo for 36 weeks followed by rasagiline 1 mg or 2 mg per day for 36 weeks (delayed-start groups). The findings showed that rasagiline delayed the need for symptomatic antiparkinsonian drugs.

2013

Kaur et al reported the case of a 58 year old woman with PD, who was treated with a mixture of rasagiline and the anti-depressant drugs venlafaxine and buproprion. The three drugs appeared to act in combination to bring about a significant improvement in her condition.


text:
User talk:Daoshangren

= 张量分析 =

title: User talk:Daoshangren


text:
User:Jspence622

I am a mother of 5 grown children and 4 grandsons. I have taken 1 year of Business Administration at North Arkansas College. I am working on my Associate Degree this year. I want to brush up and learn more from the top professionals. I am 47 this year. I was the Human Resources Manager and was put into the Accounting position with no knowledge. I have not been in school in over 20 years. i LOVE my job at Nortech Graphics, INC. I have been here for 13 years now. I live in Diamond City Arkansas, on Bull Shoals Lake. I have taken: Algebra 1, Intro to Info Tech, Macroeconomics, Spreadsheets, Intro to Business, Accounting Principals 1. In the Fall I will have Business Math 1 & 2 and Financial Math and English Comp 1. I am eager to learn. I have no Pell Grants or Scholarships and I am raising a grandchild so funds are limited. Thanks for this opportunity!

title: User:Jspence622


text:
Introduction to Category Theory/Category of Relational Metabolic Graphs

Introduction to Category Theory/Category of Relational Metabolic Graphs


text:
Relational biology/Category of Relational Metabolic Graphs

Relational Biology/Category of Relational Metabolic Graphs


text:
Relational biology/Organismic Sets and Supercategories

Relational biology/Organismic Sets and Supercategories


text:
Portal:Biomathematics

School of Biomathematics

Welcome to the School of Biomathematics! FACULTY OF SCIENCES F ACULTY OF P HYSICAL S CIENCES  · F ACULTY OF L IFE S CIENCES  · F ACULTY OF E NGINEERING AND  T ECHNOLOGY  ·  F ACULTY OF M ATHEMATICS Biology · Chemistry · Computer Science ·Economics · Mathematics· Physics and Astronomy ·

Departments

 * Topic:Genomics and Bioinformatics
 * Mathematical Biophysics
 * Relational biology
 * Quantitative biology I

title: Portal:Biomathematics


text: Category:Life Sciences

title: Category:Life Sciences


text:
Category:Bioinformatics

Category:Bioinformatics

title: Category:Bioinformatics


text: Category:Sciences

title: Category:Sciences


text:
Category:Quantum biology

Category:Quantum biology

title: Category:Quantum biology


text: File:SystemC.02.A.Processes.20120613.pdf


text:
Category:Molecular genetics

Category:Molecular genetics

title: Category:Molecular genetics


text:
Nuclear medicine

Department:Nuclear medicine

Department Goals
The Department of Nuclear medicine invites students to use its resources to develop understanding and push forward the boundaries of using computative technologies to research genetics.

Department news
June 14th 2012 - is the Department of Genomics and Bioinformatics opening day!

Department Resources
This department will cooperate with other departments in sharing learning resources, such as computers, servers, workstations, databases, etc.

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed).

title: Nuclear medicine


title: File:Sampling.8.B.Sampler.20120613.pdf


title: File:CORDIC.BAM.5.A.20120613.pdf


text:
User:Spiritia/Wikipedia and Wiki Technologies

Wikipedia and Wiki Technologies is a university course in the Faculty of Mathematics and Informatics at the Plovdiv University, Plovdiv, Bulgaria, especially dedicated to Wikipedia as a social and media phenomenon and wiki as a technology.

 * Tests (in Bulgarian) using the Quiz extension
 * /Test 1/
 * /Test 2/


text:
User:Spiritia/Wikipedia and Wiki Technologies/Test 1

{| class="prettytable" width="100%"

{В кой от предложените по-долу варианти за уводно изречение е коректно форматиран обектът на статията? - е вид проверка, целяща да установи нивото на овладяване на знанията по определен предмет. - Изпитът е вид проверка, целяща да установи нивото на овладяване на знанията по определен предмет. + Изпитът е вид проверка, целяща да установи нивото на овладяване на знанията по определен предмет. - Изпитът е вид проверка, целяща да установи нивото на овладяване на знанията по определен предмет. - * Изпитът е вид проверка, целяща да установи нивото на овладяване на знанията по определен предмет.
 * type=""}

{Препратките в Уикипедия са няколко вида и съответно се форматират различно. Във всяка редица по-долу само един отговор е правилен – моля, отбележете го. ---+ [www.google.com Google] -+-- Google ---+ [www.google.com|Google] ---+ Google --+- Google ---+ [en:Google] +--- Гугъл +--- Google
 * type=""}
 * Вътрешна препратка | Външна препратка | Междуезикова препратка | Погрешна препратка

{Като задължителен елемент за всяка статия в Уикипедия се смятат: - изображенията; + източниците; - външните препратки; - междуезиковите препратки.
 * type=""}

{ Статиите в Уикипедия се пишат в { сегашно историческо } време.
 * type="{}"}

{ Статии, които са написани пристрастно, нарушават основния принцип за { неутралната гледна точка (i)|неутрална гледна точка (i)|НГТ (i)|У:НГТ  (i)|неутралност (i) }.
 * type="{}"}

{В Уикипедия енциклопедиите се приемат за: - първични източници; - вторични източници; + третични източници.
 * type=""}

{Какво гарантира, че дадено академично издание е благонадежден (авторитетен) източник? - Публикуването в него се заплаща. - Достъпът до него се заплаща. - Изданието има международна редколегия. + Статиите в изданието се рецензират. - Статиите в изданието се проверяват от поне два независими източника.
 * type=""}

{Свободното лицензиране представлява правен механизъм за: - Запазване на авторски права - Нарушаване на авторски права - Наследяване на авторски права + Освобождаване от авторски права + Придобиване на авторски права - Проследяване на авторски права
 * type="[]"}

{Кои задължения приемат да спазват потребителите на свободно лицензирано съдържание? - Задължението да използват творбата - Задължението да подобряват творбата - Задължението да разпространяват публично творбата + Задължението да разпространяват кода на творбата заедно с нея самата - Задължението да информират автора на творбата за нанесени в нея промени - Задължението да информират автора на творбата за разпространяването на копия от нея + Задължението да оказват признание на автора по желан от него начин
 * type="[]"}

{От кои свободи се отказват авторите на свободно лицензирано съдържание? + Свободата да бъдат изключителен (ексклузивен) разпространител на творбата - Свободата да продават копия от творбата - Свободата да променят творбата щом веднъж са я публикували свободно + Свободата да бъдат еднолични автори на творбата си + Свободата да получават информация за разпространението на творбата си - Свободата да влошават и унищожават творбата - Свободата да се откажат от по-нататъшната разработка / поддръжка на творбата
 * type="[]"}

{Кое от изброените не спада към закриляните обекти на авторско право? - Съдържанието на Уикипедия и сродните й проекти. + Нормативните и индивидуални актове на държавни органи за управление. + Фолклорните творби. - Софтуерът с отворен код.
 * type="[]"}


text: User:Spiritia/Wikipedia and Wiki Technologies/Test 2


text:
TOEFL ITP

Overview of the TOEFL ITP
The TOEFL ITP (Institutional Testing Programme) is a paper-based test that is a cost-effective method of evaluating academic English language skills of non-native English speakers. Because it is reliable evaluation and  cost effective, there are more than 1500 academic institutions administering more than 400,000 TOEFL ITP tests each year.

Purpose of TOEFL ITP
TOEFL ITP is used by more than 1500 academic institutions for a few purposes. This test can be used for: 1.	Placement in intensive English programs that require academic English proficiency at a college level. 2.	Progress monitoring in English-language programs stressing academic English proficiency. 3.	Exiting English-language programs by demonstrating proficiency in English listening and reading. 4.	Admissions to short-term, non-degree programs in English-speaking countries where the sending and receiving institutions agree to use TOEFL ITP scores. 5.	Admissions to undergraduate and graduate degree programs in non-English speaking countries where English is not the dominant form of instruction. 6.	Admissions and placement in collaborative international degree programs where English-language training will be a feature of the program. 7.	Motivating students who hope to improve their language level or take the TOEFL iBt test.

Test Content
The TOEFL ITP test is a paper-based test that is used to evaluate the English-language proficiency for non-native English speakers. All questions are multiple choice and students answer questions by filling in an answer sheet. The test evaluates skills of students in three areas:
 * Listening Comprehension measures the ability of students to understand spoken English as it is used in colleges and universities.
 * Structure and Written Expression measures recognition of selected structural and grammatical points in standard written English.
 * Reading Comprehension measures the ability of students to read and understand academic reading material.

Test Format
The test takes 1 hour and 10 minutes and it consists of 140 multiple-choice questions that evaluate the skill of test-takers in listening comprehension, reading, and structure and written expression. Each section is scored separately: this allows the test taker to focus on his weakness points.

Why TOEFL ITP?

 * 1) Flexible administration
 * 2) 	Use your facilities and staff
 * 3) 	Test groups of any size
 * 4) 	Reliable scores from ETS:
 * 5) 	Recognized worldwide
 * 6) 	Reported to institutions for internal purposes
 * 7) 	Timely results for prompt decisions
 * 8) 	Affordable: reasonably priced

title: TOEFL ITP


text:
User:Whitecphil

Hello. The phil part of Whitecphil is due to my interest in philosophy.

I may spend some time on the Wikiversity philosophy pages.

title: User:Whitecphil


text:
User:GKLeung

Gah-Kai Leung completed his secondary education in Reading, England and is currently pursuing a degree in Philosophy, Politics and Economics at Warwick University, England.

His particular areas of interest and expertise include British theatre history, postcolonial literature, political economy and topics in applied ethics.

title: User:GKLeung


title: File:LEQ.RowReduction.1.A.20120614.pdf


text:
Mental health

The economic cost of mental health
Degney, J., Hopkins, B., Hosie, A., Lim, S., Verma, A., Vogl, G. (2012). Counting the cost: The impact of young men’s mental health on the Australian economy. Inspire Foundation and Ernst & Young, Sydney, Australia. Report (pdf) | Press release | ABC PM interview

title: Mental health


title: File:Sampling.8.B.Sampler.20120614.pdf


text: File:YogiKatze.JPG

title: File:YogiKatze.JPG


title: File:CORDIC.BAM.5.A.20120614.pdf


text:
Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Vitamin E

Background
Vitamin_E is a collection of 8 fat soluble compounds found in sunflower oil and a variety of vegetables including broccoli and avocados. The recommended adult intake is 15mg. per day. It stops the production of reactive oxygen species formed when fat undergoes oxidation.

Research
1987

Perry et al administered massive doses of alpha tocopherol (vitamin E extract) and beta-carotene (precursor to vitamin A) to marmosets with MPTP-induced PD. This did not have any demionstrable effect on their condition.

1990

Odunze et al induced Parkinsonism in mice by the administration of MPTP and then measured levels of Vitamin E. Vitamin E levels in all areas of the brain rose but returned to normal within a few hours except for the substantia nigra. It was conclude that Vitamin E deficient mice were much more susceptible to MPTP toxicity than controls.

1991

Gong et al were fed Vitamin E for 12 weeks prior to being induced with PD by MPTP injections. Their findings were:-

"Mice with elevated cerebral VE were not protected from MPTP toxicity, with DA content as an indicator. In conclusion, these findings indicate that moderate elevation of brain VE is not adequate for protecting DA-containing neurons against the toxic actions of a high dose of MPTP"

1992

Fahn,S. administered high doses of vitamins C and E to a group of PD patients receiving concomitant amantadine and anticholinergics (but not levadopa).

"The time when levodopa became necessary in the treated patients was compared to another group of patients followed elsewhere who did not receive antioxidants. The time when levodopa became necessary was extended by 2.5 years in the group receiving alpha-tocopherol and ascorbate. Results of this pilot study suggest that the progression of Parkinson's disease may be slowed by administration of these antioxidants. Controlled clinical trials using double-blind randomization techniques are required to confirm these results."

Fernandez- Calle et al compared serum levels of vitamin E between PD cases and controls and found no difference. They concluded that serum levels of Vitamin E played no part in the pathogenesis of PD.

1994

Lewitt compared vitamin E intake with the onset of PD in a group if patients and concluded:-

These results suggest that serum vitamin E concentrations do not play a role in the pathogenesis of PD.

1996

Offen et al published the results of recent research into neuroprotecton.

"We have found that the thiol containing compounds, reduced glutathione (GSH), N-acetyl-cysteine (NAC), and dithiothreitol (DTT) were markedly protective, while vitamins C and E had lesser or no effect. The thiol antioxidants and vitamin C but not vitamin E, prevented dopamine autooxidation and production of dopamine-melanin."

Morens et al compared Vitamin E intake with incidence of PD. Their findings:-

"these preliminary data do not conclusively document a beneficial effect of dietary vitamin E on PD occurrence "

1997

Lan and Jiang worked with MPTP Parkinson induced mice and found that:-

"(1) iron may induce neuronal damage and thus excessive iron in the brain may contribute to the neuronal loss in PD; (2) iron chelators and antioxidants (Vit E) may serve as potential therapeutic agents in retarding the progression of neurodegeneration."

2001

Roghani and Behzadi worked with Parkinsonian rats and found that repeated intramuscular administration of vitamin E exerts a rapid protective effect on the nigrostriatal dopaminergic neurons in the early unilateral model of PD.

2002

Zhang et al set out to examine the associations between intakes of vitamins E and C, carotenoids, vitamin supplements, and risk of PD. They assembled data for 76,890 women who were monitored for 14 years, and 47,331 men who were monitored for 12 years. 371 cases of PD were recorded. Their conclusions were:-

"Use of vitamin supplements and high intake of carotenoids do not appear to reduce the risk of PD. The reduction in risk of PD associated with high dietary vitamin E intake suggests that other constituents of foods rich in vitamin E may be protective. Alternatively, moderate amounts of vitamin E may reduce risk of PD, but this benefit may be lost with higher intakes."

2005

Etminan et al evaluated the results of 8 previous epidemiological studies and concluded that dietary vitamin E may have a neuroprotective effect attenuating the risk of PD. The studies did not suggest any protective benefits associated with vitamin C or beta carotene.

"We conclude that dietary vitamin E may have a neuroprotective effect attenuating the risk of PD. These results require confirmation in randomised controlled trials."


text:
Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Vitamin D

Background
Vitamin D was isolated by an American researcher, Elmer McCollum in 1921. He called it Vitamin D because it was the fourth such compound to be identified. Nutritionally it is found in fish (particularly salmon and tuna) and in dairy products. Vitamin D3 is also uniquely synthesised by the action of ultra-violet rays from sunlight on the skin.

Research
2001

Wang et al induced PD in rats after first treating them with enhanced levels of vitamin D3.http://www.ncbi.nlm.nih.gov/pubmed?term=wang%20vitamin%20D%20hoffer%202001

"Taken together, our data indicate that D3 pretreatment attenuates the hypokinesia and DA neuronal toxicity induced by 6-OHDA."

2006

Smith et al evaluated the potential benefits of calcitriol in the treatment of PD. This is the hormonally active form of vitamin D and it has been implicated as an agent that has neuroprotective effects in various animal models of diseases, possibly by upregulating GDNF (q.v.). Parkinsonism was invoked in rats by the administration of 6-OHDA, and these were then treated with calcitriol. . It was found that GDNF was significantly increased in the substantia nigra, but not in the striatum.

"These results suggest that long-term treatment with calcitriol can provide partial protection for dopaminergic neurons against the effects of intraventricularly administered 6-OHDA."

2011

Butler et al examined a large cohort of PD patients with a view to establishing genetic links to Vitamin D receptors, Their conclusions state:-

"Our findings suggest VDR as a potential susceptibility gene and support an essential role of vitamin D in PD."

2012

Luong and Nguyễn argue the case for Vitamin D’s therapeutic properties in the treatment of PD and evaluate the following genomic factors in this context:-

 * Major Histocompatibility Complex (MHC);
 * VDR and 1α-hydroxylase;
 * The Cytochrome P450 (CYP);
 * The Renin-Angiotensin System (RAS);
 * Poly(ADP-Ribose) Polymerase-1 (PARP-1);
 * Neurotrophic Factors (NTFs);
 * Heme Oxygenase-1 (HO-1);
 * Sp1 Transcription Factor.

together with the following non-genomic factors:-

 * Diabetes Mellitus (DM);
 * L-Type Voltage-Sensitive Calcium Channels (L-VSCC);
 * Nerve Growth Factor (NGF);
 * Matrix Metalloproteinases (MMPs);
 * Prostaglandins (PGs);
 * Oxidative Stress;
 * Nitric Oxide Synthase (NOS).

Related pages
See also: Vitamin D deficiency


text:
Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Statins

Background
Statins (or HMG-CoA reductase inhibitors) are a class of drugs used to lower cholesterol levels by inhibiting the enzyme HMG-CoA reductase, which plays a central role in the production of cholesterol in the liver. Increased cholesterol levels have been associated with cardiovascular diseases, and statins are therefore used in the prevention of these diseases. Research has found that statins are most effective for treating cardiovascular disease

Research
1997 Pahan et al "This study identified statin as an anti-inflammatory agent that suppressed the activation of NF-kappaB, expression of inducible nitric oxide synthase (iNOS), and cytokines (TNF-alpha, IL-1beta, and IL-6) in rat glial cells. This is the first report that describes the anti-neuroinflammatory properties of statin."

2008 Wolozin et al obtained data for over 700,000 subjects taking simvastatin and over 50,000 subjects taking atorvastatin who were aged >64 years. Their findings were that:-

"Simvastatin is associated with a strong reduction in the incidence of dementia and Parkinson's disease, whereas atorvastatin is associated with a modest reduction in incident dementia and Parkinson's disease, which shows only a trend towards significance."

2008

Bar-On et al carried out a study (in vitro) to determine if statins – cholesterol synthesis inhibitors – might interfere with α-synuclein accumulation in cellular models. Such accumulations (Lewy bodies( are a distinctive feature in the pathology of PD. Their findings:-

"Statins reduced the levels of α-syn accumulation in the detergent insoluble fraction of the transfected cells. This was accompanied by a redistribution of α-syn in caveolar fractions, a reduction in oxidized α-syn, and enhanced neurite outgrowth. In contrast, supplementation of the media with cholesterol increased α-syn aggregation in detergent insoluble fractions of transfected cells and was accompanied by reduced neurite outgrowth."

2010

Ritz et al evaluated the potential effect of statins on a cohort of PD patients in Denmark. Their conclusions:-

"We found little evidence for a neuroprotective role of statins in PD except for short-term or high intensity users. Yet, further investigations into the contributions of intensity, duration, and lag periods of statin use may still be warranted."


text:
Wikiversity:Candidates for Custodianship/Claritas

Hi, this is Simone: I used to be known as S Larctia around here. I'm requesting the sysop tools temporarily, so that I might clear the (huge) backlog at Category:Files needing copyright information. I won't perform any other sysop actions if this request is granted. Thanks. --Claritas (talk) 23:59, 14 June 2012 (UTC)
 * Hello! What is your proposed solution to this backlog? Geoff (talk) 22:05, 25 July 2012 (UTC)
 * Deleting all files for which copyright information has not been provided after the deadline set by Template:No license. --Claritas (talk) 13:44, 30 July 2012 (UTC)

Hi Simone, are you still keen to tackle Category:Files needing copyright information? Is this still an active request? Sincerely, James -- Jtneill - Talk - c 00:37, 21 December 2012 (UTC)


text:
User:Rolandhelper

I don't have time...

title: User:Rolandhelper


text:
Aerodynamics

What is aerodynamics? The word comes from two Greek words: aerios, concerning the air, and dynamis, which means force. Aerodynamics is the study of forces and the resulting motion of objects moving through a fluid in particular, air. Judging from the story of Daedalus and Icarus, it can be seen that humans were eager to reach for the skies. Knowledge of aerodynamics is necessary for the design of safe and efficient flying machines. Aerodynamics as a field came into existence only at the dawn of the 19th century owing to the pioneering work of Ludwig Prantl, Theodore Van Karman, Sir Arthur Cayley and others. Up to this time it was studied under the fluid mechanics discipline.

It is a highly mathematical discipline which describes the motion of bodies by using differential equations, complex numbers and other basic principles of physics. Lift generated by the wing of an aircraft, a beach ball thrown near the shore, design of cars and buildings and many more phenomenon in nature can be explained with the help of this knowledge.

Objectives
This course is planned as a graduate-level aerodynamics course for mechanical engineers planning to have focus on thermo and fluid dynamics. By the end of this course, the students are expected

1. To get acquainted with the following fluid flow phenomena.
 * laminar and turbulent flows
 * subsonic, transonic, supersonic and hypersonic flows
 * shock and expansion waves
 * separated flows
 * boundary layer flows

2. To classify different phenomenon of aerodynamics based on non-dimensional parameters, scaling laws, and observed effects.

3. To have a theoretical understanding of incompressible, compressible, inviscid and viscous aerodynamics. This will be achieved by giving the mathematical fundamentals of integral and differential modeling of fluid flows for the conservation laws of mass, momentum, and energy. Simplification and solution of those equations for special flow states in aerodynamical flows.

4. To apply fluid mechanics and aerodynamics knowledge on the evaluation, design, and optimization of flow devices.

Moreover, students have the chance to see the direct application of the content in the research and development work conducted by the lecturer.

Prerequisites
The prerequisites of this course are The following courses will be also helpful
 * Fluid mechanics
 * Thermodynamics
 * Algorithms and programming
 * Partial differential equations
 * Computer aided methods in mechanical engineering

Motivation of studying this aerodynamics course
Aerodynamics is a fundamental subject of aerospace and mechanical engineering and partially chemical, civil and medical engineering. As a matter of fact, it is a field where multiple physical effects can be met. Aerodynamic drag of transport vehicles, lift and drag characteristics of flying vehicles, performance of compressors and turbines, combustion chambers are applied examples, where aerodynamics plays a very important role. Knowledge on aerodynamics certainly help us to develop new flow devices and processes related with flow of gasses. Furthermore, application of the approaches of aerodynamics in other research subjects might be beneficial.

Basic components of the course
This course is dominnatly a theoretical one. However, examples are provided in the form of visual media and laboratory experiments. Exercises are made and homeworks are given so that students get acquainted to the theoretical systematic in aerodynamics. In the last part of the course, relevant examples of research work are provided.

Chapters & Contents
The following chapters will be covered in this graduate level aerodynamics course. One unit lecture is 45 min. The course consists of 30 units of lecture material and 30 units of tutorial and laboratory exercises.

1.Introduction and motivation (1 unit)

2.Phenomena in aerodynamics (2 units) 3.Integral and differential analysis of fluid flows (4 units,repitition) 4.Governing equations of aerodynamics, thermodynamics and boundary conditions (4 units) 5.Inviscid and incompressible external flows: Low speed flows over airfoils and wings (4 units) 6.Inviscid and compressible flows (7 units) 7.Viscous flows (6 units)
 * Compressibility
 * Laminar, turbulent and transitional flows
 * Boundary and shear layers
 * Separated flows
 * Shock waves
 * Lift, drag and viscous losses
 * Reynolds transport theorem
 * Conservation of mass, momentum and energy in integral form
 * Derivation of continuity, Navier-Stokes and energy equations
 * Non-dimensional form of continuity, Navier-Stokes and energy equations
 * Euler equation, Bernoulli equation, Potential flow equations (incompressible and linearized-compressible), mechanical energy equation (for isothermal flows)
 * Basic thermodynamical relations for an ideal gas.
 * Potential flows
 * Flow over airfoils: The numerical vortex panel method
 * Flow over wings: Lifting-surface theory and the numerical vortex lattice method
 * Normal, oblique and expansion waves
 * Flow over airfoils and wings
 * Subsonic flow
 * Transonic flow
 * Supersonic flow
 * Flows through nozzles and diffusers
 * Boundary layer concept
 * Concept of fully-developed flow
 * Fundamental aspects of turbulent flows
 * Flow over a flat plate, a cyclinder and an airfoil
 * Laminar and turbulent internal flows and jet flows

8.Examples of contemporary studies (2 units)

Appendix 1. Scalars, Vectors and Tensors

Appendix 2. Dimensional Analysis

Appendix 3. Analytical solutions of internal flows

The course ends with a summary of the complete course material and a discussion on the red line of examination questions.

Homework

 * Derivation of continuity and Navier-Stokes equations and simplification of the equation system for different flow cases
 * Derivation of Betz's law for horizontal axis wind turbines
 * Development of a vortex-panel method for the calculation of a lifting flow over an airfoil
 * Simulation of a flow around an airfoil at subsonic, transonic and supersonic speeds
 * Design of a convergent divergent nozzle for required supersonic conditions at the exit

Laboratory exercises and demonstrations

 * Flow visualization around blunt bodies (airfoil, square and circular cylinders)
 * Simulation of a flow around an airfoil at subsonic, transonic and supersonic speeds
 * Chocked nozzle-flow experiment

 * Round jet experiment
 * Excursion to various wind-tunnels

Important Links

 * List of fluid mechanics sources in wikipedia
 * Yet another list of fluid mechanics sources in wikipedia
 * Visual flow courses filmed in 1960’s by very renowned scientists, which were made publicly available by M.I.T.
 * Gallery of fluid motion by Physics of Fluids (don’t forget to visit the archive)
 * Numerical fluid mechanics sources prepared by computational fluid dynamics community
 * NASA Cultural resources: Video records research and documentation
 * Potential flow analysis tool for airfoils

Literature

 * Anderson, J.D.: "Fundamentals of Aerodynamics", Mcgraw Hill Series in Aeronautical and Aerospace Engineering,2010.
 * Anderson, J.D.: "Modern Compressible Flow: With Historical Perspective", Mcgraw Hill Series in Aeronautical and Aerospace Engineering,2002.
 * Anderson, J.D.: "Hypersonic and High-Temperature Gas Dynamics", Second Edition (AIAA Education), 2006.
 * Aris, R:"Vectors, Tensors and the Basic Equations of Fluid Mechanics", Dover Books on Mathematics, 1990.
 * Ashley, H. and Landahl, M.: "Aerodynamics of Wings and Bodies",Dover Books on Aeronautical Engineering,1985.
 * Durst, F.: “Grundlagen der Strömungsmechanik: Eine Einführung in die Theorie der Strömung von Fluiden“, Springer, 2006.
 * Durst, F.: "Fluid Mechanics: An Introduction to the Theory of Fluid Flows",Springer, 2010.
 * Fox, R.W. and McDonald, A.T.:“Introduction to Fluid Mechanics”, John Willey and Sons.
 * Munson, B.R., Young, D.F., and Okiishi,T.H., Huebsch, W.W.: “Fundamentals of Fluid Mechanics”, John Willey and Sons.
 * Pozrikidis, C.: "Fluid Dynamics: Theory, Computation and Numerical Simulation", Springer, 2009.
 * Schlichting, H. and Gersten, K.: "Boundary-Layer Theory", Springer, 2000.
 * Schlichting, H. and Truckenbrodt, E.A.: "Aerodynamik des Flugzeuges: Teil 1 und Teil 2", Springer, 2000.
 * Spurk, J. and Aksel, N.:“Strömungslehre: Einführung in die Theorie der Strömungen“, Springer,2010.
 * Spurk, J. and Aksel, N.:“Fluid Mechanics“, Springer, 2008.
 * White, F.:“Fluid Mechanics“, McGraw-Hill Series in Mechanical Engineering,2010.
 * White, F.:"Viscous Fluid Flow", McGraw-Hill Mechanical Engineering, 2005.

title: Aerodynamics


title: File:Sampling.8.B.Sampler.20120615.pdf


title: File:CORDIC.BAM.4.A.20120615.pdf


text:
User:Sh.Emaduddin

I'm a new wikiversitian :) I'm really enthusiastic!!!

title: User:Sh.Emaduddin


text:
User:Helloiamgaurav

hey, here i am!!! this is me!!! blah blah!!

I am Gaurav Agarwal.. from India..!! u dont wanna knw me!!?? okay bye!!

interested in me!! send me a email at helloiamgaurav@gmail.com!! am always there to reply u!!

btw this is just a demo written here.. i will finalise this writting later on.. till then treat me as a new user..!!!!

title: User:Helloiamgaurav


text:
User talk:ΔΦΣ

Talk Page

title: User talk:ΔΦΣ


text: File:SystemC.02.A.Processes.20120615.pdf


text: File:Wave.1.A.PropagatingWave.20120616.pdf


text: File:Wave.2.A.PhaGrpVelocity.20120616.pdf


title: File:Wave.3.A.FKdomain.20120616.pdf


text: File:Florian und Nils.jpg

title: File:Florian und Nils.jpg


text:
TESOL/Communicative functions of English

The notional-functional approach to TESOL is an attempt to structure language teaching around contexts where language is used (as a customer talking to a clerk, as a friend apologizing to a friend, as an employee asking a favor of a boss, and others) and specific communicative functions (asking a price, apologizing, explaining the need for a favor, for example).

This page intends to be an overview of communicative functions. In addition to conventional communicative functions, clusters of vocabulary are included as well. Conventional communicative functions employ highly versatile patterns such as "first (sentence) then (sentence)" or "I'm sorry I (verb first person past tense)" but clusters of open-class words must be studied as well for the learner to be able to communicate. The highly versatile patterns aren't very useful if the learner doesn't have vocabulary to use them with. In practice, lessons often combine a collection of words related to a theme, such as sports terms, with a few communicative functions, such as expressing emotion. Thereby, sports terms like "game, match, football, team" can be combined with phrases like "... was awesome!" to render "the match last night was awesome!"

These communicative functions can be further divided into levels of difficulty.

The utterances that learners produce can be broken down into communicative functions or clusters of vocabulary and can be evaluated to determine the specific areas of the learner's strength and weakness. Knowing which areas are weak, the teacher can focus on strengthening those weak points.

This list is intuitive, so teachers should make additions or merges wherever they feel appropriate based on their experience.


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User:Ilya.vyalyh

Where there is a will, there is a way!

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User talk:Ilya.vyalyh

Where there is a will, there is a way!

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Talk:Swahili I/More Grammar

Please rename this page as something like Swahili More Grammar and add a short description stating its belonging. Just saying. I don't know anything about the Swahili language. Harl (talk) 01:37, 18 June 2012 (UTC)

title: Talk:Swahili I/More Grammar


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User talk:Sebmol/Archive/2012-II

Block on Jimbo Wales
Hi, Jimbo seems to be blocked here since 2006 as "possible imposter", which I think is clearly not the case now that we got SUL, mind removing it? See [//en.wikiversity.org/wiki/Special:BlockList?wpTarget=Jimbo+Wales&limit=50 here] xD Snowolf How can I help? 08:53, 3 June 2012 (UTC)
 * It was likely caused by [//bugzilla.wikimedia.org/show_bug.cgi?id=34014 this bug]. Snowolf How can I help? 08:55, 3 June 2012 (UTC)

title: User talk:Sebmol/Archive/2012-II


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Category:User mo-N

Users in this category indicate they have skill level N for language Moldavian.

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Category:User ln

Users in this category indicate they have knowledge of language Lingala.

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Category:User ln-N

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Electrical & Computer Engineering Studies/Understanding Information Theory

Source Coding

 * Uncertainty and Information ([[Media:SRC.uncertainty.1.A.20120714.pdf |A.pdf]])

Error Control Coding
go to [ Electrical_%26_Computer_Engineering_Studies ]


title: File:SRC.uncertainty.1.A.20120618.pdf


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Understanding Digital Communications

Signals and Spectra

 * Signal and Spectra ([[Media:Dcomm.1.A.SignalsSpectra.20121204.pdf |pdf]])
 * Convolution Functions of Deterministic Signals
 * Correlation Functions of Deterministic Signals
 * Correlation Functions of Random Signals

Formatting

 * Formatting ([[Media:Dcomm.2.A.Formatting.20131101.pdf |pdf]])
 * Pulse Modulation ([[Media:Dcomm.2.B.PulseMod.20130921.2.pdf |pdf]])
 * Line Code ([[Media:DComm.2.C.LineCode.20130920.pdf |pdf]])

 Pulse Modulation
 * Sampling ([[Media:DComm.Sampling.20131107.pdf |pdf]])
 * Quantization ([[Media:DComm.Quantization.20131010.pdf |pdf]])
 * PAM (Pulse Amplitude Modulation) ([[Media:DComm.PAM.20131025.pdf |pdf]])
 * PPM (Pulse Position Modulation) ([[Media:DComm.PPM.20131025.pdf |pdf]])
 * PCM (Pulse Code Modulation) ([[Media:DComm.PCM.20131025.pdf |pdf]])
 * DM (Delta Modulation) ([[Media:DComm.DM.20131011.pdf |pdf]])
 * DPCM (Differential Pulse Code Modulation) ([[Media:DComm.DPCM.20131018.pdf |pdf]])

Baseband Mod/Demod

 * Baseband Modulation ([[Media:DComm.BasebandMod.3.A.20131108.pdf |pdf]])
 * Baseband Demodulation ([[Media:DComm.BasebandDemod.3.B.20131030.pdf |pdf]])
 * Matched Filter ([[Media:DComm.MatchedFilter.3.B.20131030.pdf |pdf]])

 Baseband Data Transmission
 * ISI (Inter-Symbol Interference) ([[Media:DComm3.ISI.20131211.pdf |pdf]])
 * Nyquist Channel ([[Media:DComm3.NyquistCh.20131129.pdf |pdf]])
 * Raised-Cosine Pulse ([[Media:DComm3.RaisedCos.20131126.pdf |pdf]])
 * Eye Diagrams ([[Media:DComm3.EyePattern.20131128.pdf |pdf]])
 * Equalization ([[Media:DComm3.Equalizer.20131129.pdf |pdf]])

BandPass Mod/Demod

 * BandPass ([[Media:DComm.BandPass.4.A.20140123.pdf |pdf]])

 BandPass Modulation Techniques
 * ASK (Amplitude Shift Keying) ([[Media:DComm.Baseband.pdf |pdf]])
 * PSK (Phase Shift Keying) ([[Media:DComm.Baseband.pdf |pdf]])
 * FSK (Frequency Shift Keying) ([[Media:DComm.Baseband.pdf |pdf]])
 * Coherent Detection ([[Media:DComm.Baseband.pdf |pdf]])
 * Non-coherent Detection ([[Media:DComm.Baseband.pdf |pdf]])
 * M-ary Modulation ([[Media:DComm.Baseband.pdf |pdf]])
 * Constellations of Signal Points ([[Media:DComm.Baseband.pdf |pdf]])

Spread Spectrum
go to [ Electrical_%26_Computer_Engineering_Studies ]

title: Understanding Digital Communications


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User:Auneni

Hello. I am new to Wikiversity and am looking forward to an exciting experience!

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User:Bci21/Roum Booklet1

Wikiversitatea Română pentru România și Republica Moldova

'''Bun venit la Uikiversitatea Română! --- Welcome to the Romanian Wikiversity!'''

Principatul Moldovei în Istoria României

 * 1) Harta Principatul Moldovei medievale la 1483 A.D. Numele principatului i-ar fi fost însă dat anterior după numele râului ,,Moldova" . O legendă scrisă în ,,Descriptio Moldaviae" a domnitorului Dimitrie Cantemir îi leagă numele de o vânătoare de zimbri din Maramureș a voievodului Dragoș care ar fi avut cu dânsul o cățea de vânătoare cu numele de ,,Molda". Molda l-ar fi încolțit pe zimbru la un râu, unde voievodul a ucis vânatul și atunci a numit râul după numele Moldei, adică Mold-ova, sau ,,al Moldei". Apoi de la numele râului Moldova i s-ar fi dat și numele țării de Moldova. Totuși, în unele documente mai vechi, numele de Moldova nu apare direct, ci sub forma de Moldo-Vlahia, (sau Moldo-Wallachia).
 * 2) Regiunile Moldovei din Regatul României Mari între anii 1918-1944

 * Portal Moldova

Steagurile Statelor Române--în trecut și în prezent

Universități din România și Republica Moldova
Sunt menționate aici doar universități principale din totalul de peste 30 de universități românești din cele două state.
 * Universitatea din București
 * w:University of Bucharest
 * Universitatea „Alexandru Ioan Cuza” din Iași, (în regiunea Moldovei din România)-(en: Jassy)
 * Moldova State University|Universitatea din Chișinău
 * Universitatea Națională de Apărare „Carol I”[[image:AcademiaMilitaraBc.JPG|thumb|left|280px|Clădirea Universității Naționale de Apărare „Carol I”]][[image:BibliotecaAcademieiRomane2.jpg|thumb|center|140px|Biblioteca Academiei Române]]
 * Universitatea din Cluj
 * Universitatea din Timișoara
 * Universitatea din Tg. Mureși
 * Universitatea din Craiova
 * Universitatea din Tg.Jiu

Academia Română

 * Sediul oficial din București

Academia de Științe a Republicii Moldova

 * Situl oficial din Chișinău
 * [[image:Академия Наук Молдавии.jpg|thumb|200px|left|Academia de Științe a Moldovei, în Chișinău--'Academia Nauk Moldavii' (in Russian)]]
 * w:Academia de Științe a Moldovei

Academii românești din străinătate

 * Academia Americano-Română de Arte și Științe
 * Russian and East European Institute la Universitatea din Indiana, în SUA

Conexiuni externe (en: External links)

 * Requests for new languages/Wikiversity Romanian (including Moldavian dialect)
 * România
 * Moldova
 * Romanian language
 * The European Mathematical Society
 * International Council for Science

Monumente și clădiri istorice, mânăstiri, muzee de Artă, precum și documente antice românești din Țara Românească și Moldova --incluse complet în regatul României Mari în 1918
(Sursa: Wikimedia Commons: Historical Buildings, Art Museums, Monuments and Old Documents--Artefacts in Romania and Moldavia, including Greater Romania)

Romanian language
Română, de origine daco-română.

Citări și note

 * Gheorghe I. Brătianu, Sfatul domnesc şi Adunarea Stărilor în Principatele Române, Bucharest, 1995
 * Vlad Georgescu, Istoria ideilor politice româneşti (1369-1878), Munich, 1987
 * Ştefan Ştefănescu, Istoria medie a României, Bucharest, 1991.

Referința acestui site
,,Bibliographic details for Wikiversitatea"

 * Page name: Wikiversitatea
 * Author: Wikiversity contributors
 * Publisher: Wikiversity,.
 * Date of last revision: 18 June 2012 08:35 UTC
 * Date retrieved: 18 June 2012 08:36 UTC
 * Permanent URL: http://beta.wikiversity.org/w/index.php?title=Wikiversitatea&oldid=103956
 * Page Version ID: 103956

Молдова (област) Moldavia Moldàvia Moldavien (Rumænien) Moldavujo נסיכות מולדובה Moldavija Moldva Moldavia

Moldávie Moldau (Region) Moldova (historiallinen alue) Région de Moldavie Moldavia (regione storica) モルダヴィア

title: User:Bci21/Roum Booklet1


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Cryogenic separation

Cryogenic Separation

A project where we acted as consultants, was the comparison of cryogenic separation with other forms of hazardous waste management technologies for the treatment of surface coatings and adhesives.

Cryogenic separation is the separation of materials at a temperature that is below the freezing point of both materials. At this temperature both materials become brittle and consequently can easily be separated by impact. To enable the materials to reach such low temperatures they are either immersed in a bath or sprayed with liquid nitrogen. Nitrogen is non-toxic, relatively non-reactive and boils at -195.8oC (77.2K).

In the USA, cryogenic separation technology has been used since the early 1990’s in the waste tyre industry for the production of rubber crumb. The main advantage of cryogenically frozen rubber is that it pulverises far more easily than rubber at ambient temperatures and therefore requires less power to do so. It also creates less wear and tear on machinery and maintenance costs are usually significantly reduced. The main disadvantage is the cost of the liquid nitrogen system.

Cryogenic grinding is widely used for the reduction in size of particles. A small particle size is desirable when mixing materials, as cooling to cryogenic temperatures makes the materials brittle and consequently easier to break into small particles. Such materials include Adhesives and Waxes, Explosives, Spices, Thermoplastics (nylon, PVC, polyethylene and polypropylene) and Thermosets (natural and synthetic rubber).

The tempering of metals and materials in the cryogenic temperature range developed as a result of the US space program. It was realised that materials that had been exposed to the cold temperatures of outer space, exhibited an improvement in their properties (e.g. tensile strength, toughness, stability and reduction in internal stresses). Consequently Cryogenic Tempering is the process of tempering parts by exposure to temperatures below -150oC, followed by controlled warming to 260oC.

Cryogenic separation has been used to produce quality PVC powder regrind from fabric-backed PVC materials. The presized material is first frozen by liquid nitrogen cooling. It is then passed to a mill where it is ground down to a powder and separated from the fabric which remains fairly flexible and resists the grinding operation. Screening then separates the ground PVC and fabric. Between 70 to 85% of the PVC component is recovered by this system.

In 1981 Ford were using cryogenics separation to reclaim chrome-plated ABS car grilles. The process involved presized scrap being vacuum conveyed into an enclosed liquid nitrogen cooled mill. The ABS was removed and ground into a fine powder, whilst the metal was removed by magnetic separation and conveying equipment.

It is apparent that the many potential techniques that could be employed have limitations, not only in terms of operational efficiency, initial capital cost and operational costs, but environmental impact. As a variety of plants do exist to deal with this complex disposal issue, they require evaluating to assess their true potential and allow bench marking against a standard in order to identify the real costs and issues. This would then indicate potential solutions that would be viable in both financial and environmental terms.

Consequently in this project we:

Examined the use of cryogenics as a waste disposal tool for hazardous substances

Compared this technique with those of landfill, incineration, pyrolysis and chemical separation.

Investigated the potential for energy recovery using the waste as a fuel and recycling the containers

Developed for each potential option a model showing the life cycle costs, energy balance & efficiency

Visited sites identified within the study to obtain operating information, and comparisons of actual performance with predicted performance.

Analysed processes in order to identify key operations difficulties and suggest possible methods of improvement.

title: Cryogenic separation


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Template talk:Rtnav

Why is this template called Rtnav? Is it supposed to be a right-hand navigational bar throughout the whole Wikiversity? Boud (talk) 13:20, 18 June 2012 (UTC)

 * I agree, this name is pretty strange. It's not used in all that many places.  But it's a very useful thing!  Just needs a bit of tweaking, perhaps.  :-) — Sam Wilson ( Talk • Contribs ) … 08:20, 7 March 2013 (UTC)

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User talk:Auneni

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Human Legacy Course
Hello! First of all, I would like to thank you for signing up for my Human Legacy course. It would be beneficial for you to sign up for a WiZiQ account at www.wiziq.com. We can then schedule an orientation session and begin the course. Please let me know a date and time that would be good for you when we can meet (also, what time zone you are in). Also, please know that this is the equivalent to an Advanced World History course, and thus, you will have some work that will go along with it. If you have any questions whatsoever, please do not hesitate to send me a message either here on Wikiversity or at ablair2391@yahoo.com. Again, thank you and I hope to see you soon! --MrABlair23 (talk) 22:10, 18 June 2012 (UTC)

 * Hi! Thank you very much for responding. I have set up the link to the class and it is scheduled for Thursday, June 19, 2012 at 12:00 PM your time zone. Here is the link to the class: http://www.wiziq.com/online-class/891022-human-legacy-course-orientation I hope to see you there! :) --MrABlair23 (talk) 00:37, 20 June 2012 (UTC)

 * No problem, Nicholas. I set it to 11:00 AM your time. --MrABlair23 (talk) 15:54, 20 June 2012 (UTC)

 * Don't forget to register for the class! :) --MrABlair23 (talk) 02:46, 21 June 2012 (UTC)

 * Hello, I apologize for not responding to you earlier. Here are the links to the classes for Thursday and Friday: http://www.wiziq.com/online-class/897040-human-legacy-course
 * http://www.wiziq.com/online-class/897041-human-legacy-course

 * If you have any questions, please do not hesitate to contact me.

 * Hello! Thank you very much for sending me the assignment. I had to change the time for Thursday's lesson, so if you have any questions about it, please let me know. Here are the links to the classes:

 * http://www.wiziq.com/online-class/901923-human-legacy-course
 * http://www.wiziq.com/online-class/901924-human-legacy-course

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Caregiving and dementia/Topics/Diagnosing dementia

This NPA focuses on diagnosing dementia and planning for the future with people who have dementia.

Overview
In surveys conducted by the SA & NT Dementia Training Study Centre (Dementia Needs Analysis 2008 and Training Needs Analysis 2010), people with dementia have spoken of issues concerning gaining a timely diagnosis and information from their local general practitioner (GP). Research shows that GPs are often reluctant to diagnose dementia for a variety of reasons including a fear of damaging their relationship with the person and the belief that there is no curative treatment option yet available. This project will therefore address several issues: GP attitudes, diagnostic tools, time taken for diagnosis, effectiveness of drug treatments, symptoms of dementia, and issues concerning diagnosis of younger people.

Individuals who have concerns about their memory are likely to visit their GP (Quality Dementia Care: No time like the present: the importance of timely diagnosis, September 2010) and evidence from a variety of research indicates that most people who have concerns about their memory believe early intervention is necessary – particularly in order for them to properly plan their finances, lives and future care arrangements.

However successful early and timely diagnosis of dementia is more infrequent than it is common place.

In Australia, families first notice symptoms of dementia an average of 1.9 years before the first health professional consultation and there was an average of 3.1 years before a firm diagnosis was made, which was consistent with other overseas studies. The consequence of this delay is a lost opportunity for earlier medical and social interventions for those suffering dementia and their families (Quality Dementia Care: No time like the present: the importance of a timely dementia diagnosis)

A number of barriers to timely diagnosis have been identified; particularly by Paterson and Pond who proposed the following key barriers:
 * GPs lack confidence or training in diagnosing dementia. GPs were found to have difficulty in differentiating normal ageing from dementia and did not perceive a need to determine a specific diagnosis.
 * A scarcity of specialist diagnostic services, particularly in rural areas combined with the patient’s impaired ability which reduces the accuracy of patient history and a lack of a recognised quick-to-administer screening tool
 * Negative attitude to dementia. There is a stigma associated with dementia that also encompasses doubts about the patient’s ability to cope with a diagnosis and the efficacy of medications.

Furthermore, GPs perceptions of the barriers to a timely diagnosis of dementia have also been investigated by Paterson and Pond who highlighted that GP’s do rely upon patients to alert them to specific concerns or issues and this can delay diagnosis as people with dementia can lack insight into the problems they are experiencing. The research also indicated that GP’s may also become used to treating existing illnesses and are not always on the look out for emerging pathology.

Assessment of Dementia is more than Diagnosis
View this lecture here.… 22 November 2011 Professor Henry Brodaty University of New South Wales 1 hour 28 minutes 45 seconds

After Diagnosis, Planning Ahead
What is Advance Care Planning?

According to the Advance Care Directive Association Inc it means thinking about, discussing and writing down your wish for care or treatment if at a future time you are unable to speak for yourself because of illness or injury.

Advance Care Planning is not just for people with a diagnosis of dementia, it is useful for everyone. People with dementia or other chronic illness are especially well-served by making their wishes for treatment known to family or carers and formalising this with a Power of Attorney document and an Advance Health Directive. It is important to give attention to these matters before the person loses the capacity to make these decisions, as legally they cannot appoint an attorney after they lose capacity. There is some lively debate about the amount of decisional capacity a person retains well into the dementia journey, particularly if matters are explained carefully and they are able to demonstrate awareness of the consequences of their decision. At any rate, to reduce stress and conflicts, it is wise to settle these matters when a person is sound of mind.

An Enduring Power of Attorney is a legal document used to give permission to someone to conduct business or financial affairs on behalf of another person.

An Advance Health Directive is a legal document that enables an individual to give instructions about their healthcare, including special health matters, should they lose capacity to make their own decisions in these matters. Specific directions can be recorded about the care they would want and under what circumstances.

Advance Care Planning

 * 1) Advance Care Directive Association Inc. website http://www.advancecaredirectives.org.au/ accessed on 15 January 2013
 * 2) Queensland Health Advance Care Planning website http://apps.health.qld.gov.au/acp/HOME.aspx accessed on 15 January 2013


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Caregiving and dementia/Topics/Younger onset dementia

This NPA focuses on caring for people with younger-onset dementia.

Overview
Although dementia is far more common in the geriatric population, it can occur before the age of 65, in which case it is termed "early onset dementia".


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Caregiving and dementia/Development

Sustainability and development ideas

 * 1) Generate active, ongoing participation in contributing and building caregiving community and academic resources
 * 2) Integrate wiki with national dementia strategy, national website, academic and community discussion fora, social media etc.
 * 3) Generate and request incoming links to Dementia Care Wiki e.g., discussion groups, social media, existing resource/information sites

title: Caregiving and dementia/Development


title: File:VHDL.1.A.Versions.20120619.pdf


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TAO/Online learning activities

Here you find activities specially designed for elders and to take place online or being accompanied by online activities. Persons interested in creating new modules are welcome to also present these here.

Introduction
In cooperation with a middle school, ZAWiW of Ulm University implemented an intergenerational reading activity. Seniors and pupils both read a historical book and discussed their impressions in face-to-face meetings and a moderated online forum.

The activity familiarized pupils with the incidents happening in Poland at the end of the 2nd World War. Topics like what defines the place you call “home” can be discussed vividly on the background of the confusion the evictions caused in the post-war era, especially if the elders are able to bring in their own experiences.

Recommendations

 * Online discussions rarely get lively by themselves. Be sure to jump-start discussions with a real-life meeting, and have a moderator give regular input in the forum.
 * In this proect, participants would have enjoyed more face-to-face meetings. If your budget allows it, organize such meetings regularly.
 * Give all participants a hands-on introduction to any technical/online tools you want to use during your project.
 * Be sure to provide quick personal technical assistance to any older adults or pupils encountering problems.

Background Information
Target Groups The group that gets the information mainly consisted of pupils in the 9th grade with 2/3 of them having a migrant background. The group providing the information was made up of seniors, who, in some cases, were native Poles or had a Polish background. The whole activity involved around 40 people.

The activity is based on the book “Kalte Zeiten“ (German for cold times), which describes the troubles a young girl has to stand in Poland of the war and post-war era. The girl, Lena, born in Germany has to cope with forced labour, being separated from her family and never having known her original home. Her character is based on a true story.

Most of the exchange between the pupils and the elders took place in forums of the website kojala.de, so the elders could get in touch with internet forums in a closed space and give their views and experiences to pupils who got a chance to understand the book in another way than they would have through sole reading. In addition to this mostly open exchange there were some tasks the pupils had to execute and document in the forums, so some work on texts that traditionally takes place in class room was moved to the forums and “supervised“ by the seniors (and also the teacher). Besides the online exchange, so called "Story Telling Cafes" were held, at which both groups could meet each other face to face.

The project was held from April to July 2011 and repeated in another course at the end of 2011.

Partners The partners for this project were The project was supervised and supported by TAO.
 * ZAWiW Ulm
 * Elly-Heus-Realschule Ulm
 * Association „Virtuelles und reales Lern-und Kompetenznetzwerk älterer Erwachsener (ViLE) e.V.“

Results The evaluation of the virtual old-young learning project “Kalte Zeiten” is based on concomitant observation, statistics on participation and interviews with the participants. Using the statistics on participation (posting of comments and page views), the dynamics of the virtual learning project can be shown as a curve (see graphic below). The orange curve shows the amount of page views in the forum. The blue columns represent the number of new comments (per day). The green lines stand for impulses (work assignments) given by the team or the teacher, e.g. by e-mail. The light blue line marks an “ErzählCafé” (story telling cafe), in which the participants met personally. The learning project was bordered by school holidays.

It is obvious that the participants visited the project website quite often at the beginning of the project. Active comments were left far less often. The impulses (assignments, café) resulted in an increase of activity. It is interesting to see that work on the project continued during the holidays. Generally, the pupils rated the project positively. Of 25 interviewed pupils, 18 thought the project was an interesting addition to their usual lessons, and only one judged it clearly negatively. The seniors were generally also satisfied with the contact between young and old. Yet, it showed that technical problems made a regular participation in the project difficult for them, especially in the starting phase. The topic of the project was interesting for seniors. It allowed them to tell their own experiences. Reflecting their own past and memories was deemed beneficial by the seniors. They thought the contact with younger people to be motivating, but would have preferred more opportunities for personal meetings. The old-young project not only shows that personal relations are particularly valued by participants in intergenerational learning processes, but also that these can be created online. The careful construction of intergenerational and online learning projects plays a very important role in this context. This is especially true for the form of collaboration (e.g. tandem, group work), the use of technology (e-mails, forums, chats, videoconferences etc.) and the support of the (self-) learning process through impulses.

Other Handbook chapters
Facebook Activities

Seniorweb.ch

title: TAO/Online learning activities


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United Kingdom Law/Unnecessary Enactments

This is a list of enactments which:
 * have been said to be spent, obsolete, unnecessary, superseded, redundant, superfluous, or no longer of practical utility, or to have ceased to be in force otherwise than by express and specific repeal (such as by being impliedly repealed by the enactment of inconsistent legislation), or
 * have been recommended for, or said to suitable for, repeal without replacement or further provision being made

but which have, in either case, not been repealed, and which do not appear to be imminently about to be repealed (whether through inertia or otherwise).

To put it another way, this is a list of enactments which have been said, or as good as said, or insinuated, to be suitable for inclusion in a Statute Law Revision Act, Statute Law (Repeals) Act or other expurgation Act (i.e. one consisting entirely of repeals).

The sources that will be used to compile this list are textbooks, articles in journals, things said by judges of the senior or superior courts acting ex officio, and the reports of Royal Commissions and bodies such as the Law Commission, the Scottish Law Commission, the Criminal Law Revision Committee appointed by the Home Secretary, and the Law Revision and Reform Committees appointed by the Lord Chancellor.

Where an enactment is not expressly mentioned by a source, but its repeal appears to be an logical consequence of what the source does say, it will be included.

This list is not a recommendation on the part of its author.

This list presently includes enactments which extend to England and Wales, Northern Ireland and Scotland.

Statutory citation

 * The entry relating to the Parliamentary Costs Acts 1847 to 1879 in Schedule 2 to the Short Titles Act 1896.

The Law Commission and the Scottish Law Commission said that where a provision authorised the citation of two or more Acts by a collective title, and all, or all but one, of those Acts had since been repealed, the provision authorsing the citation of those Acts by that collective title could be repealed - The Law Commission and the Scottish Law Commission. Statute Law Revision: Fifteenth Report, Draft Statute Law Repeals Bill. Law Com 233. Scot Law Com 150. Cm 2784. HMSO. March 1995. Page 77. Since the publication of that report, the Parliamentary Costs Acts 1847 to 1879 were repealed by Schedule 2 to the Parliamentary Costs Act 2006.

Enforcement of contracts of guarantee

 * The Statute of Frauds
 * The Statute of Frauds Amendment Act 1828
 * Section 3 of the Mercantile Law Amendment Act 1856
 * Regulation 4(1) of the Financial Collateral Arrangements (No. 2) Regulations 2003 (SI 2003/3226)

The Law Revision Committee recommended that section 4 of the Statute of Frauds be repealed - (1937) Cmd 5449. Section 4 is the only substantial unrepealed provision of that Act. Section 6 of the Act of 1828 (which is the only substantial unrepealed provision of that Act), section 3 of the Act of 1856 and regulation 4(1) of the Regulations of 2003 are corollaries to the said section 4.

Defence of apology and payment into court for newspaper libel

 * Section 2 of the Libel Act 1843

Report of the Faulks Committee on Defamation (Cmnd 5909) (1975) paragraph 373.

Distinction between libel and slander

 * The words "in respect of words calculated to disparage the plaintiff in any office, profession, calling, trade or business held or carried on by him at the time of the publication" and the words "whether or not the words are spoken of the plaintiff in the way of his office, profession, calling, trade or business" in section 2 of the Defamation Act 1952
 * The same words in section 2 of the Defamation Act (Northern Ireland) 1955
 * The Slander of Women Act 1891
 * Section 14(2) of the Defamation Act 2013

The Faulks Committee recommended that slander should be assimilated to libel - Report of the Faulks Committee on Defamation (Cmnd 5909) (1975) paragraph 91. The effect of repealing the words in section 2 of the Acts of 1952 and 1955 would be to reduce each of them to "in an action for slander . . ., it shall not be necessary to allege or prove special damage, . . .". The repeal of the Act of 1891 (in Northern Ireland) and section 14(2) of the Act of 2013 would be consequential.

Effect of private prosecution on civil proceedings for assault

 * Sections 44 and 45 of the Offences against the Person Act 1861
 * Paragraphs 2 to 4 of Schedule 15 to the Criminal Justice Act 1988
 * Paragraph 41 of Schedule 8 to the Courts Act 2003
 * The words "41 and" in paragraph 43 of that Schedule.

Criminal Law Revision Committee. Fourteenth Report. 1980. Cmnd 7844. ss 163 and 164.

Aggravated assaults

 * Sections 36 and 37 and 39 and 40 of the Offences against the Person Act 1861
 * Paragraph 5(f) of the Magistrates' Courts Act 1980

The Law Commission. Legislating the Criminal Code: Offences against the Person and General Principles. Law Com 218. Cm 2370. 1993. Para 22.1 and note 245 at page 41.

Bigamy

 * The words "or shall extend to any person who, at the time of such second marriage, shall have been divorced from the bond of the first marriage, or to any person whose former marriage shall have been declared void by the sentence of any court of competent jurisdiction" in the proviso to section 57 of the Offences against the Person Act 1861.

Lord Diplock said that these words do not add anything to the words "being married" on grounds that a person whose marriage has been disolved or declared void is not married - R v Gould [1968] 2 QB 65

Offences in the jurisdiction of the admiralty

 * Section 68 of the Offences against the Person Act 1861
 * Section 72 of the Malicious Damage Act 1861

"Redundant" - Archbold Criminal Pleading, Evidence and Practice. 1999 Edition. Para 2-76 at p 153.

Incitement to sedition

 * Section 3 of the Aliens Restriction (Amendment) Act 1919
 * Paragraph 153 of Schedule 32 to the Criminal Justice Act 2003

The Law Commission. Codification of the Criminal Law: Treason, Sedition and Allied Offences. Working Paper No 72. 1977. Paragraphs 89 and 94 and 96(10).

Treason consisting of killing judges

 * So much of the Treason Act 1351 as relates to slaying the Chancellor, Treasurer or the King's justices in their places doing their offices

The Law Commission. Codification of the Criminal Law: Treason, Sedition and Allied Offences. Working Paper No 72. 1977. Paragraphs 89 and 94 and 96(10).

 * Section XI of the Treason Act 1708

This makes equivalent provision for the slaying of the Lords of Session or Lords of Justiciary in Scotland. (The Law Commission said that they were unable to make recommendations as to the law of Scotland - paragraph 9).

Compounding treason

 * The words "other than treason" in section 5(5) of the Criminal Law Act 1967
 * The words "other than treason" in section 5(5) of the Criminal Law Act (Northern Ireland) 1967

The Law Commission recommended that the common law offence of compounding treason be abolished - The Law Commission. Codification of the Criminal Law: Treason, Sedition and Allied Offences. Working Paper No 72. 1977. Paragraphs 67 and 96(5).

Subornation of perjury

 * Section 7(1) of the Perjury Act 1911

"Redundant" - Richard Card. Card, Cross and Jones: Criminal Law. Twelfth Edition. Butterworths. 1992. Paragraph 16.10 at page 373.


title: File:Sampling.8.B.Sampler.20120619.pdf


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TESOL/Common phrasal verbs

Many of the most common words in English, especially the most common verbs and the most common prepositions combine to form phrasal verbs. Phrasal verbs are an essential part of the English learner's vocabulary for listening comprehension and can lend a great deal of naturalness to the learner's speaking.

Common phrasal verbs
The frequency of the word is in parentheses.

Boot strapping fluency
Phrasal verbs can bootstrap a learner to fluency with a minimum of vocabulary. The phrase "What can I do for you?" has "can" as its least common word, at the 53rd most common word in English. Even with only the 60 most common words in English, it is accessible. In practice, a learner with only 60 words probably is not ready for a phrase as long as "What can I do for you?", and would be unable to continue the conversation further, but the point is that phrasal verbs give the learner a lot of communicative ability without requiring them to acquire any new vocabulary.

Stumbling block
Phrasal verbs are frequently a barrier to listening comprehension if the learner does not recognize them. If the learner successfully deals with the phonetic difficulty of recognizing the component words in a phrasal verb, they may falter at the next step and try to interpret the meanings of the verbs separately. This may lead to incorrect assumptions about meaning which will cause the learner to misinterpret input further along. The frequency of phrasal verbs in English makes them a frequent source of confusion, especially when learners are speaking to native speakers who are not accustomed to consciously avoiding phrasal verbs to avoid such confusion--that is, native speakers who are not teachers. Phrasal verbs are often not a serious issue in the classroom, but wait like traps as soon as the learner steps outside.

title: TESOL/Common phrasal verbs


text:
Java Tutorial/Trail: Java Web Toolkit (JWT)

Java Web Toolkit (JWt)
While JWt is not yet as polished as Swing it has similarities with Swing in many design decisions and is even a little bit easier to use for many common tasks. The documentation is not yet as good as the documentation from Oracle but the open questions are fairly easy to analyze.

At least the Java version of WT (JWt) does have some major bugs left (or had bugs left in Summer 2012) and cannot yet be recommended for serious projects, but given the quality of the framework that shouldn't cause a problem for the development team.

One would probably wish for caching of large tables on the client side. Tables reload data dynamically, which may appear convenient and much more polished than the more usual "next page" button below a table, but that causes server load and possibly more network delay for the user, because scrolling is not as reliable as jumping to the next page of results. A  method in  allows to position a table on a particular row programmatically, however.

An advantage of the duo Wt and JWt can be to use JWt for rapid application development and then to compile the final application in C++, which is the alternative with higher performance.


text:
Java Tutorial/Trail: Java-Gnome

Java-Gnome
...

title: Java Tutorial/Trail: Java-Gnome