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Introduction to Computers/AI

Course Navigation

Theory
There is no single unifying theory of Artificial intelligence, however a number of approaches can be seen below.

Alan Turing
Alan Turing Video

Alan Turing is the father of computer science, including artificial intelligence. He was an English mathematician, logician, and cryptographer who used artificial intelligence to break Nazi codes during World War II. Alan_turing

On a side note, Alan died at the age of 41. On June 7th, 1954, he committed suicide by cyanide poisoning.

Turing Test

"The phrase “The Turing Test” is most properly used to refer to a proposal made by Turing (1950) as a way of dealing with the question whether machines can think." A behavioral test is conducted for the presence of mind, thought, or intelligence in machines. The test takes place between a human judge, another human and a computer. The human has a natural conversation with both the computer and the other human. If the judge is unable to decide who is the computer and who is the human, the computer has passed the test.

Turing_test

fuzzy logic (probabilities)
Fuzzy logic is a method of dealing with imprecise data with problems that may have one or more answers. It ranks potential answers by their probability. Many problems arise in the process of using probability to rank and solve problems, most of these problems arise from the fact that in many cases these rankings are subjective or relate to moral choices.

A.L.I.C.E.

Artificial Linguistic Internet Computer Entity is a free, open source software program that is used for AI (Artificial Intelligence). That “chat robot software” gives you an illusion that you are chatting with a real person. A.L.I.C.E. contains AIML which is Artificial Intelligence Markup Language. A.L.I.C.E. is a program that uses heuristical patterns to match inputs from conversions to communicate with humans.Artificial_Linguistic_Internet_Computer_Entity

Weak AI
Weak AI (artificial intelligence) makes the claim that computers can be programmed to simulate human cognition. An important concept of "Weak AI" is brute force: a technique for solving a complex problem by using a computer's fast processing capability to repeat a simple procedure many times. For example, a chess playing program will calculate all the possible moves that can apply to a given situation and then choose the best one; it does not analyze and strategize the way a human player does.

cyc
Cyc uses facts and rules in a database. The goal is to have Cyc automatically make the same connection as humans do. Cyc has been fed database of 1.4 million facts and rules and knows as much as a 12 year old. One day, cyc will learn on its own.

Strong AI
Strong AI (artificial intelligence) claims that computers can be made to think on a level that is at least equal to humans and possibly even be conscious of themselves.

Requirements of Strong AI:

Intelligent machines should be able to integrate these skills towards a common goal:

1) Reason this means they must use strategies, solve puzzles and make judgments. 2) Must represent knowledge, this includes commonsense knowledge. 3) Plan. 4) Learn. 5) Communicate in a natural language. 6) Perceive. 7) Social intelligence. 8) Able to move and manipulate objects, also known as robotics.

Strong AI is a system that can perform all these tasks as humans do or better. Strong_AI

cog
Cog does not follow predetermined sets of rules but rather tries to identify and search for patterns.

Mimic Human processes
Artificial Intelligence is a branch of Science which deals with helping machines find solutions to complex problems in a more human-like fashion. This generally involves borrowing characteristics from human intelligence, and applying them as algorithms in a computer friendly way. A more or less flexible or efficient approach can be taken depending on the requirements established, which influences how artificial the intelligent behaviour appears. A branch of AI deals with how machince can stimulate human behaviour, its called the Automata Theory.

Automata Theory, concept that describes how machines mimic human behavior. The theory proposes that human physical functions and behavior can be simulated by a mechanical or computer-controlled device. Applications of automata theory have included imitating human comprehension and reasoning skills using computer programs, duplicating the function of muscles and tendons by hydraulic systems or electric motors, and reproducing sensory organs by electronic sensors such as smoke detectors.

Neural networks
Neural networks try and mimic a brain by having many microchips each representing a neuron, and connections between them representing synapses. They use fuzzy logic processor and AI software. This then takes inputs and converts them to outputs with something similar to human logic [page 447]. Processors that arrive at the correct answer as determined by the programmers are kept, and the processors that do not are removed from the system. This is also how a human brain develops.

Neural Networks are used to do tasks such as
 * Function approximation
 * regression analysis
 * time series prediction
 * modelling

Less common
Of the AI applications that we use, neural networks are comparatively rare, however, they are already being used in a variety of situations. Hospitals use neural networks to diagnose patients who complain of the same symptoms. Banks also use it to spot irregularities in purchasing patterns, to detect fraud or stolen credit cards.

searching
Involves taking something that is being input and trying to match it to an exhaustive list of possible matches. (Example: Writing an E with a stylus on my Palm and the Palm recognizes the drawing formating as an E by searching all the letters it could be)

heuristics
Heuristics are "rules of thumb" taught to the computer. It is a method for helping in the solving of a problem. Heuristic

(Example: Writing an E with a stylus on my Palm and the Palm recognizes the drawing formating as an E by knowing that an E is like a C but with a horizontal spike in the middle)

pattern recognition

Pattern recognition is taking raw data and recognizing the pattern to make letters and numbers. It is used when writing in a PDA.

Example: Writing an E with a stylus on my Palm and the Palm recognizes the drawing formating as an E by noticing the similarity - but not exactness - that the user draws an E

Pattern recognition is used in data mining to discover previously unnoticed patterns; in facial recognition to identify faces, and in hand-writing recognition, fingerprint identification, robot vision, and automatic voice recognition.

Pattern recognition is studied in many diverse fields including the following; computer science, psychology and ethology.Pattern_recognition

learning
Machine learning refers to a system capable of the autonomous acquisition and integration of knowledge. This capacity to learn from experience, analytical observation, and other means, results in a system that can continuously self-improve and thereby offer increased efficiency and effectiveness.

(Example: Writing an E with a stylus on my Palm and the Palm recognizes the drawing formating as an E by noticing how a specific users always writes an E and adding this extra information to the heuristics already provided)

LISP
LISP is a highly portable, industrial strength programming language used by serious application developers. It's an acronym which stands for "List Processing". It was designed for easy manipulation of data strings. (en.wikipedia.org/wiki/*Lisp)

- Is a 3rd generation language used to make AI Programs

This serves as a means to write natural and expert systems programs which use AI to rank possibilities of answers to users questions.

Prolog
Is a programming language with a strongly declarative style which is based on logic-rules paradigm. It's an example of a declarative language. Its a general purpose language which is especially associated with Artificial Intelligence and computational linguistics. http://en.wikipedia.org/wiki/Prolog

speech recognition
is the process of converting a speech signal to a sequence of words in the form of digital data, by means of an algorithm implemented as a computer program. Speech recognition applications that have emerged over the last few years include voice dialing (e.g., "Call home")etc. Speech_recognition

'Speaker Recognition' is a bit different then speech recognition in that it looks to decipher the voice, tone, pitch etc of a person rather then the actual words that the person is saying. (wikipedia, 2008)

Watch the video on youtube about speech recognition: http://www.youtube.com/watch?v=2Y_Jp6PxsSQ

parsing
Parsing takes parts of words (tokens) and pieces them together to get a proper grammatical word. (ex: cat i pil ar)

In computer science and linguistics, parsing (as it is formally called "syntactic analysis")is the process of analyzing a sequence of words (tokens) to determine its grammatical structure with respect to a given format. The parser often uses a separate analyser to creat tokens from the sequent of input characters. parsers may be programmed by hand or may be semi-automatically generated by a tool from a grammar written in form.

Parsin is also an earlier term for the diagramming of sentences of languages and is used in languages such as the Romance language.

lookup
Looking up all the possibilities and then rating them.

A systematic way of formulating the possibilities of the proper word being used.

speech production
Speech production is not artificial intelligence. Word pronunciation are preprogrammed to respond to written text.

The production of speech is widely described as a two-level process. In the first stage the sound is initiated and in the second stage it is filtered on the second level. The lungs and the associated muscles act as the source of air for exciting the vocal mechanism. The muscle force pushes air out of the lungs (shown schematically as a piston pushing up within a cylinder) and through the trachea. When the vocal cords are tensed, the air flow causes them to vibrate, producing so-called voiced speech sounds. When the vocal cords are relaxed, in order to produce a sound, the air flow either must pass through a constriction in the vocal tract and thereby become turbulent, producing so-called unvoiced sounds, or it can build up pressure behind a point of the total closure within the vocal tract, and when the closure is opened, the pressure is suddenly and abruptly release, causing a brief transient sound.

OCR
OCR stands for Optical Character Recognition. It is the mechanical or electronic translation of images of handwritten or typewritten text into machine-editable text. E.G. scanner. link!!!

Is a field of research in pattern recognition. Optical_character_recognition

Special OCR characters appear on utility bills and price tag bills on department store merchandise. OCR software can deal with almost all printed characters, but script fonts and handwriting still present problems.

Optical Character Recognition is an ideal ability for many companies. This allows us to publish items and be able to search the text of a scanned document for keywords and other meta-data. Optical_character_recognition

hand writing recognition
The computer receives intelligence through a pen by written input commonly used for PDA's and video games. [Text, 262]

This technology is currently limited by the language of the operating system. If you are running an English recognition, your input of different languages will not be recognized.

Sometimes called ICR (Intelligent Character Recognition)

face recognition
This is a system on the computer that can identify someone from the metrics of their face commonly used in US Biometric photos.

Used in security systems and by the authorities to catch criminals Facial_recognition_system

agents
A software agent is a piece of software that acts on behalf of you or implies your authority to decide and activate themselves if an action is appropriate. They can collect information from the web according to topics you select for, or in the future it will even make dentist appointments for you according to openings in your calendar and the dentist's calendar. They act just like an Artificial Intelligence and use learning and reasoning to decide.(http://en.wikipedia.org/wiki/Software_agent)

expert system
interactive programs that assist users in finding solutions to problems, in place of a human expert's assistance. - 3 components are: knowledge base, inference engine and user interface.

An example is the help feature in MS Word.

knowledge base
Knowledge base is an expert system's database of knowledge on a particular subject.

A knowledge base is a database for knowledge management. It provides the means for the computerized collection, organization, and retrieval of knowledge. There are two types of major knowledge bases:

Machine-readable knowledge bases which store knowledge in a computer-readable form. Knowledge_base

inference engine
A system that allows the user to inquire about a topic and the system will produce results based on facts and rules It queries the relationships between knowledge items to find the users most likely to answer

user interface
This is the display screen; allows the user to communicate by asking questions and receive answers. The user interface interacts with a system or a particular device (computer program or orther complex tools).

ELIZA
Joseph Weizenbaum came up with the computer program ELIZA in 1966. It was named after a character in a play, and it copied a Rogerian therapist mostly by turning the patient's statements into questions for the patient. An example is the response to "My head hurts" might be "Why do you say your head hurts?"

(http://en.wikipedia.org/wiki/ELIZA)

AARON
Aaron is a type of artificial intelligence that was created by Harold Cohen. It is available as a screen saver that creates original fine art. link!!!

Robots
A robot performs functions that humans find difficult through automatic device. E.G. R2D2 or C3P0 And its more efficient in the tasks. Robots are used for various tasks such as assembly line production. A robot is an electro-mechanical device. link

Deep Blue (chess)
The second chess match between IBM's Deep Blue and Kasparov in the Spring of 1997 resulted in victory for Deep Blue. This in turn led to discussion and opinion in the press concerning the significance of this and the relation between Human and Machine or Computational Intelligence.

Kasparov still claimed victory over machine with his earlier match with Deep Blue, which totals to a score of 6.5 over 5.5.

Driverless cars
The driverless car concept embraces an emerging family of highly automated cognitive and control technologies, ultimately aimed at a full "taxi-like" experience for car users, but without a human driver. Together with alternative propulsion, it is seen by some as the main technological advance in car technology by 2020.

It can achieved in various ways, either dedicated routes of travel that are pre-planned, or vehicles that are capable of precisely recognizing and executing drive commands. The self parking Lexus LS460L is one small step in this technology.

There are many problems associated with driverless cars. Technical problems include the design of sensors and control systems required to make the car work. Getting people to trust the car and getting permission for the cars to operate on public roads is the other half of the problem. There are four key areas to focus design on: sensors, navigation, motion planning and control of the vehicle itself.

Toshiba ApriPoko Robot

 * 11-inch-tall robot
 * Voice-activated remote control that uses AI.

A website describes ApriPoko: "If you pick up your TV's remote and start pressing buttons, ApriPoko will ask what you're doing and then memorize the IR codes associated with your actions. The next time around, you can just say "turn on the TV" and ApriPoko will take matters from there."

Course Navigation

title: Introduction to Computers/AI


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BCP/Ipomoea hederacea

Ipomoea hederacea

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2008 Logs

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Polygonum sagittatum

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This page contains recent bloom logs for the plant Polygonum sagittatum (Arrowleaf Tearthumb).

Recent Logs

 * --SB_Johnny | PA! 11:51, 4 August 2007 (UTC)
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This page contains recent bloom logs for the plant Polygonum arifolium (Halberd-leaved Tearthumb).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | PA! 10:21, 12 August 2007 (UTC)
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Asclepias curassavica

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2008 Logs

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Recent Logs

 * SB Johnny-LM 10:20, 14 August 2007 (UTC)
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BCP/Helianthus x laetiflorus

Helianthus x laetiflorus

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Recent Logs

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2006 Logs

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2007 Logs

 * --SB_Johnny | PA! 12:16, 19 August 2007 (UTC)
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 * Anna gdf 11 September 2007 (Photo)
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2008 Logs

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User talk:Magosgruss

Hello Magosgruss, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! SB_Johnny | talk 11:06, 31 August 2007 (UTC)

Deletion
done, Erkan Yilmaz Wikiversity:Chat  21:05, 28 February 2008 (UTC)

Question
ping, Erkan Yilmaz Wikiversity:Chat  08:49, 8 March 2008 (UTC)

Re:
A couple years ago, you asked if I was around, and I said I'm not that active on Wikimedia anymore. That's still the case, but recently I edited a few Wikipedia articles, mostly hopefully ones too advanced for most people to want to argue about. Besides that, I still may be willing to come back to Wikiversity if you mention what it was for that you asked if I was still here. I'm still disillusioned with Wikimedia but may become slightly active at times. I just don't spend as much time on the sites as on freenode Internet Relay Chat, etc., not the Wikimedia channels anymore, but Wikimedia sites are still of interest. I'm also not Theosophist anymore, and don't necessarily think the religious/spiritual/mystic/esoteric classes should focus on that, even if it may have been a most general modern/1800s occultism.--Dchmelik (discuss • contribs) 14:17, 8 January 2017 (UTC)

title: User talk:Magosgruss


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User:Cbbahn~enwikiversity

Dr. Christopher Bahn

M.A., Diplom-Volkswirt

Phone: +41 44 208 99 98

Email: metropol@sdf-eu.org

curriculum vitae

In 1972 born in Berlin

Education

2003-2006 Phd in Urban Sociology

1991-1999 study of history and business administration at the Free university of Berlin (Msc)

1998-2000 study of economics at the Free university of Berlin (Msc)

Professional activity

since 2006 senior researcher and programme manager with CUREM, Zurich

since 2002 senior researcher in the DFG project " of the structural changes in the urban retail trade: a comparison between Berlin, London and Milan "

since 2001 junior researcher in the WZB in the department " internationalisation and organisation " (formerly " organisation and employment")

In 1994-1999 part-time shop assistant in the KaDeWe, Berlin

research interests::

Real estate, urban economics and sociologyGovernancestrukturen structural change with services close{near} to consumption, in particular in the retail trade

research projects

 * Influence of Urban Regimes on Retail Change in London and Berlin

de:Benutzer:Cbbahn

title: User:Cbbahn~enwikiversity


text:
User:Pocketlint

Life long learning is a personal goal, stumbling onto a wiki-ised way is a bonus! As a newcomer to the 'scene' I'm hoping to explore a little, then I plan to jump in and help out where possible. It's only with support that an amazing idea, such as this, can thrive and become all that I know it can be!

title: User:Pocketlint


text:
User:Spyderboi~enwikiversity

Hello Spyderboi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --Remi 14:07, 31 August 2007 (UTC)

title: User:Spyderboi~enwikiversity


title: File:Urban1.pdf


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Medicine/Teaching and learning

Teaching and Learning Theories: Implications to Medical Education

Teaching and Learning Theories
We will discuss some major learning theories.

Behaviorism
Behaviorism leads to several implications in medical education:
 * Teacher centered – Content oriented
 * Experience and knowledge is external to learners
 * Curriculum designer distills and arranges this experience and knowledge

Constructivism
Constructivism leads to several implications in medical education:
 * Student centered – Learning oriented
 * Learners acquire experience and knowledge in their lives
 * Curriculum designer provides an experience that will tap learner's values and ideas

title: Medicine/Teaching and learning


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User talk:Mohammadrizki

Hello Mohammadrizki, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! SB_Johnny | talk 14:58, 31 August 2007 (UTC)

title: User talk:Mohammadrizki


text:
User talk:Cbbahn~enwikiversity

Hi, the file "Dp retail change Berlin London.pdf" was deleted. If you want you can next time add it here: Please delete my page. Erkan Yilmaz (evaluate me!, discussion ) 15:44, 31 August 2007 (UTC)

Welcome
Hello Cbbahn, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
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If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 15:44, 31 August 2007 (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 Cbbahn. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cbbahn~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 23:29, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Cbbahn~enwikiversity


text:
File:Youtheen Screenplay.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:Youtheen Screenplay.pdf


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Used with the WikiU Film School lessons on how camera lenses and 3D storyboarding.

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File:FF3D telephoto horse oss.jpg

Used with the WikiU Film School lessons on how camera lenses and 3D storyboarding.

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File:FF3D wide angle horse oss f2.0.jpg

Used with the WikiU Film School lessons on how camera lenses and 3D storyboarding.

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File:FF3D wide angle horse oss.jpg

Used with the WikiU Film School lessons on how camera lenses and 3D storyboarding.

title: File:FF3D wide angle horse oss.jpg


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User:Ericjraack~enwikiversity

Hi, my name is Eric J. Raack i currently am going to high school i am a junior and i am intrested in game design and computer certification

title: User:Ericjraack~enwikiversity


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User:Robin Lee

registerd:31st August 2007

title: User:Robin Lee


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Used with the WikiU Film School Lesson on how to create 3D storyboards with FrameForge 3D Studio Demo Version.

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File:2thirdsx1fourth.png

Summary
Created by me - area model of 3/2 x 1/4

title: File:2thirdsx1fourth.png


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User:Chocoman

CHOCOMAN
Welcome to my page!! I am glad to be a wikiversitian,and very new here. I heard that this site is the best school on the internet,I'm in college. No Administrators or anyone else from wikipedia can go to my page!! That's why I have an account in Wikipedia,so Wikipedians can cooment.Only Wikiversitians can comment me. Wikipedia username:S495 The page is to be continued.

title: User:Chocoman


text:
User talk:Chocoman

Hello Chocoman,

I read your note here. I will add below the welcome message, so you can start somewhere. And then please come back with your questions ok ? We are here for you. Erkan Yilmaz (evaluate me!, discussion ) 06:37, 1 September 2007 (UTC)

Welcome
Hello Chocoman, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 06:37, 1 September 2007 (UTC)

Re: Question
Hello, I have answered you here. Also I saw that you put yourself on many courses as participant. Do you have really the time to do all this ? Or is it just general interest ? Erkan Yilmaz (evaluate me!, discussion ) 05:44, 2 September 2007 (UTC)

Welcome to the Institute for Singularity and to the Generality Division of the School of Advanced General Studies
Greetings Chocoman! Welcome to the Institute for Singularity and the Generality Division of the School of Advanced General Studies. We are pleased that you have signed up for these Divisions. May your efforts bear much fruit. -- Dionysios  (talk), Date: 2007-09-09 (September 9, 2007) Time:  2042 UTC

Wikiversity screen saver
Hello, could you have a look here please ? Your suggestions would be very much appreciated. Erkan Yilmaz ( my talk page, wiki blog ) 17:34, 25 September 2007 (UTC)

How is it going ?
Hello Chocoman, it has been a while since you made the last edit. I just wanted to ask, how it is going and if we can help you somehow. See you soon, Erkan Yilmaz ( my talk page, wiki blog ) 10:43, 14 October 2007 (UTC)

Proposed improvements
I saw that you are a member of the School of Engineering. May I suggest that you have a look at this: http://en.wikiversity.org/wiki/Improving_Technical_Topics_At_Wikiversity and try to consider these ideas as you develop content and help other to do the same? Please let me know if you have comments/feedback on these ideas! Daviddoria 16:58, 15 June 2010 (UTC)

title: User talk:Chocoman


text:
User talk:Spawn50

Hi Spawn50,

Sorry to take so long to get back to you, I have not been around Wikiversity for a while. The best way to proceed with Algebra is to contact those listed as willing to tutor and then get started. I suggest you also find an external algebra book either hardcopy or at Wikibooks or elsewhere online to read about topics and try doing exercises, samples, and test questions with answers available. I will check the page out for questions in the next few days (currently end of August 07). Feel free to leave questions on my talk page I intend to get more active here at Wikiversity in the near future. user:mirwin

title: User talk:Spawn50


text: File:Amount of blocked users in Wikiversity (August 2006 until August 2007).jpg


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Physical properties of the oceans

Part of the Ocean engineering course offered by the Wikiversity Department of Marine Engineering, School of Engineering and the Engineering and Technology Portal

Lecture
The oceans of Earth are vast and wild. Our primordial soup, they provide many of the facets that we refer to as existence. The weather of earth is controlled by the heat capacity and circulatory heat transfer mechanisms of the ocean currents. Many of our mineral assets, our food and all of our fresh waters have passed through the oceans at some time.

Temperature

The temperature of the oceans is not a constant, nor is it uniform throughout the oceanic mass. Sunlight imparts its energy to the ocean surfaces all summer long, and in response the ocean heats and holds that energy. Once winter comes, the oceans release that warmth back into the atmosphere in accordance with their heat capacity. This is why it is warmer near the coast in winter, and cooler in summer. Just as the ocean may act as climate control for a local area, the oceans provide convective heat transfer as they circulate, providing climatic adjustment for every latitude via the Thermohaline Circulation. These currents are responsible for the cool weather along the US Atlantic coast, and the balmy high-latitude climate of the Mediterranean. The oceans in the Northern hemisphere are usually warmer in January, long after the summer has passed, and coolest in April, after most of their heat has been given off to the cold winter skies.

Similarly, the temperature of the ocean is not uniform at all depths. Any swimmer may recognize the temperature differential between the water at the surface, where the sunlight is incident, and that deeper water that is much cooler. At medium depths however, there is a greatly increased temperature differential, and the water below a certain point is much cooler than the water above it. This sharp differential is called the thermocline, and is present in most ocean environments, although greater in the tropics and in temperate regions during summer and nearly nonexistent in polar regions. In shallow waters, the cold air of winter can cool the surface so quickly that the water will actually "turn over", reversing the thermocline. The dependence of the thermocline upon salinity and density will be discussed further with those topics.

Density
Density in the oceans is a function of temperature, pressure and salinity, represented by the following equation which is called the Equation of State for Seawater (I'll work at getting you a better eqn. -gustable):

$$\rho (S,T,p) = \rho (S,T,O)/[1-p/K(S,t,p)]\ $$

where K is the bulk modulus $$K = 1/ \beta$$ and $$\beta$$ is compressibility, and which may be derived from the speed of sound in water C:

$$C = \sqrt{K/\rho} = 1449+4.6T-0.55T^2+ 1.4(S-35)+0.017D$$

in m/s if D is depth in meters, T is temperature in kelvins and S is salinity in parts per thousand. Generally speaking, density is roughly proportional to pressure and thus depth, and inversely proportional to temperature. Density is also very dependent upon salinity as well, however, as you will learn in the next segment, this too increases with depth.

Seawater density is nearly uniform at all latitudes, although surface density lessens greatly as one nears the equator, a phenomenon due to tropical climates. This sharp difference in density within these tropical regions is called the pycnocline.

Salinity
The makeup of the oceans is paramount to all these interrelated functions. The ocean is composed of primarily water, however the chemical and biological sediments carried by rivers are present too, as are similar constituents formed from the falling of rain through pollution and the remnants of aquatic life cycles. All of this material amounts to a watery mixture often referred to as salt water, yet more accurately described as saline. Salinity is the measure of how much material is mixed in with water and is defined as the total amount of all material dissolved in seawater or "the total amount of solid materials in grams contained in one kilogram of seawater, when all the carbonate has been converted to oxide, the bromine and iodine replaced by chlorine and all organic matter completely oxidized". The average salinity of seawater is 35 parts per thousand (35 g/kg).

The two most important factors in salinity determinations are density and concentration. As is indicated above, the density of a substance is contingent upon the local temperature and pressure (and salinity). At a high temperature, seawater expands and is therefore less dense, leading to a lower salinity. At low temperatures, denser water results in greater salinity. Similarly, higher concentrations of salt in the salt-water solution are increasingly saline, while higher concentrations of water are less saline.

On the surface where temperatures are high, density is low and salinity is low (S=33-37). Also, in areas where atmospheric temperatures are high, such as the tropics and sub-tropics, there is increased evaporation and therefore low concentrations of water in seawater and increased salinity. The temperature maximum along the equator results in low density seawater and low salinity there as well, as does the influx of fresh water from melted ice in the polar regions.

Salinity variations in the vertical plane are similarly organized. Generally, the highest salinity water is found at the top of the surface, where evaporation occurs. Not far below the surface mixing zone, a sharp decrease in salinity marks the transition to temperature based low density and salinity. Thereafter salinity increases with depth as the temperature drops and the density increases. This profile varies with latitude. At high latitudes (the poles) surface salinity is low and continually increases. In the tropics there is a salinity maximum at the top of the thermocline, which is the result of subtropical salinity sinking a little and flowing towards the equator. In coastal regions, the low salinity runoff creates a sharp contrast with the high salinity seawater which is called the halocline.

An early comparator to salinity was the chlorine concentration. This relation has been labeled as Absolute Salinity $$(S_a)$$ and is calculated as:

$$S_a\ = 1.80655 * Chlorinity$$

Practical salinity (S), is the measure of salinity with regards to electrical conductivity, which is itself dependent upon temperature and salinity. This definition is as yet not well established, and further research is recommended before any attempt is made to adequately predict salinity, although greater faith has been placed in this method than any other to date.

An interesting addition in the study of salinity is the Conservation of Salt; that is to say that the oceans always contain roughly the same amount of dissolved salts at all times (although this number increases by a very small fraction as time passes).

Chemistry
Salinity dissolved in seawater comprises the majority of the know elements including ionic species of chlorine (55%), sodium (30%), sulphate (8%), magnesium (4%) and potassium (1%). Interestingly, throughout the oceans, proportions of these constituents are generally consistent, which indicates that the oceans have mixed well over the millenia, even between the oceans, beyond the semi-contained mixing of the thermohaline circulation.

Ocean chemistry is a result of various biological and geological processes. Much of the ocean's mineral makeup is the result of landward erosion, where freshwaters carry minerals down from hilly landlocked regions into the oceans as erosion. The decay and disintegration of calcium shells and bones also plays a role in adding salinity to seawater. Submarine volcanism often contributes to salinity too, by spewing mineral ejecta into solution within the benthic environs. Lastly but not least, anthropogenic waste contributes heavily to the varied and dangerous chemistry of the oceans today. Mercury and PCB contamination is a fixture in our fisheries and our coastal regions today, and the continued use of environmentally destructive industrial processes threatens the future viability of the oceans as a food source.

The oceans can also be extremely caustic requiring structures within them to employ cathodic protection from redox reactions. The vulnerability of materials to seawater may be gauged by referring to its galvanic potential. This is why Naval ships are constantly repainted over and over again; to maintain their integrity against the biting seas.

Assignments
Activities:
 * 1) Select your favorite region of the oceans and research the physical properties of that area
 * 2) Using your newfound knowledge of the subject, why can't freshwater fish live in saltwater environments?
 * 3) If the Thermohaline Circulation were to cease, what would be the resulting impact on the Earth's climate?
 * 4) What current event is potentially slowing the Thermohaline Circulation?
 * 5) What effect does the pycnocline have on ocean currents given that flow velocities are greater near the surface?
 * 6) Use Dimensional Analysis to determine a basic equation for density using only Temperature, Depth and Salinity.

Readings:
 * 1) Peruse the appropriate sections of Introduction to Oceanography

Study guide:
 * 1) Wikipedia article:Temperature
 * 2) Wikipedia article:Density
 * 3) Wikipedia article:Salinity
 * 4) Wikipedia article:Chemistry
 * 5) Wikipedia article:Marine geology
 * 6) Wikipedia article:Oceanography
 * 7) Wikipedia article:Chemical oceanography
 * 8) Wikipedia article:Physical oceanography

title: Physical properties of the oceans


title: Category:BCP/SEPA/9


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Economic Classroom Experiments/American Call Option

The owner of an American call option watches the stock price rise as the expiry date approaches and decides when to exercise or sell the option. Repeat play gives students an understanding of the fair market price for the option and shows that there is no benefit in exercising early.

Level
Any level

Prerequisite knowledge
None

Suitable modules
Any

Intended learning outcomes

 * 1) Exercising early does worse than waiting; not worth paying a premium over and above a European call option that can only be exercised on its expiry date.
 * 2) Discussion of how to calculate the fair market price for selling the option.

Computerized Version
There is a computerized version of this experiment available on the Exeter games site.

You may find the sample instructions helpful.

Abstract
Students play multiple rounds individually against the computer. The student is an investor in the stock market who has bought an American call option on a stock. The stock price starts at £2.00 and increases in 10 random increments of either 2.5% or 7.5%; the call option has a strike price of £2.50. The student watches as the increments are applied and can at any point decide to exercise the option or sell it on the open market. Any profits made in this way increase at a risk-free interest rate of 5% as each remaining increment is applied.

There are two versions of the game. In the first, the student is told the fair market price for selling the option as each increment is applied to the stock price. In the second, the student only learns what the price is after they have made the decision to sell but they are invited to guess beforehand what a fair price might be.


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Talk:Economic Classroom Experiments

making a table for: "Useful Links and Related Literature"
Hi, there is now presented the info in a table, see here. If you do not like it, please select "undo". Erkan Yilmaz (evaluate me!, discussion ) 09:56, 1 September 2007 (UTC)

title: Talk:Economic Classroom Experiments


text:
Economic Classroom Experiments/Diamond Dybvig Experiment

Small investors panic and lose money in a bank run because the bank has insufficient liquidity to pay them all at the same time.

Level
Any level

Prerequisite knowledge
None

Suitable modules
Any

Intended learning outcomes

 * 1) Explanation of bank runs (multiple equilibria).
 * 2) Possible preventative measures.

Computerized Version
There is a computerized version of this experiment available on the Exeter games site.

You can quickly log in as a subject to try out this group participation experiment, by pretending to be one of the original participants in a real session. You may also find the sample instructions helpful.

Abstract
Students play together as a group of small investors who all have money on deposit at the same bank. Each investor has to decide whether to withdraw his/her money today or wait until tomorrow. Some investors are 'impatient' and have a higher utility today, whereas others are 'patient' and have a higher utility tomorrow.

The bank has kept some of the money as cash in hand but the rest is invested in an illiquid asset that does not pay out until tomorrow, with a penalty for early withdrawal today. There is enough money to pay everyone in full provided sufficient of the patient investors decide to wait until tomorrow. Otherwise the money runs out and the bank pays as many investors as it can, with priority being given to those who decided to withdraw today. There is an equilibrium where the patient investors all wait until tomorrow and a second one where they all withdraw today, this latter being a bank run when some investors are not paid because they all try to withdraw early.

Discussion of Likely Results
In the default setup, 5 impatient investors and 5 patient investors each invest £1, total £10. Investors choose between withdrawing £1 today or £2 tomorrow. Payoffs represent the investors' utility. Receiving £1 today is worth £1 to both impatient and patient investors. Receiving £2 tomorrow is worth £0.50 to impatient investors and £2 to patient investors. The bank has £5 in cash and £5 invested, with a return on each £1 invested of £0.50 today or £2 tomorrow. There is still some money left to pay investors tomorrow provided no more than two patient investors decide to withdraw today.

A bank run is almost inevitable if the bank gets only £0.20 today and £1.10 tomorrow for each £1 invested. Now the money runs out altogether if only one patient investor panics and decides to withdraw today.

The bank can prevent a run by suspending payments for today once 5 investors have been paid. If more than 5 investors decide to withdraw today, the bank picks 5 of them at random to be paid; all others who wanted their money today are made to come back tomorrow instead, when they are paid alongside those who preferred to wait originally. So it is possible that some impatient investors will be paid tomorrow if one or more patient investors decide to withdraw today.

Discussion of Application
There was a 'bank run' on hedge funds due to the problems with subprime mortgages. See Paul Krugman: It's A Miserable Life.


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Economic Classroom Experiments/Hold-Up Problem

A buyer is unwilling to make an investment that would be useful only in conjunction with a single supplier because of a fear that the supplier will demand a share of the profits from the investment.

Level
Any level

Prerequisite knowledge
None

Suitable modules
Any

Intended learning outcomes

 * 1) Origin of the hold-up problem.
 * 2) Vertical integration as a solution to the hold-up problem.

Computerized Version
There is a computerized version of this experiment available on the Exeter games site.

You may find the sample instructions helpful. There are also extended form diagrams for the [[media:HoldUpPart1Payoffs.jpg|Part 1 payoffs]] and [[media:HoldUpPart2Payoffs.jpg|Part 2 payoffs]].

Abstract
Students play together in pairs as a buyer and a supplier who are engaged in an ongoing business relationship. The buyer has an opportunity to invest in some specialist equipment that will increase his/her profits but only if the relationship continues with the same supplier. If the investment is made, the supplier, in turn, has an opportunity to take a share of the increased profits by raising his/her prices. If the supplier raises prices, the buyer can either accept the situation or change suppliers but the latter action damages both parties: the buyer has made a wasted investment and the supplier loses the buyer's business.

The hold-up problem arises when the buyer is reluctant to make the investment because of a fear that the supplier will exploit the extra bargaining power.

Discussion of Likely Results
If the investment is not made, the utility payoffs are 0 to both buyer and supplier. If the buyer makes an investment of V and gains increased profits of P, the payoffs are P-V to the buyer and 0 to the supplier, provided the supplier does not raise prices. If the supplier raises prices by R, the payoffs are now P-V-R to the buyer and R to the supplier, provided the buyer does not change suppliers. If the buyer changes suppliers, the payoffs are -V to the buyer and -B to the supplier, where B is an amount reflecting the loss of business.

Students play two consecutive games which differ only in the cost to the buyer of the investment. In both games, P is £1500, R is £750 and B is £1000. In the first game V is £500 whereas in the second game it is £1000. In the first game, if the buyer makes the investment and allows the supplier to raise prices, both parties benefit, with payoffs of £250 to the buyer and £750 to the supplier. In the second game in the same scenario, the payoff to the buyer is £-250, so the buyer should not make the investment.


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User talk:FeeleTim

Welcome
Hello FeeleTim, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 10:52, 1 September 2007 (UTC)

It is great you are contributing to Economic Classroom Experiments.

subpages
How about if you use instead of : the / to create subpages ? (e.g. Economic Classroom Experiments: Kiyotaki Wright Hazlett Experiment would become Economic Classroom Experiments/Kiyotaki Wright Hazlett Experiment).

The advantage would be that at the top of the page there would be a link to go back to Economic Classroom Experiments. This makes it easier for users. What do you think ? see moved page "Kiyotaki Wright Hazlett Experiment". Erkan Yilmaz (evaluate me!, discussion ) 11:00, 1 September 2007 (UTC)
 * If you want, I can do the changes for the existing pages and you can continue for the future pages, ok ? Erkan Yilmaz (evaluate me!, discussion ) 11:07, 1 September 2007 (UTC)
 * OK, as discussed by mail, the pages are moved. Thank you for creating the subpages now with this method. Also, if you have further quetsions, please feel free to write me a msg - just click here. Erkan Yilmaz (evaluate me!, discussion ) 11:43, 1 September 2007 (UTC)
 * Thank you. User:FeeleTim 11:49, 1 September 2007

Image copyright problems
Your currently affected uploads are listed below. For each, please provide a source and license information. Thanks. – Mike.lifeguard | @en.wb 23:45, 13 February 2008 (UTC)
 * 2007-10-22 16:26, FeeleTim: HoldUpPart1Payoffs.jpg: untagged! ; 1 (1)
 * 2007-10-22 16:27, FeeleTim: HoldUpPart2Payoffs.jpg: untagged! ; 1 (1)

title: User talk:FeeleTim


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Economic Classroom Experiments/Kiyotaki Wright Hazlett Experiment

Traders in a barter economy suffer a double coincidence of wants problem, which is solved when the good with the lowest storage cost emerges as a common medium of exchange, i.e. money.

Level
Any level

Prerequisite knowledge
None

Suitable modules
Any

Intended learning outcomes

 * 1) Origin of money.

Computerized Version
There is a computerized version of this experiment available on the Exeter games site.

You may find the sample instructions helpful.

Abstract
Students play together in a single large group as agents who meet randomly in pairs over the course of a number of rounds. There are 3 types of agents and 3 goods and each agent produces a different good from what they consume, so they must trade in order to consume. The experiment is designed so that trading can only occur if at least one agent in each pair is willing to accept a good that is not his/her own consumption good. Consequently the good with the lowest storage cost spontaneously emerges as the generally accepted medium of exchange.

Discussion of Likely Results
There are roughly equal numbers of Type 1, 2 and 3 agents and each starts round 1 with 40 points and one unit of the good that they produce.

Agents earn the net payoff shown above when they trade for their own consumption good, otherwise they must pay the storage cost of whatever good they hold, whether they have traded in that round or not.

Good 1 is the least expensive to store and therefore emerges as 'money'.

Type 2 agents are at a disadvantage because they produce Good 3 which is the most costly to store and will usually only be accepted by a Type 3 agent. If Good 3 were less expensive to store, some Type 1 agents might accept it speculatively in the hope of quickly offloading it to a Type 3 agent holding Good 1.

Further Discussion Points

 * 1) The inefficiency of a barter economy.
 * 2) Money helps solve the problem of double coincidence of wants.
 * 3) Fun discussion: some people may do quite well in a barter economy, see Kyle MacDonald: One Red Paperclip.


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Bloom Clock/Keys/Southeastern Pennsylvania/September/Yellow Flowers

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.

last updated 12:41, 13 October 2007 (UTC) with 33 plants


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Bloom Clock/Keys/Southeastern Pennsylvania/September/White Flowers

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.

(last updated 11:58, 13 October 2007 (UTC) with 57 plants)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/September/Orange Flowers

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.

last updated 12:36, 13 October 2007 (UTC) with 10 plants


text:
Bloom Clock/Keys/Southeastern Pennsylvania/September/Pink Flowers

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.

(last updated 12:07, 13 October 2007 (UTC) with 26 plants)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/September/Red Flowers

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.

last updated 12:12, 13 October 2007 (UTC) with 10 plants


text:
Bloom Clock/Keys/Southeastern Pennsylvania/September/Green Flowers

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.

last updated 13:48, 13 October 2007 (UTC) with 8 plants


text:
Bloom Clock/Keys/Southeastern Pennsylvania/September/Blue Flowers

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.

last updated 13:46, 13 October 2007 (UTC) with 6 plants


text:
Bloom Clock/Keys/Southeastern Pennsylvania/September/Purple Flowers

The plants pictured below have been recorded as blooming during the month of September in Southeastern Pennsylvania.

last updated 13:43, 13 October 2007 (UTC) with 35 plants


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Economic Classroom Experiments/Lemon Game

An optimistic buyer, who values an object more than its owner but knows less about its quality, finds out through repeat play that he or she is in a market for lemons and would be better off not to buy at all.

Level
Any level

Prerequisite knowledge
None

Suitable modules
Any

Intended learning outcomes

 * 1) Concept of a lemon market and criteria for one to exist.
 * 2) Preventative measures: lemon laws.

Computerized Version
A computerized version of this experiment is available on the Exeter games site.

You can quickly log in as a subject to try out this individual progress experiment. You may also find the sample instructions helpful.

Abstract
Students play individually as a buyer who bids to purchase an object from the computer in the role of seller. The seller knows the value of the object and will not sell it if the buyer bids less than it is worth. The buyer does not know the value of the object, knowing only the interval over which the value is uniformly distributed. The buyer values the object more than the seller and is willing to pay up to 1.5 times its value. Should the buyer bid and if so how much?

Discussion of Likely Results
In the default setup, values are uniformly distributed over the interval £0 to £1. If the buyer makes a bid of b, the seller will only sell the object if the value to the seller is less than b. Thus, if it is sold it will on average have a value of b/2. The object is worth 1.5(b/2) = 3b/4 to the buyer, so the buyer's profit is -b/4 and the conclusion is that the buyer should not bid at all (bid 0).

The market for second hand cars is an example of a lemon market. There is asymmetry of information because the seller knows more about the quality of the car than the buyer. The seller of a bad car has a strong incentive to sell it at a much higher price than it is worth and the buyer is insufficiently protected by regulation or warranties in this case. Conversely, it is difficult for the seller of a good car to demonstrate its quality to the buyer. The result is that bad cars tend to out-number good ones in the market. This is an explanation as to why the price of a new car drops so rapidly once it leaves the showroom; see The Market for 'Lemons': Quality Uncertainty and the Market Mechanism by Akerlof (1970).


text:
Bloom Clock/Keys/Southeastern Pennsylvania/September/Green Flowers/DPL

This page is used to help create a graphical list.

 category=Green flowered plants category=BCP/SEPA/9 order=descending ordermethod=lastedit


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Economic Classroom Experiments/Monty Hall Paradox

The Monty Hall Paradox is a compelling fallacy in probability where the disclosure of some apparently irrelevant information causes the relative likelihood of two events to change from 1:1 to 2:1. The Wikipedia page has much more information.

Level
Any level

Prerequisite knowledge
n/a

Suitable modules
Any

Intended learning outcomes

 * 1) Gain an improved understanding of probability and Bayes' rule.
 * 2) Understand the origins of the paradox.

Computerized version
A computerized version of this experiment is available on the Exeter games site.

You can quickly log in as a subject to try out this individual progress experiment. You may also find the sample instructions helpful.

Abstract
Students play multiple rounds individually against the computer and in each round try to locate a prize that has been hidden at random in one of three closed boxes. The student starts by guessing where the prize is, after which the computer opens one of the other two boxes that is empty and gives the student the option of sticking with his/her original choice or changing to the remaining unopened box. This game is the well-known Monty Hall game show paradox where the student is the contestant and the computer is Monty.

Changing is twice as likely to be successful as sticking. Because this is so counter-intuitive, the instructor may also configure a repeat-play 'strategy' version of the game, where the student plays the game once in each round as before but then the computer plays the game a further large number of times using the student's choice of initial box and 'strategy' of 'stick' or 'change'. The computer displays the results of the individual games plus a summary.

There are also versions of the game with four and five boxes.

Discussion of how the paradox arises in the three-box game
The original guess plainly has a 1/3 probability of being correct. The paradox arises principally because it does not seem as if the computer is imparting any useful information by opening an empty box. However there is a 2/3 probability of the prize being in one of the two boxes that were not guessed, so after the computer helpfully eliminates one of them, the 2/3 probability remains attached to the remaining unopened box, which is therefore twice as likely to contain the prize.


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Economic Classroom Experiments/Network Externalities

Consumers with different private valuations enter a market with positive externality, where the value of the commodity to each is increasing in the number of others who buy it; the predicted equilibrium is reached where consumers buy when their private valuations exceed a common threshold.

Level
Any level

Prerequisite knowledge
None

Suitable modules
Any

Intended learning outcomes

 * 1) Network externalities.

Computerized Version
There is a computerized version of this experiment available on the Exeter games site.

You can quickly log in as a subject to try out this group participation experiment, by pretending to be one of the original participants in a real session. You may also find the sample instructions helpful.

Abstract
Students play together in a single large group as consumers who must simultaneously decide whether or not to buy a commodity. The price of the commodity is the same for all and is common knowledge. The value of the commodity to each consumer is equal to that consumer's private value multiplied by the proportion of other consumers who decide to buy. Private values are uniformly distributed across a known interval.

This is an example of a positive network externality, where the entry of additional consumers into a market has a beneficial effect on those who already possess the commodity, e.g. the market for fax machines, which are only useful if there are enough other people you can send a fax to.

Discussion of Likely Results
One should only buy the good if the expected value is above the price E[n*V]>=p (where n is the proportion of others buying the good). There are multiple equilibria. One equilibrium has no one buying the good. For instance, if no one buys a fax a machine, then you shouldn't buy a fax machine E[0*V]p. In words, they each decide to buy when for private values above a common threshold value V=p/E[n]. What should that value be? The proportion of others who buy is approximately (10-V)/10, so each consumer is indifferent between buying and not buying when V(10-V)/10=2.4, which has solutions for V=4 and V=6. When V=4, this is the success equilibrium where 60% of the consumers buy the good. When V=6, it is in an unstable equilibria, which one can call the "tipping point". If people with values of 5.9 start buying it then, the object would be a hit, that is, it will go to the equilibrium with V=4. This is because the proportion of those buying it is now (10-5.9)/10=0.41 and p/0.41=2.4/0.41=5.85. So those with values above 5.85 will start buying the good. Repeating this calculation (an infinite number of times) one will arrive at V=4.


text: Category:Economic Classroom Experiments

title: Category:Economic Classroom Experiments


text:
User talk:Equidata1

about the picture Image:BOOKCOVER_RESTRUCTURING.gif
Hello, I do not see any licence selection due to copyright. It seems to me that this is from a cover of a book ? Could you please explain where and how you want to use this picture ? Do you have the permission of the creator of the picture ? Please see Copyrights.

You may be new to Wikiversity, so you probably do not know this ? I will post below some info. Please do not see as if we are hindering, but licence issues are critical to Wikiversity. Erkan Yilmaz (evaluate me!, discussion ) 12:37, 1 September 2007 (UTC)

 * Also about your user page (, which was created after the above comment). How about changing this to only something like "my website is www.thisandthat.com" ? Please understand Wikiversity is not a platform for making advertisement. We still assume good faith and hopefully you can reply ? Erkan Yilmaz (evaluate me!, discussion ) 12:54, 1 September 2007 (UTC)

 * I OWN THE COPYRIGHTS TO THIS PICTURE. PLEASE PUBLISH IT UNDER THE EQUIDATA1 MEMBERSHIP PAGE. Equidata1 21:59, 2 September 2007
 * If you did not read it yet, please read: Uploading files
 * quote: "All media files that support the educational mission of Wikiversity are welcome, but there are important restrictions on the use of media files. If you do not pay attention to these restrictions then it is likely that files you upload to Wikiversity will be deleted."

 * e.g.
 * 1. the licence is missing
 * 2. also I am not sure if you can use somebody elses name in the picture (David Coles).
 * 3. Can you please explain also how you own the copyrights ?
 * 4. Also the text "getting ready for the New World Order." seems to me a little too drastic. Or the word "catastrophic". You should give prove for such arguments please.
 * 5: You did not reply about the user page. Wikiversity is no advertisement place, see What Wikiversity is not - especially last section there.

 * I hope this seems not bureaucratic, but licence information and the above questions are important here. Erkan Yilmaz (evaluate me!, discussion ) 06:54, 3 September 2007 (UTC)

Welcome
Hello Equidata1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 12:37, 1 September 2007 (UTC)

title: User talk:Equidata1


text:
User:AIM-9

AIM-9 13:18, 1 September 2007 (UTC)

title: User:AIM-9


text:
User talk:AIM-9

AIM-9 13:18, 1 September 2007 (UTC)

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:21, 1 November 2007 (UTC)

title: User talk:AIM-9


text:
Economic Classroom Experiments/Price Discrimination

A supplier learns by repeated play how to extract the most profit from two buyers with known valuations when different forms of price discrimination are allowed.

Level
Any level

Prerequisite knowledge
None

Suitable modules
Any

Intended learning outcomes

 * 1) Understand price discrimination and how to calculate buyer surpluses.
 * 2) Price discrimination is good for the supplier and the fully discriminating monopolist makes the most profit.
 * 3) Suppliers may have perverse incentives that are unhelpful to some consumers, e.g. an airline deciding not to improve the uncomfortable seating in economy class to encourage business customers to pay more to get a premium service. This is profitable if business customers are more sensitive to comfort and tourists to price.

Computerized Version
A computerized version of this experiment is available on the Exeter games site.

You can quickly log in as a subject to try out this individual progress experiment. You may also find the sample instructions helpful.

Abstract
Students play individually in the role of a supplier, whose objective is to extract as much profit as possible from two buyers played by the computer, when various forms of price discrimination are allowed. The buyers' valuations are different and the supplier knows the value to each buyer of 1 item and of 2 items, i.e. there are four valuations in all. Students play four consecutive games where different degrees of price discrimination are allowed: no discrimination, partial discrimination based on buyer (3rd degree), partial discrimination on quantity (2nd degree) and full discrimination on both buyer and quantity (1st degree). Playing multiple rounds of each game allows students to experiment with different prices and understand how the buyers behave.

Discussion of Likely Results
Each item costs £5 to produce and the buyers' valuations are as follows.

Buyers prefer to buy 2 items rather than 1 if indifferent in terms of their valuations.

With no discrimination, charge £20 per item and sell 1 to A and 1 to B, profit £30.

With buyer discrimination, charge A £20 per item and B £30 per item and sell 1 to A and 1 to B, profit £40.

With quantity discrimination, charge £20 for 1 item and £30 for 2 items and sell 1 to A and 2 to B, profit £35. (B has the same surplus of £10 for both 1 item and 2 items and therefore buys the larger quantity.) It is easy for the students to think that the prices should be £20 for 1 item and £40 for 2 items. The key for them to understand this is that then buyer B will buy only 1 item and get a surplus of £10 rather than a surplus of 0 for buying 2 items.

With full discrimination, charge A £20 for 1 item and B £40 for 2 items and sell 1 to A and 2 to B, profit £45. One could mention that while full discrimination is worst for the consumer, it is the most efficient (highest buyer+seller surplus).


text:
Economic Classroom Experiments/Team Draft

Team captains in a sports draft who naively pick their most preferred players end up with a weaker team than those who anticipate the choices of others.

Level
Any level

Prerequisite knowledge
None

Suitable modules
Any

Intended learning outcomes

 * 1) Subgame perfection, backward induction.
 * 2) More advanced students can learn the strange result of Brams and Straffin where such a selection can make everyone worse off.

Computerized Version
A computerized version of this experiment is available on the Exeter games site.

You can quickly log in as a subject to try out this group participation experiment, by playing alone against the computer, which always makes its preferred choice. You may also find the sample instructions helpful.

Abstract
Students play together in pairs or threes and take turns choosing objects from a pool. Once each object has been chosen it is removed from the pool and cannot be chosen a second time by any player. The analogy is with a sports draft with the players as team selectors and the objects as footballers. The players have a valuation for each object with a strict preference ordering which is different for each player. These valuations are common knowledge.

There are versions of the game for 2 players choosing 2 objects each (total 4 objects), 2 players choosing 3 objects each (total 6 objects) and 3 players choosing 2 objects each (total 6 objects). There is also a 'solo player' option where students play individually against the computer, which takes the role of the other player(s) and uses the sincere strategy of always choosing the object with the highest valuation.

Discussion of Likely Results
The default setup is for 2 players choosing 2 objects each and appears in the paper by Brams and Straffin.

Consider first what happens if player 1 plays sincerely and chooses object A first. Note that player 2 cannot now do any better than to choose object B first, after which player 1 will pick C, leaving player 2 with B and D for a payoff of £6 and player 1 with A and C for a payoff of £6. (If instead player 2 were to choose either C or D first, player 1 would pick B, leaving player 2 with C and D for a smaller payoff of £5.)

Now consider what happens if player 1 chooses object B first. Now player 2's most valuable object has gone and he cannot do any better than to end up with both C and D for a payoff of £5. So it does not profit player 2 to pick object A and he should therefore pick either C or D first. So now player 1 ends up with A and B for a payoff of £7 and player 2 ends up with C and D for a payoff of £5.

Further Points
Such a selection has been used as a method for conflict resolution between political parties. Was used as a part of the Good Friday agreements.


text:
File:Imagespaceproblem.jpg

Summary
I made this screenshot to illustrate a common problem in formating wiki webpages.

title: File:Imagespaceproblem.jpg


text:
Economic Classroom Experiments/Warren Buffett

Computerized Versions
A computerized version of this experiment is available on the Exeter games site.

You can quickly log in as a subject to try out this individual progress experiment. You may also find the sample instructions helpful.

Another modifiable Version with graphical user interface, no login needed, realized with Scratch.

Abstract
Students play individually and have a choice of 3 funds in which to invest money. The first fund mimics the long term behaviour of the stock market and exhibits steady growth with occasional downturns. The second fund has by far the highest mean gross return, trebling in value half of the time, but it also has the highest variance and is a risky investment. The third fund mimics the inflation-adjusted behaviour of treasury bonds and stays virtually constant.

The game consists of a number of repeated rounds and the growth in each fund during a given round is determined by making a random selection from among 6 possible outcomes. In the basic game, students must invest 100% in one of the 3 funds, although they may switch funds between rounds. Alternatively, the instructor may allow investments to be split across more than one fund.

Discussion of Likely Results
The Green 'stock market' fund is the best of the original investments, when adjusted for volatility.

The Red fund is superficially attractive because of its high mean return and one or two students who invest in it over 20 rounds can be expected to do spectacularly well. However the majority will be ruined and overall it represents a poor investment.

The Blue 'treasury bond' fund is a safe investment but with very uninspiring growth.

Purple is a portfolio investment of 50% in the risky Red fund and 50% in the safe Blue fund. Critically, the portfolio is re-balanced between rounds to retain 50% of the total value in each fund. Since Red and Blue are independent random variables, and the variance of Blue is negligible, the variance of Purple is pretty much one quarter that of Red.

mean(Purple) = mean((Red + Blue) / 2) = (mean(Red) + mean(Blue)) / 2

var(Purple) = var((Red + Blue) / 2) = (var(Red) + var(Blue)) / 4

So, paradoxically, Purple is a better investment than Green, despite being a mixture of two funds that are worse performers individually.

Acknowledgements
Being Warren Buffett: A Classroom Simulation of Risk and Wealth when Investing in the Stock Market


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User talk:Koala~enwikiversity

Hello Koala, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --Cormaggio talk 18:23, 1 September 2007 (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 Koala. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Koala~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 23:41, 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) 06:13, 19 April 2015 (UTC)

title: User talk:Koala~enwikiversity


text:
File:3D storyboarding page 1 FF3D sample.png

Used with the WikiU Film School Lesson on how to create 3D storyboards with FrameForge 3D Studio Demo Version.


text:
User:LealandA

Lealand A

\left\langle \left\{ \frac{:A(b)}{\neg A(b)} \right\}, \emptyset \right\rangle $$

About Me
Wanting to learn about whatever I can to help me in the future. Will try to contribute to the learning Community.

title: User:LealandA


text: User talk:LealandA

title: User talk:LealandA


title: File:7sgiant1.png


title: File:Giant1equation.png


text: File:Complexityofprotein.png

title: File:Complexityofprotein.png


text:
Signals and systems/Continuous-time signals

Continuous-time signals
A continuous-time real (or complex) signal is any real-valued (or complex-valued) function which is defined for all time t in an interval, most commonly an infinite interval.

A continuous signal or a continuous-time signal is a varying quantity (a signal) that is expressed as a function of a real-valued domain, usually time. The function of time need not be continuous.

The signal is defined over a domain, which may or may not be finite, and there is a functional mapping from the domain to the value of the signal. The continuity of the time variable, in connection with the law of density of real numbers, means that the signal value can be found at any arbitrary point in time.

A typical example of an infinite duration signal is:

A finite duration counterpart of the above signal could be:

...and f(t) = 0 otherwise.

The value of a finite (or infinite) duration signal may or may not be finite. For example,

...and f(t) = 0 otherwise,

is a finite duration signal but it takes an infinite value for.

In many disciplines, the convention is that a continuous signal must always have a finite value, which makes more sense in the case of physical signals.

For some purposes, infinite singularities are acceptable as long as the signal is integrable over any finite interval (for example, the t − 1 signal is not integrable, but t − 2 is).

Any analogue signal is continuous by nature.

An analog or analogue signal is any time continuous signal for which the time varying feature (variable) of the signal is a representation of some other time varying quantity, i.e analogous to another time varying signal. It differs from a digital signal in that small fluctuations in the signal are meaningful. Analog is usually thought of in an electrical context; however, mechanical, pneumatic, hydraulic, and other systems may also convey analog signals.

Essentially an analogue signal can be thought of as a simulation or duplication of one continuous time varying quantity in another, possibly different, time varying quantity. It is then a mapping of one time varying quantity to anther, often with the intent of recording or transmitting information about the former within the medium of the latter.

An analog signal uses some property of the medium to convey the signal's information. For example, an aneroid barometer uses rotary position as the signal to convey pressure information. Electrically, the property most commonly used is voltage followed closely by frequency, current, and charge.

Any information may be conveyed by an analog signal; often such a signal is a measured response to changes in physical phenomena, such as sound, light, temperature, position, or pressure, and is achieved using a transducer.

For example, in sound recording, fluctuations in air pressure (that is to say, sound) strike the diaphragm of a microphone which causes corresponding fluctuations in a voltage or the current in an electric circuit. The voltage or the current is said to be an "analog" of the sound.

Data is more easily corrupted in analogue form due to noise but may also be of higher density and processed more quickly. A 3 hour Domestic VHS cassette could hold for example 16GB of data [1].

Any measured analog signal must theoretically have noise and a finite slew rate. Therefore, both analog and digital systems are subject to limitations in resolution and bandwidth. In practice, as analog systems become more complex, effects such as non-linearity and noise ultimately degrade analog resolution to such extent that the performance of digital systems may surpass it. In analog systems, it is difficult to detect when such degradation occurs. However, in digital systems, degradation can not only be detected but corrected as well.

Disadvantage
The primary disadvantage of analog signaling is that any system has noise – i.e., random variation. As the signal is copied and re-copied, or transmitted over long distances, these random variations become dominant. Electrically, these losses can be diminished by shielding, good connections, and several cable types such as coaxial or twisted pair.

The effects of noise make signal loss and distortion impossible to recover, since amplifying the signal to recover attenuated parts of the signal amplifies the noise as well. Even if the resolution of an analog signal is higher than a comparable digital signal, in many cases, the difference is overshadowed by the noise in the signal.

Modulation
Another method of conveying an analog signal is to use modulation. In this, some base signal (e.g., a sinusoidal carrier wave) has one of its properties modulated: amplitude modulation involves altering the amplitude of a sinusoidal voltage waveform by the source information, frequency modulation changes the frequency. Other techniques, such as changing the phase of the base signal also work.

Analog circuits do not involve quantisation of information into digital format. The concept being measured over the circuit, whether sound, light, pressure, temperature, or an exceeded limit, remains from end to end.

Clocks with hands are called analog; those that display digits are called digital. However, many analog clocks are actually digital since the hands do not move in a smooth continuous motion, but in small steps every second or half a second, or every minute.

See digital for a discussion of digital vs. analog.


text:
Primary mathematics/The Use of Calculators

When it comes to the discussion regarding tools that should be used to facilitate students' learning in the field of mathematics, the calculator and the use the computer/internet is a great part of the debate.

This page will cover some of the following topic as they relate to the teaching of Primary mathematics.

 * Calculators support learning
 * Calculators are what students will eventually use in the "real world"
 * Calculators are not "smart".. students are! For example a calculator might calculate a+b*c as (a+b)*c, while the real answer is a+(b*c).
 * So when should students use calculators?
 * Ways of teaching students when and when not to use calculators

Back to: Adding numbers, Subtracting numbers, Multiplying numbers, Dividing numbers


text:
Galaxy Zoo

Galaxy Zoo is an online astronomy project which invites members of the public to assist in classifying over a million galaxies. The project is inspired by Stardust@home, where the public was asked by NASA to search images obtained from a mission to a comet for interstellar dust impacts. Galaxy zoo is a collaboration between Oxford University, Portsmouth University, Johns Hopkins University and Fingerprint Digital Media, Belfast.

How you can help
Go to www.galaxyzoo.org. There will be a brief introduction and test. After that you can start classifying galaxies, helping in scientific research while at the same time learning about the types of galaxies.

title: Galaxy Zoo


text:
User:Rtgarden

Rtgarden is my wikiversity presence.

also see [rtgarden.com | http://rtgarden.com] and [cattavery.com| http://cattavery.com]

title: User:Rtgarden


text:
Nursing Study Guide/Toxic Goiter

Toxic Goiter is also known as Graves' Disease.

Definition
Graves' disease is an autoimmune disease characterized by a metabolic imbalance resulting from overproduction of thyroid hormones (thyrotoxicosis)".
 * 1) Robert Graves, a doctor in the 19th century, discovered the condition, thus the name.
 * 2) "In Graves' disease, the thyroid gland in the neck is diffusely enlarged and hyperactive, producing excessive thyroid hormones."
 * 3) "Graves' disease can have an effect on many parts of the body such as the nervous system, eyes, skin, hair/nails, lungs, digestive system, muscles/bones and reproductive system."
 * 4) Graves' disease is the most common form of hyperthyroidism.
 * 5) Graves’ disease is “an autoimmune condition in which autoantibodies are directed against the thyroid-stimulating hormone (TSH) receptor. As a result, the thyroid gland is inappropriately stimulated with ensuing gland enlargement and increase of thyroid hormone production.
 * 6) Graves' Disease is "characterized by the formation of autoantibodies that bind to receptors in thyroid cell membranes and stimulate the gland to hyperfunction."

How common is Graves' Disease, and who is at risk?

 * 1) The onset of Graves Disease often follows stress or an infection.
 * 2) Graves' Disease occurs eight times more frequently in women than in men,  and most commonly between the ages of 20 and 40.
 * 3) Graves' Disease tends to run in families.
 * 4) “Risk factors for Graves disease include family history of hyperthyroidism or various other autoimmune disorders, high iodine intake, stress, use of sex steroids, and smoking."

Signs and symptoms
Goiter means enlargement of thyroid gland, exophthalmos is “swelling of the tissue behind the eyeballs causing protrusion of the eyeball" and pretibial myxedema is “lumpy, reddish-colored thickening of the skin, usually on the shins".
 * 1) Classic characteristics of Graves Disease include triad of goiter, exophthalmos, and pretibial myxedema.

 * 1) Hyperthyroidism can be caused by Graves' disease, and the general signs and symptoms of Graves Disease are the same as those of hyperthyroidism.
 * 2) In addition to the classic Graves' Disease triad of goiter, exophthalmos, and pretibial myxedema, other signs and symptoms of Graves Disease include:

 * nervousness
 * tremors
 * palpitations
 * shortness of breath
 * weakness
 * fatigue
 * muscle wasting
 * heat intolerance
 * sweating

 * double vision
 * increased eye tearing
 * diarrhea
 * infrequent or absent menstrual periods
 * abnormal breast enlargement in men
 * weight loss
 * increased hair loss
 * brittle nails
 * diminished sex drive

Stages and grades

 * 1) Hyperthyroid phase
 * 2) Spontaneous remission

Labwork/Testing/Diagnosis
How is Graves Disease diagnosed?
 * 1) "In the examination, the doctor will look for a goiter (enlarged thyroid gland), a rapid pulse, tremor, and any other evidence of Graves' disease. Blood tests will be performed to assess thyroid function."
 * 2) A sample of blood can be checked for the presence of antithyroid antibodies. "More specific antibodies can be measured, but such a test is rarely needed."
 * 3) Radioactive-iodine uptake test and thyroid scan, to discern whether the entire thyroid gland is overactive, or just part of it is overactive."

Treating Graves Disease
The choice of treatment depends upon the age and overall condition of the patient, the size of thyroid gland, and patient preference."
 * 1) Treatment is not always needed: "Graves' disease may go into spontaneous remission, and therapy is required only during the hyperthyroid phase."
 * 2) Treatments available: "Currently, there are at least three methods of treatment: drugs that inhibit production of thyroid hormone or provide symptomatic relief, the use of radioactive iodine to destroy part of the thyroid gland and thereby reduce hormone production, or surgical removal of part of the gland."

This is an alternative if drug treatment fails. You are given a capsule or a drink of water containing radioactive iodine. After being swallowed, the "radioiodine" is rapidly absorbed by the overactive thyroid cells and are destroyed by the radiation, so less thyroid hormone is produced.
 * Radioactive iodine therapy

The radioactivity disappears from the body within days. You should not undergo radioactive iodine therapy if you are pregnant as the radiation can adversely affect a developing fetus.

Thyroidectomy is surgical removal of all or part of the thyroid gland. If only a single lump or nodule within the thyroid is producing too much hormone, the surgeon can take out just that small part of the gland. If the entire gland is overactive, which is more often the case, a total thyroidectomy is needed.
 * Surgery

Surgery is the preferred treatment for people with a large goiter who chronically relapse after drug therapy, if there is a risk of cancer, and for people who refuse or are not candidates for radioactive iodine therapy, such as pregnant women. Depending on how much of the gland is left after surgery, you may need subsequent thyroid replacement therapy.

Medications
"The goals of medical therapy are blockade of peripheral effects, inhibition of hormone synthesis, blockade of hormone release, and prevention of peripheral conversion of T4 to T3. Restoration of a clinical euthyroid state may take up to 8 weeks. [Euthyroid: The state of having normal thyroid gland function.]

 * 1) Blocking agents such as beta-blockers reduce sympathetic hyperactivity and decrease peripheral conversion of T4 to T3.
 * 2) Guanethidine and reserpine have been used to provide sympathetic blockade and may be effective agents if beta-blockers are contraindicated or not tolerated.
 * 3) Iodides and lithium work to block release of preformed thyroid hormone.
 * 4) Thionamides prevent synthesis of new thyroid hormone."
 * 5) "Additional treatment may be needed for the eye and skin symptoms."
 * 6) "Eye symptoms may be helped by elevating the head of the bed, by applying eye drops, by sleeping with the eyelids taped shut, and, occasionally, by taking diuretics (drugs that hasten fluid excretion)."(7)
 * 7) "Double vision may be helped by using eyeglass prisms."
 * 8) Corticosteroids taken by mouth, x-ray treatment to the orbits, or eye surgery may be needed if the eyes are severely affected."
 * 9) "[Topical application of] corticosteroid creams or ointments can help relieve the itching and hardness of the abnormal skin.
 * 10) "Often the [eye and skin symptoms] disappear without treatment months or years later."

title: Nursing Study Guide/Toxic Goiter


text:
User talk:MaryAnninMiami

Hello MaryAnninMiami, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 04:57, 2 September 2007 (UTC)

title: User talk:MaryAnninMiami


text:
User talk:Manueaswn

Hello Manueaswn, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 06:36, 2 September 2007 (UTC)

P.S. Have fun in Drawing.

title: User talk:Manueaswn


text:
User:Quackor

Any comments can be placed on my english or faroese user page.

title: User:Quackor


text:
User talk:Quackor

Plz. use my english talk page or my faroese talk page.

title: User talk:Quackor


text:
Community medicine

Welcome to the Wikiversity Community Medicine learning project, part of the Basic sciences Division of the School of Medicine.

The Wikiversity Department of Community Medicine is currently seeking both motivated students as well as experts and instructors to contribute to the department's development and to define its major areas of research and study.

The objective of the department is two fold:
 * 1) Gather experts who are interested in collaborating on or contributing to the development of top-notch Community Medicine based textbooks for Wikibooks or who are also interested in creating and hosting classes.
 * 2) Guide students of all backgrounds and levels to a greater understanding of Community Medicine.

'''New to Wikiversity or Community Medicine? Want something to do? See /Tasks/!'''

=Introduction= Welcome to the Community Medicine learning project within the School of Medicine here at Wikiversity! Everything is under construction so please feel free to join in and help!

Description
Community Medicine is that branch of medicine concerned with the health of populations. The Community Medicine specialist uses population health knowledge and skills to play leading and collaborative roles in the maintenance and improvement of the health and well-being of the community. Through inter-disciplinary and inter-sectoral partnerships, the Community Medicine specialist measures the health needs of populations and develops strategies for improving health and well-being, through health promotion, disease prevention and health protection.

The Community Medicine specialist demonstrates skills in leadership; development of public policy; design, implementation and evaluation of health programs and applies them to a broad range of community health issues.

Core curriculum
In order to form a good basic understanding of Community Medicine, it is recommended that students visit.

Courses/Projects Currently Offered
Courses currently being offered by the Department of Community Medicine:
 * History of Medicine

Requested Courses/Projects
''These are topics that have been requested and are considered high priority for the Department. Please start or expand these projects if you are familiar with the topic area!''
 * History of Medicine
 * Ancient Medicine
 * Medical Epidemiology
 * Medical Sociology
 * Medical Biostatistics

Degree plans

 * Pending… we will probably start Master's of Public Health See: Degree plan

Sessions

 * Session 1: Basic Principles and Concepts
 * Session 1 will focus on the fundamental concepts of community medicine.

 * /Session 2 Session 2: History of Medicine
 * Session 2 focuses on the course of history of medicine.

 * Session 3: Primary Health Care
 * Session 3 will focus on the fundamental concepts of Primary Health Care.

Department Debates

 * /Can Hippocrates be called "Father of Medicine"?/

Wikibooks

 * A Textbook of Community Medicine

title: Community medicine


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File:FrameForge 3D Studio Tape Deck1.png

Used with the WikiU Film School Lesson on how to create 3D storyboards with FrameForge 3D Studio Demo Version.


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File:FrameForge 3D Studio Tape Deck2.png

Used with the WikiU Film School Lesson on how to create 3D storyboards with FrameForge 3D Studio Demo Version.


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File:FrameForge 3D Studio Tape Deck3.png

Used with the WikiU Film School Lesson on how to create 3D storyboards with FrameForge 3D Studio Demo Version.


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Used with the WikiU Film School Lesson on how to create 3D storyboards with FrameForge 3D Studio Demo Version.


title: Category:BCP/CTPA/9


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