text:
Ethnography of Fiddle/Soldiers Joy

Soldier's Joy is a fiddle tune, classified as a reel or country dance. It is popular in the American fiddle canon, in which it is touted as "an American classic" but traces its origin to Scottish fiddling traditions. and Irish fiddle traditions. It has been played in Scotland for over 200 years and Robert Burns used it for the first song of his cantata 'The Jolly Beggars'.According to documentation at the United States Library of Congress, it is "one of the oldest and most widely distributed tunes" and is rated in the top ten most-played Old Time Fiddle tune and is dancable. According to the Illinois Humanities Center, the tune dates as early as the 1760s. In spite of its upbeat tempo and catchy melody, the term "soldier's joy" has a much darker meaning than is portrayed by the tune. Opinion has it that this term eventually came to refer to the combination of whiskey, beer, and morphine used by Civil War soldiers, presumably for pain relief. As the lyrics state:

Melody as basis for song
Like many pure tunes with ancient pedigree, the melody of Soldier's Joy has been used as a basis for construction of songs, which, unlike pure tunes, have lyrics.

Civil War era and post-bellum cultural references
According to the Illinois Humanities Council (IHC), the tune came to represent substance abuse during the Civil War. This is corroborated in concurring secondary sources.

Gimme some of that Soldier’s Joy, you know what I mean

I don’t want to hurt no more my leg is turnin’ green

The IHIC version is as follows:

Twenty-five cents for whiskey, twenty-five cents for beer

Twenty-five cents for morphine, get me out of here.

Chorus: I'm my momma's pride and joy

I'm my momma's pride and joy

I'm my momma's pride and joy

Sing you a song called the soldier's joy.

Country
Twenty five cents for whiskey, 25 cents for beer Twenty five cents for morphine get me out of here

cho:     I'm my momma's pride and joy (3X)

Sing you a song called the soldier's joy

Grasshopper sitting on a sweet potato vine (3X)

Along come a chicken and he's say your mine.

I'm gonna get you there don't you want to go (3X) All for the soldoer's joy

Chicken in a bread pan scratching that dough

Granny does your dog bite no child no

Etcetera

All for the soldier's joy

title: Ethnography of Fiddle/Soldiers Joy


text:
Global Perspective/tobacco road

Many thousands, perhaps millions, of hard working, well-intentioned people work as tobacco farmers, tobacco industry workers, and in advertising, transportation, and retail sales for the tobacco industry. The end result of their hard work to harvest and process the back-breaking leaf is the promotion of an addictive carcinogen that directly kills half of its users, as well as nonsmoking bystanders. How does so much well-intentioned labor result in such wide-spread misery? Could adopting a global perspective have reduced the suffering? Perhaps a narrow focus, lack of concern for human-well being, and a failure to adopt a global perspective have allowed this problem to persist for decades after the dangers became well known.

Here we will examine the history of tobacco use to see where a narrow perspective has caused problems that a global perspective might have avoided.

The tobacco industry is profitable for tobacco farmers, the tobacco industry, advertisers, retailers, as well as the stop-smoking and health care services industries. Tobacco sales have also generated substantial tax revenue for many governments.

In 1611, John Rolfe, an early Jamestown settler, became the first to commercially cultivate Nicotiana tabacum tobacco plants in North America. Beginning in 1612 export of this tobacco, lighter in color and flavor than its Spanish and Portuguese competitors, helped turn the Virginia Colony into a profitable venture. After naming his Virginia-grown strain of tobacco "Orinoco" he, along with his new wife Pocahontas and their baby son, returned to England to promote their new brand and introduce Europeans to the allure of its nicotine. By 1627 English imports of American tobacco had reached 500,000 pounds per year, and by 1670 half of the adult male population in England smoked tobacco daily.

When tobacco farmer Robert “King” Carter died on August 4, 1732 he was the richest man in Virginia, leaving behind 300,000 acres of land, 1,000 slaves, and 10,000 British pounds cash.

Today Philip Morris International is a typical large international tobacco company, with products sold in over 160 countries. In 2007, it held a 15.6% share of the international cigarette market outside of the USA and reported revenues (net of excise taxes) of $22.8 billion and operating income of $8.9 billion.

The cumulative revenue from US tobacco taxation has exceeded $15 trillion, creating a major source of income for government.

Yet tobacco use also has substantial human and financial costs. The risks associated with tobacco use include diseases affecting the heart and lungs, with smoking being a major risk factor for: These cause terrible human suffering. In addition, the cost of health care for those suffering from tobacco-related diseases is huge. Financial accounting systems are largely successful in isolating and decoupling those profiting from tobacco use from those bearing its costs. In addition, health care costs are often borne by insurance agencies funded by employers or governments, insulating tobacco companies and their customers from these costs. A narrow focus on financial gain for many special interests, separated from the great human and financial cost to users, has sustained tobacco use. The ability of corporations to shed externalities contributes to this problem.
 * heart attacks,
 * strokes,
 * chronic obstructive pulmonary disease (COPD),
 * emphysema, and
 * cancer (particularly lung and cancers of the larynx and mouth).

Tobacco is an addictive carcinogen that directly kills half of its users, as well as nonsmoking bystanders. There is no safe form of tobacco and no safe level of exposure to secondhand smoke. However, quitting greatly reduces health risks and produces immediate and long-term health benefits. Tobacco’s terrible health consequences are entirely preventable.

The magnitude of the financial costs of tobacco use can be estimated by considering the Tobacco Master Settlement Agreement, an agreement entered into in November 1998, originally between the four largest US tobacco companies and the attorneys general of 46 states. It provided for payments totaling $206 billion in damages. Much of the disease burden and premature mortality attributable to tobacco use disproportionately affects the poor, and of the 1.22 billion smokers, 1 billion of them live in developing or transitional economies.

In Indonesia, tobacco accounts for 15% of the money spent by the lowest income households. In Egypt, more than 10% of households' expenditure in low-income homes is on tobacco. The poorest 20% of households in Mexico spend 11% of their income on tobacco.

The World Health Organization (WHO) reports tobacco to be the leading preventable cause of death worldwide and estimates that it currently causes 5.4 million deaths per year.

Yet the dangers of smoking are distant, abstract, and ambiguous to a young person who begins to smoke. The benefits, including social acceptance, status, and indulging an addiction are immediate, tangible, and vivid. A natural tendency toward a short-term perspective favors the benefits and diminishes the perception of the dangers. Once the addiction begins, rational thinking becomes moot.

Those profiting from tobacco use limit their scope of concern to their narrow business interests and deliberately exclude a broader, human-based perspective. In addition, their businesses require on-going growth to remain competitive. This requires them to continue to expand the markets for their products by enticing new users faster than present users die off.

As of 2000, smoking is practiced by some 1.22 billion people, poor more likely than rich, and people in developing countries or transitional economies are more likely than people in developed countries. As of 2004, the World Health Organization (WHO) reports that of the 58.8 million deaths that occur globally, 5.4 million are tobacco-attributed.

The World Health Organization estimates that tobacco caused 100 million deaths over the course of the 20th century. Similarly, the United States Centers for Disease Control and Prevention describes tobacco use as "the single most important preventable risk to human health in developed countries and an important cause of premature death worldwide."

The cultivation of tobacco can be economically detrimental to developing countries. When resources are put into tobacco production, they are taken away from food production. Large amounts of firewood that could be used domestically for fuel and heating are instead used for the curing of tobacco.

The problems have been shifted to the distant "others" while the profits stay close to home, even as the industry continues to receive substantial government subsidies. What might have happened if we adopted a global perspective on tobacco use?

If we begin by choosing humanity, preserving dignity, and ensuring we do no harm, then the dangers of tobacco smoking become paramount. Could tobacco farmers choose to grow food rather than addictive drugs? Could advertisers shun tobacco products and focus their business on safer products? Could tobacco company executives practice their business skills in some other industry? Could tobacco companies treat their customers as human beings deserving respect rather than as marks in a con game? Could regulatory agencies put humanity ahead of economic growth and establish more effective regulations?

The dangers of tobacco use become important and the fleeting pleasures become trivial if we take a long-term perspective. Perhaps we could have made better choices.

A financial analysis encompassing a global perspective is very different from a narrow analysis restricted to the scope of a farm or a tobacco company. Such an all-inclusive analysis would include the health care costs, lost wages, compensation for suffering, the cost to taxpayers' of government subsidies, and other costs. Subtracting these costs from the income substantially reduce the profitability of any tobacco-based business. Substantial evidence of the dangers of tobacco use was emerging throughout the 20th century, yet it was not until January 11, 1964 that the landmark study Smoking and Health: Report of the Advisory Committee to the Surgeon General of the United States was published by the Surgeon General's Advisory Committee on Smoking and Health, chaired by then-Surgeon General of the United States Luther Terry regarding the negative health effects of smoking. It eventually led to policy and public opinion changes such as warning labels and restrictions on advertising, large scale anti-smoking campaigns, and questioning from the tobacco industry. None the less, it was hard for typical Americans to believe that such a widely used and heavily promoted product could be fatal. If the available evidence was assessed more objectively and urgently many years and many lives could have been saved.

In 1966 the Cigarette Labeling and Advertising Act came into effect and cigarette smokers were warned: “Cigarette smoking may be hazardous to your health.” Unfortunately this warning provided more protection to the tobacco companies than it did to smokers. It was now clear that smokers were to blame if they became ill after ignoring the health warnings and continued to use tobacco products. Cigarette sales continued to rise throughout the US.

Finally, some creative thinking might help. Are we not able to find something more fashionable, pleasant, and virtuous than inhaling smoke?

Further Reading:

 * Tim Jackson's July 2010 TED talk based on his book.
 * The UK Sustainable Development Commission report Prosperity without Growth, that formed the basis for the book.
 * Tim Jackson's July 2010 TED talk based on his book.
 * The UK Sustainable Development Commission report Prosperity without Growth, that formed the basis for the book.

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

title: Global Perspective/tobacco road


text: User:Liamgrey

title: User:Liamgrey


text:
User talk:Default 101

 Hello Default 101, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:50, 22 July 2011 (UTC)

title: User talk:Default 101


text:
User talk:Gaon Yincang Abhinava

 Hello Gaon Yincang Abhinava, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:51, 22 July 2011 (UTC)

The Advent of WikiCredentials ( Wikicreds. )
" WIKICREDS "  A BOLD LIMITLESS VISION

 An Educational Utopia shared by the World's populace through awarded accredidation.

Hello Friends, Teachers and Fellow Students, My name is Gaon, and I firmly believe Wikiversity should include " WikiCredentials " ( WikiCreds ) upon the completion of Testing courses. This would inspire Millions around the world to learn and challenge our societies present accredidation system... and change our culture's perception of credentialism. It is time for freedom of thought to Flourish, where anyone can learn and be accredited, regardless of age, mental capacity, location, economic status or the inability to pay tuition. Wikiversity could rival and surpass the Best education available, If we have the desire and diligence to fulfill this Grand Vision........

it would be The Most Good for the Most People, Literally, Billions of people. Do we have what it takes to fulfill this expansive, innovative and BOLD endeavor? Kind regards, Intelligent Discussion Welcomed.

Sincerely Gaon Abhinava 20:42, 23 July 2011 (UTC) Questions and Answers

 ( Q )

 * What does "credential" mean to you? What does "WikiCredential" mean to you? What do you consider to be the differences and similarities between "credential" and "WikiCredential"? -- dark lama  15:56, 23 July 2011 (UTC)

 ( A )

Wikicredentials would be the equivalent of Bachelors,Associates, Masters and Docters degrees, Along with Re-Certifications and continuing education amongst the many occupations that exist in the Global workforce.

The Similarities between Credentials and WikiCredentials = They are both Evidence or testimonials concerning one's right to credit, confidence, or authority.

The Differences Between Credentials and WikiCredentials =  WikiCreds are Free to earn by effort, Traditional Credentials cost thousands of dollars. Gaon Abhinava 20:42, 23 July 2011 (UTC)

 ( Q )

Would something like Wikimaster on wikieducator fit the bill?Leutha 17:00, 23 July 2011 (UTC)

 ( A )

Yes, Wikimasters can earn WikiCreds. also, it is Continuing education. Anybody in the world can earn WikiCreds.... if they have determination, time, and internet access. --Gaon Abhinava 20:42, 23 July 2011 (UTC)

The Establishment of WickiCredentials

We need to raise awareness of this idea, and determine if we will get a great return on this investment. This is a team effort, and strategic plans can be Formulated to construct it's Genesis. -- Gaon Abhinava 20:44, 23 July 2011 (UTC)

What Do You Think about WikiCredentials? Intelligent Discussion Welcomed. Gaon Abhinava 20:48, 23 July 2011 (UTC)

There are web sites trying to offer free courses and certifications

 * The topic has been discussed and Wikiversity does not offer certification. There are, however, other sites that do. --Bernhard Fastenrath 10:42, 26 July 2011 (UTC)
 * I couldn't find the link yesterday. Here it is: http://www.uopeople.org/. That's probably what you want. Of course you are free to publish a course on Wikiversity and on the University of the People (UoPeople) site, at least I'm not aware that this would break Wikiversity's "not a degree-granting institution" rule. --Bernhard Fastenrath 12:29, 27 July 2011 (UTC)
 * You probably wouldn't be able to offer a course on uopeople.org. What I meant was actually peer-2-peer-university ("... but P2PU certificates are more 'artworks' than 'degrees' ...") --Bernhard Fastenrath 12:55, 27 July 2011 (UTC)

Thank you, I will research this, Check out my simple proposol, at the Colloqium. It is Mind Boggeling, and would work.--Gaon Abhinava 15:26, 27 July 2011 (UTC)
 * Gaon, perhaps you made a "simple proposal" at the Colloquium, but it is buried amongst a vast complexity. I look at the moment and see 11 topics started by you, over the last few days. I am going to push all those to a subpage, and suggest that you strictly limit what you contribute directly to the main Colloquium page. The subpage will be Colloquium/Gaon Yincang Abhinava. That will effectively be your corner of the Colloquium. People may Watchlist it if they want, or ignore it if they want. Ignoring the Colloquium, taking it off one's watchlist, damages the community conversation at Wikiversity. I'll leave behind a link, and I'll assist in periodically noting whatever discussions are taking place on your subpage.
 * In general, the structure and decision-making process that would be required for granting meaningful degrees does not exist on Wikiversity. I will, in fact, be working to create something that could lead to such process, but this may not be ready for quite some time. Most likely, though, Wikiversity itself will never confer degrees, there is a conflict with the basic, open nature of Wikiversity. However, external institutions can (and do!) use Wikiversity resources a part of what they offer. It's conceivable that a degree-granting institution could entirely use Wikiversity, but ... not for the degree-granting part, the part where student performance is assessed, and that's crucial to the granting of recognition. Otherwise recognition means nothing.
 * So if you want to help create educational resources, as to the education itself, Wikiversity is for you.
 * If you want to create free (or, more practically, cheap) degree-granting institutions, you might meet people interested in that here, but you and those people will need to work off-wiki, independently, to develop the process, to create the necessary institutions.
 * Before you proceed, you need to disabuse yourself of certain fixed ideas. You think, for example, that degrees are very expensive. While that's true in terms of invested time, it's not necessarily true in terms of money. Many people, upon showing some qualification, some aptitude or prior accomplishment, receive grants, scholarships, and, even more broadly, loans. For some of these, they actually receive in excess of tuition, they receive assistance with living expenses while engaged in study.
 * It's a complex issue. Exploring it, pushing the boundaries of what is possible, will take extensive work. "Ideas" are only a small part of this. What you have been writing is like telling a homeless person that what they need is a house, without actually building the house. Or you tell them what the house can be like. Let's have a discussion about houses! Wouldn't a house be great! Certainly houses are possible, and they should be free for everyone! Isn't that a great idea?
 * Here, at Wikiversity, we are at work on a piece of a possible house. This piece is "free," but that doesn't mean there was no cost. Our project is designed so that people may contribute what they can afford, and what we develop here isn't actually part of the house itself, consider it a collection of plans for pieces, templates for making "knowledge." Anyone may use those templates and build some knowledge, and that knowledge might become the house, i.e, "an education."
 * Good luck. --Abd 15:46, 29 July 2011 (UTC)

Very well Described, Agreed.--Gaon Abhinava 04:29, 30 August 2011 (UTC)

Making many edits where one could do
Gaon, it seems you are not using Preview to check your edits before saving them. As a result, you are flooding the Colloquium history with edits. Of the last 250 edits to the Colloquium (as I write this), about 229 were yours, and few of the others were substantial edits, i.e., responses to your topics or others. This kind of traffic overwhelms those who watch the Colloquium, and will tend to suppress conversation. There are also other problems. You are new and newcomers often create "issues", it's normal. However, please allow me to suggest these:
 * Use Preview to see your edits before saving them. Don't save until you are satisfied. This is good advice for wherever you are editing, because massive numbers of changes also cause problems for those monitoring Recent Changes for vandalism, etc. Everyone makes mistakes, but the sheer number and nature of your changes show that you haven't been careful with Preview. Being careful is respectful of the community.
 * Place new comments or questions for the Colloquium and most community pages at the bottom, not at the top. Placing new comments at the top is like jumping ahead in a queue. The oldest comments will be automatically archived first, and we don't want those to be lost somewhere in the middle.
 * Adding large amounts of empty space also tends to dominate the page, visually. It is almost as much of a problem as "walls of text," i.e., massive blocks of undistinguished text.
 * The Colloquium is not a place for extensive essays. Generally, you may write almost anything you like as an essay in your user space. If you want to solicit comment on your essay, a link to it and a brief summary may be appropriate, but beware of dominating the conversation on Wikiversity. There is no limit on your participation in your own space, you can go as deep as you like, but a central discussion page like the Colloquium is another matter. Your posting there, as it has been, is almost certainly suppressing conversation.
 * Even in your personal space, though, if you, without necessity, make voluminous edits where a few could suffice, it still causes a problem with Recent Changes. So Preview is still important. Everyone makes mistakes, so there is no rigid rule.
 * I recommend, if you want to seriously participate in Wikiversity, that you take the time to become more familiar with what is actually happening. The potential of Wikiversity is quite exciting to me, and, I hope, to you. However, Wikiversity is not as much about content, as such, as are the other WikiMedia Foundation wikis. It is about education, and, in education, process is very important. Understanding process requires understanding the community, which requires listening, personal expression is only a part of communication. With effective communication, a lot of listening will precede a little talking!
 * Thanks for your consideration. Ask me, here or on my Talk page, if you have any questions or need any assistance. --Abd 15:19, 29 July 2011 (UTC)

I want to contribute to WV, but I would like to know more about, submitting my work under the "liscense"... does this mean The material I submit Belongs to WV... and Cannot be Copy-writed or used by me, to put into a book, etc... I am interested in the school of Security, Surveilance and law enforcment at WV... Can my Course called, Survival Intelligence ( S.I), be Included in that School, based on a Vote from Developers, etc... ? Thanks --Gaon Abhinava 16:57, 30 August 2011 (UTC)
 * The rules of copyright can be complex. In short, however, material you submitted here can be used by anyone, under the terms of the license you grant when you contribute material, anyone including you, of course. By uploading it, you have released copyright on that material per the license. You might copyright some new version, and that's what could get complicated.... There is no "vote of developers." The community here makes decisions. You can certainly create a course; how you do it will be important. --Abd 20:51, 30 August 2011 (UTC)

Move of your topics
I have moved eight of your nine started topics on Colloquium to Colloquium/Gaon Yincang Abhinava. Please use that page for continued discussion of your topics, I will respond to some there, and please start new Colloquium topics there, I highly recommend it for the time being. I will assist you in periodically pointing to that subpage, as I did with the topics I moved there, see. Thanks for your cooperation and for the opportunity to address certain issues. --Abd 16:38, 29 July 2011 (UTC)
 * Thanks for cooperating with this, as I've seen. It makes it easier to allow you full facility and expression. --Abd 16:10, 30 July 2011 (UTC)

 * Maybe I spoke too soon. This set of edits, with the exception of your response to Jeffsackey, was inappropriate for the Colloquium, making it necessary for me to state this more firmly: with the exception of brief responses like that to Jeff, do not edit the Colloquium page, you are showing that you are too likely to create disruption there. Your section header broke the Table of Contents, and you placed new material in the middle of the page. If you want to make discussion history obscure on the subpage devoted to your comments and discussion of them, that's up to you. But on the Colloquium, no. If you want a notice, a pointer to a discussion, placed on the Colloquium, ask. I'll help you, and make sure that what is done is within what the community needs.

 * In addition, you created, with those edits, duplication of material across the Colloquium page and your subpage. We discourage setting up discussion of the same material in two places. It wastes effort and diverts our limited attention. Please do not do this. --Abd 16:40, 30 July 2011 (UTC)

 * As a personal anecdote about the damage created by flooding the Colloqium with edits -- you made about 32 edits to the Colloquium today. As a result, when I looked at the Colloquium display in my Watchlist, I didn't notice the edits by the other editors, I only saw them when I reviewed your edits in detail. Flooding the page with edits makes it harder to see the work of others. It also makes it harder to detect vandalism in general. Please use Preview, and make sure you are complete before you save, so that you don't need to make so many edits.

User of a signature/timestamp in section headers
Often you are creating section headers including your signature/timestamp. That's very much out of the norm, and creates very long section titles in the Table of Contents, as well as long edit summaries, leaving less space for describing the edit. I suggest making section headers brief and purely descriptive, and if you want to place a section header alone and immediately sign it, that would be fine, i.e, place the header within equal signs, or use the Add Topic button, and then add your signature tildes immediately below it. But normally we expect to see someone who starts a topic simply sign the first text placed. The topic is for us and the comment is for the user commenting!

I mentioned above the use of lots of space. While there may occasionally be utility for that, it tends to make pages less readable. Rarely is more than one blank line needed for clarity. The subpage of the Colloquium is really your page, though, and if you think all that space is useful, you do have the freedom to do it. Thanks for your consideration. --Abd 16:18, 30 July 2011 (UTC)

Warning
Above, I cautioned you about adding more material to the Colloquium, in the manner of what you have been doing. You disregarded this with. Only one edit in that sequence of 14 edits was not yours. While this is an improvement over your prior flooding, it's still too much. Further, in the context of your repeated addition of material presented disruptively and overwhelming the readibility of the Colloquium, I'm formally warning you:

Do Not Edit the Colloquium. Until you are better able to behave within community norms.

I am not a custodian, I have no special authority, but I also know this community, and the manner in which I have responded to your writing is far more accommodating than the norm. There is often little custodial attention, but users have been blocked for far less than what you have been doing. My warning, here, is that, if you continue, I will stop helping you and will seek custodian attention. If you want to work with Wikiversity, and you are welcome to do so, you will need to learn how to communicate with this community.

Notice that the only other editor who has been responding to you considered my move of your topics to be "a useful approach.". I hope that you will carefully consider this, and, for the time being, use the subpage created for you, and ask other editors, such as Leutha or myself, to place any notices on the Colloquium page for you.

Please also be careful about editing you do anywhere on Wikiversity. Thanks. --Abd 18:44, 31 July 2011 (UTC)

 * You aren't "Stupid," but you are not, shall we say, "trained." You used a good word. You mention that you "work very fast." If you work very fast, and as a result what you do is so scattered and incoherent that it is incomprehensible, what's the value of working at all?

 * Slow down, be careful. What you think of as "elementary" may be, in fact, essential, your haste has caused you to miss much.

 * I've been honest with you. You are saying that you are here to help. Fine. In order to help, you will need to take the time to understand this place and what is really needed. That's true not only of Wikiversity, but also of this entire world, i.e., your entire life. --Abd 22:56, 31 July 2011 (UTC)

Thanks for the Warning, I will heed it, and Follow The rules here...Yeah it's funny, I have already known this principle, but haven't applied it here at WV obviously..... because Understanding something, is essential to effectively change it, into something Better, It is Foundational.--Gaon Abhinava 04:20, 30 August 2011 (UTC)

If you want to delete a page
Place this on the page: (assuming you are the only author).

Sometimes if you have merely blanked the page it might be deleted. Was it your intention to delete the page you just blanked, the one I'd moved into your user space? --Abd 05:02, 30 August 2011 (UTC)

I am trying to think of the exact page you are referencing, I need to learn more obviously, (this is true for everyone..lol..) On a progressive note: I am considering spending more time on helping...to Develope/Direct the Wikiversity Movie, as a Focus of my Energy and time here, I may Submit a video etc...--Gaon Abhinava 17:53, 31 August 2011 (UTC)
 * One of the problems with making many edits instead of a few, and with not having good edit summaries, is that it gets harder to find stuff. This was the edit I was referring to. You have since edited the page to add something.
 * The other problem with making many edits where a few would suffice, if you Preview and complete your changes before Saving, when possible, is that it floods Recent Changes, making it harder for others to watch the wiki. --Abd 18:54, 31 August 2011 (UTC)

Removal of your comment and my response
. Gaon, it's considered a problem to remove the comments of others, unless they truly violate policy. It's also considered, generally, a problem to remove your own comments after someone else has responded to them. If you said something wrong, you can use strikeout, like this. You may restore the comment or leave it removed, I'm not going to complain or do something drastic. But I thought you should know about the community norm. --Abd 02:54, 31 August 2011 (UTC)

I apologize for erasing all the comments, I'll be carefull in my future virtual operations. Thanks --Gaon Abhinava 03:03, 31 August 2011 (UTC)
 * If, however, nobody has responded to your comment, then deleting it is better! --Abd 18:55, 31 August 2011 (UTC)

Abd's nomination for full custodianship
Discussion re-opened on this nomination, November 16. You commented in the original discussion, but have not commented in the current one, which might close on November 21. The current discussion is at Candidates for Custodianship/Abd (full custodian). --Abd 20:29, 20 November 2011 (UTC)

title: User talk:Gaon Yincang Abhinava


text:
User talk:Κανάρια

 Hello Jcaraballo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 23:06, 22 July 2011 (UTC)

title: User talk:Κανάρια


text:
User talk:Isaharif

 Hello Isaharif, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 23:09, 22 July 2011 (UTC)

title: User talk:Isaharif


text:
User talk:Ovidiu b13

 Hello Ovidiu b13, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 23:10, 22 July 2011 (UTC)

title: User talk:Ovidiu b13


text:
User talk:Perhelion

 Hello Perhelion, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 23:14, 22 July 2011 (UTC)

title: User talk:Perhelion


text:
Wikiversity:Wikicredentials

The Advent of WikiCredentials ( Wikicreds. )
" WIKICREDS " A BOLD LIMITLESS VISION

Hello Friends, Teachers and Fellow Students, My name is Gaon, and I firmly believe Wikiversity should include " WikiCredentials " ( WikiCreds ) upon the completion of Testing courses. This would inspire Millions around the world to learn and challenge our societies present accredidation system... and change our culture's perception of credentialism. It is time for freedom of thought to Flourish, where anyone can learn and be accredited, regardless of age, mental capacity, location, economic status or the inability to pay tuition. Wikiversity could rival and surpass the Best education available, If we have the desire and diligence to fulfill this Grand Vision........

it would be The Most Good for the Most People, Literally, Billions of people. Do we have what it takes to fulfill this expansive, innovative and BOLD endeavor?

Kind regards, Intelligent Discussion Welcomed.

Sincerely Gaon Abhinava 20:22, 23 July 2011 (UTC) 15:39, 23 July 2011 (UTC) 14:39, 23 July 2011 (UTC)03:09, 23 July 2011 (UTC) 7/22/2011 10:08pm

Questions and Answers'
 ( Q )

What does "credential" mean to you? What does "WikiCredential" mean to you? What do you consider to be the differences and similarities between "credential" and "WikiCredential"? -- darklama 15:56, 23 July 2011 (UTC)

 ( A )

Wikicredentials would be the equivalent of Bachelors,Associates, Masters and Docters degrees, Along with Re-Certifications and continuing education amongst the many Skills that exist in the Global workforce.

The Similarities between Credentials and WikiCredentials = They are both Evidence or testimonials concerning one's right to credit, confidence, or authority.

The Differences Between Credentials and WikiCredentials = WikiCreds are Free to earn by effort, Traditional Credentials cost thousands of dollars.

Gaon Abhinava 20:22, 23 July 2011 (UTC) 16:11, 23 July 2011 (UTC)

I am not sure that it is realistic to hope to create qualifications which are generally regarded as the equivalent of the various degrees mentioned above. I would advocate a more modest proposal of building up modular units representing so many hours of study at the relevant standard. I have also noticed that marking and assessing is often considered a chore by academics, and I do not understand what would motivate suitably qualified people to make the effort to do this aside from a salary.

As regards the difference between other credentials and wikicreds, I am aware of all sorts of traditional creds which are based on the recipient providing socially usefully labour to an organisation in return for a qualification. Indeed the traditional apprenticeships of Europe worked this way for several centuries.Leutha 22:03, 25 July 2011 (UTC)

Greetings.

The 1st Proposal
I would like to make this brief, but it is hard to make a big idea brief, I will Simplify, but there are many Factors.

Wikicredentials, in Simple Terms, is your virtual recorded proof, of High quality distance education, made available to the Populace of the Entire World, Through the Internet,

Very In-expensively.--Gaon Abhinava 01:53, 27 July 2011 (UTC)

Ok, wikiversity has dicussed this before, Obviously, but will we Act on this obvious opportunity, before someone else does?

I'm going to be Blunt, If this idea is possible, would benefit Mankind, and is probably going to be started by someone in the world anyway....Why not Act now on these ideas and have a head start, being the global leader of distance education ? Wikicreds. Type Ideas may be a Future Trend.

It will be hard work, but we can do it, and have fun too.

We must research and Learn from History, the Various Educational Structures, their systems, Strengths and Weaknesses, Mimic the Actions of their Success, and Avoid their Failures. Applying our discoveries, to the Modern Educational System of Distance Learning.

We would need, designed Automated Software, to Create Testing Material, to meet the Demand of the Collective Student Body, along with other imaginative innovations, like Virtual Agents and Combinations of existing interactive software. Think fast, effective and stream-lined, it has to be, for millions of students.

I would like WikiCredentials to be Freely Given, but for the Vision of Wikicreds. to Work, ( in the beginning ) people may have to pay a little money, to Create Jobs for Teachers, and Administrators. Until the System Grows Exponentially... If we had at least 100 Thousand  STUDENTS, Each Paying $50. - $100., Per Semester, this would Generate an income of around $ 8 Million, every Semester, for our Budget. What if we had, 5 million Students?..... how about  1  B-illion Students? The More Students we Enroll, The Less Tuition would be charged per Semester, what is 1 billion x $2.00 ? This means that tuition would Fluctuate according to school attendence.

We could also Partner with investors, or Face Book. etc...

The biggest point I want to make, is that Wikicredentials Could still be Earned at home, ( internet connect. ) ....while Sheltering in place, during an event such as an economic collapse, Massive inflation or natural disaster etc..All these scenarios are possible, look at modern facts of current reality.

. People would still be getting educated, instead of sitting around basket-cased. This is thinking ahead.

We must Think Big, and Not impose the Hindrances of "Limitation" or "distortion" to our Thinking. There are Multiple Variations, Additions and simplifications, to these ideas.

Thanks, I would like to hear every question imaginable in regards to this, even Wikiversity itself is Built by asking Questions --Gaon Abhinava 01:15, 27 July 2011 (UTC)

 * Would something like Wikimaster on wikieducator fit the bill?Leutha 17:00, 23 July 2011 (UTC)

 * Yes, Wikimasters can earn WikiCreds. also, it is Continuing education. Anybody in the world can earn WikiCreds.... if they have determination, time, and internet access. -- Gaon Abhinava 20:22, 23 July 2011 (UTC) 17:26, 23 July 2011 (UTC) 7/23/2011 12:26pm

Developing a good reputation

 * What also is required is a reputable structure which has sufficient recognition for the qualification to be of value, staff to provide the assessment process, if not actually run courses. How are these problems to be addressed?Leutha 22:03, 25 July 2011 (UTC)

Solidification
We could consider "Solidifying" online educational Text books, so they are not editable, once we write them Accurately, to prevent Sabotage and disruption of Wikiversity. votes can be taken, to change content, but only if deemed Progressive and Accurate--Gaon Abhinava 04:26, 27 July 2011 (UTC)

 * I find uploading pdfs which can be used as aids is very effective way of doing this. It means that the document cannt just be changed. However it also emans that deivative versions can also readily be produced.Leutha 20:40, 29 July 2011 (UTC)
 * There is a simpler way. Pages may be protected so that only custodians may edit them. We have no resources, to my knowledge, ready for such protection. Another device would be that a course may have a list of versions of pages. Except for deletion by custodians, revisions in page history may not be edited. A related facility is semiprotection, which restricts editing by editors not registered or not having edited for a certain time and with a certain minimum number of edits.
 * However, Gaon, voting to change pages introduces a complex structure, and we have enough trouble encouraging people to participate at all. Who votes? Everyone? How do people know that a vote is taking place? Yes, it can be done, but ... I'm encouraging you to get involved in creating content and in supporting the wiki in other ways, so that you can better see what it is you are trying to improve. We have very little difficulty here with "sabotage and disruption," and there would be little support for protecting pages at this time. I will consider, however, proposing that certain kinds of protection could be routine, i.e., done on request by any established user. Finished textbooks, however, should go to Wikibooks. --Abd 13:41, 30 July 2011 (UTC)

Automated software
We can use Automated software to help with the assessment process. Courses, Tests, and the entire System can be made faster and easier. Maybe use many virtual agents, to answer and direct Students, according to the possible communication that may be prompted.--Gaon Abhinava 04:26, 27 July 2011 (UTC)

Virtual Report Card
To Simplify this, We could create Wikicredentials, to be as Simple as an official virtual Report card, from Wikiversity. Stating your test Scores, Aptitude, I.Q, Etc... Thus Determining your Mental Capacity and Progress from your Last Report Card Of Wikicredentials.... Or it could be a Virtual Certificate, Stating your Completion of High Quality Education Courses,

Virtual Certificates
According to Specific Guidelines and criteria, We could make this a Reality. very simply, Do we have to have someone else's permission to give Virtual Certificates upon the completion of Courses?--Gaon Abhinava 04:26, 27 July 2011 (UTC)

The Establishment of WickiCredentials
We need to raise awareness of this idea, and determine if we will get a great return on this investment. This is a team effort, and strategic plans can be Formulated to construct it's Genesis. -- Gaon Abhinava 20:24, 23 July 2011 (UTC) 20:02, 23 July 2011 (UTC)

title: Wikiversity:Wikicredentials


text:
User talk:Kaylafox21

Hello How are you ? I am new here too, but I've made many contributions so far. It seems allot to learn at first. I wish we could graduate here for free!

title: User talk:Kaylafox21


text:
User:Gaon Yincang Abhinava

Jesus Saves.

title: User:Gaon Yincang Abhinava


text:
Talk:Learning theories in practice/Task-Based Learning

"Most researchers would agree that effective language learning takes place under four conditions. To learn a language with reasonable efficiency, three essential conditions must be met and one additional condition is desirable." -- But what are these conditions??????????


text:
Literature/2006/Jones

 * http://torrentfreak.com/the-swedish-pirate-party-presents-their-election-manifesto/

Excerpts

 * Protected integrity in an open society
 * The development of technology has made sure Sweden and Europe stand before a fork in the road. The new technology offers fantastic possibilities to spread culture and knowledge all over the world with almost no costs. But it also makes way for the building of a society monitored at a level unheard of up until now.
 * In no time, the monitoring state has advanced its positions strongly in Sweden. This development threatens equality and safety before the law, and nothing indicates that it even adds to security. The Pirate Party believes this is the wrong way to go.
 * The right to privacy is a corner stone in an open and democratic society. Each and everyone has the right to respect for one’s own private and family life, one’s home and one’s correspondence. If the constitutional freedom of information is to be more than empty words on a paper, we much defend the right for protected private communication.

Wikimedia

 * Pirate Party (Sweden)

title: Literature/2006/Jones


text:
Literature/2002/Wilson

 * http://informationr.net/ir/8-1/paper144.html

Authors

 * Thomas D. Wilson
 * Professor Emeritus, University of Sheffield, UK

Abstract
Examines critically the origins and basis of 'knowledge management', its components and its development as a field of consultancy practice. Problems in the distinction between 'knowledge' and 'information' are explored, as well as Polanyi's concept of 'tacit knowing'. The concept is examined in the journal literature, the Web sites of consultancy companies, and in the presentation of business schools. The conclusion is reached that 'knowledge management' is an umbrella term for a variety of organizational activities, none of which are concerned with the management of knowledge. Those activities that are not concerned with the management of information are concerned with the management of work practices, in the expectation that changes in such areas as communication practice will enable information sharing.

Excerpts

 * Knowledge management (whatever it is) also shows signs of being offered as a Utopian ideal ....
 * It can be seen that the term [knowledge management] did not occur until 1986 and from 1986 to 1996, there were only a few occurrences in each year. From 1997 to date, however, the growth has been exponential, but the data for 2002 suggest that the rate of growth has slowed considerably.
 * ... tacit knowledge is hidden knowledge, hidden even from the consciousness of the knower. This is why Polanyi used the phrase 'We know more than we can tell.' A phrase parroted even by those who mis-use the idea and believe that this hidden knowledge, inaccessible to the consciousness of the knower, can somehow be 'captured'.
 * The literature of 'knowledge management' claims that the 'people' dimension is more important than the technological (in spite of the fact that most of the same literature is heavily oriented towards technology use).

Wikimedia

 * Knowledge management

Chronology

 * cf. Implicature
 * cf. Metaphor
 * cf. Implicature
 * cf. Metaphor
 * cf. Implicature
 * cf. Metaphor
 * cf. Implicature
 * cf. Metaphor
 * cf. Implicature
 * cf. Metaphor

Reviews

 * Lucas McDonnell (2007) "Is knowledge management just nonsense?"

title: Literature/2002/Wilson


text:
Literature/2002/Blair

 * http://portal.acm.org/citation.cfm?id=639516.639523

Authors

 * David Blair (information technologist)
 * Computer and Information Systems, Graduate School of Business, University of Michigan
 * DBLP

Abstract
This article examines the nature of Knowledge Management - how it differs from Data Management and Information Management, and its relationship to the development of Expert Systems and Decision Support Systems. It also examines the importance of Communities of Practice and Tacit Knowledge for Knowledge Management. The discussion is organized around five explicit questions. One: What is "knowledge"? Two: Why are people, especially managers, thinking about Knowledge Management? Three: What are the enabling technologies for Knowledge Management? Four: What are the prerequisites for Knowledge Management? Five: What are the major challenges for Knowledge Management?

Wikimedia

 * Knowledge management

title: Literature/2002/Blair


text:
Literature/2005/Ingwersen

Wikimedia

 * Human-computer interaction

Reviews

 * D. Soergel & Xiaoli Huang (Aug 2, 2006)

title: Literature/2005/Ingwersen


text:
Averages

Given any collection of real numbers, an average is a single number intended to give an estimate of the general magnitude of the numbers. Formally, it is a function from a set of n numbers to a single number with the following properties:

 * 1) If all the numbers are equal, their average should also equal this value: AV(x, x, x, ...) = x.
 * 2) The average must not exceed the maximum of the numbers nor be less than their minimum.  We may wish to be stricter and say that if not all the numbers are equal, it must be greater than the minimum and less than the maximum, but this would rule out the median as an average, since the median of say (1,1,1,1,2) is 1.
 * 3) The average must be multiplicatively linear, i.e. if all numbers are multiplied by the same constant k their average will be multiplied by the same number: AV(kx, ky) = k.AV(x, y).
 * 4) The average must be order invariant; if we permute the numbers, it will not change their average: AV(y, x) = AV(x, y).  This rules out just picking the first number, or the average of the first and last, or other weighted averages.
 * 5) The average must be monotonic; if any one number increases (the others being unchanged), the average must not decrease, and vice versa.  This rules out some "robust measures", where outliers are rejected before the average is taken.  We may wish to be stricter and say that if any number increases, so must the average.  Again, this would rule out the median as an average, since the median of say (1,1,1,1,2) and (1,1,1,2,2) are both 1.

It might be supposed that the average should be translation invariant, so that if all numbers are increased by the same constant k their average will increase by the same number: AV(x+k,y+k) = AV(x,y)+k. However, it can be shown that there is only one average meeting this and the other requirements strictly: the arithmetic mean discussed below. If the less strict versions of the requirements are used, the median and other quartiles would meet all the requirements.

It might also be supposed that the average should be a continuous function of the numbers. Again, this would rule out quartiles.

The arithmetic mean
The simplest average is the arithmetic mean, defined as the sum of the numbers divided by the number of numbers. Thus the average of {1,2,3,4,5) is (1+2+3+4+5)/5 = 3.

Exercise: Verify that this meets all the conditions above, including the stricter versions.

The geometric mean
Another common average is the geometric mean, obtained by multiplying all the numbers together and, if there are n numbers, taking the nth root. Thus the geometric mean of {1,2,3,4,5) is (1x2x3x4x5)1/5 = 2.605 (approximately).

Note that the geometric mean should not be used if any of the numbers is negative (why?) and is zero if any of the numbers is zero, no matter how large the other numbers are (why?).

Exercise: Verify that the geometric mean meets all the conditions above, including the stricter versions.

The arithmetic/geometric inequality
Unless all the numbers are equal, the geometric mean is always less than the arithmetic mean.

This is easily proved for just two numbers and three numbers; the outlines of the proof are:

If a and b are two unequal non-negative numbers, then

 * $$\displaystyle(\sqrt a-\sqrt b)^2 > 0$$

This can be rearranged as

 * $$\displaystyle \frac{a+b}{2} > \sqrt(a \times b)$$

If a, b and c are three non-negative numbers, not all equal, then

 * $$\displaystyle (a^{1/3} - b^{1/3})^2 + (b^{1/3} - c^{1/3})^2 + (c^{1/3} - a^{1/3})^2 > 0$$

So

 * $$\displaystyle [(a^{1/3} - b^{1/3})^2 + (b^{1/3} - c^{1/3})^2 + (c^{1/3} - a^{1/3})^2] \times [a^{1/3} + b^{1/3} + c^{1/3}] > 0$$

This can be rearranged as

 * $$\displaystyle \frac{a+b+c}{3} > (a \times b \times c)^{1/3}$$

For four numbers, take the numbers in pairs and apply the already proven result for two numbers.

Quantifying the arithmetic/geometric inequality
How can we assess whether the geometric mean is close to the arithmetic mean, or substantially less?

Given a set of n numbers {x1 ... xn}, let their arithmetic mean be m and

 * $$\displaystyle y_i = \frac{x_i}{m}-1$$ so $$\displaystyle x_i = m(1+y_i).$$

Then the sum of the yi is zero. (Why?) We assume that the xi do not diverge too much from their mean, so the yi are fairly small numbers and we can expand log (1+y) in a power series.

 * $$\displaystyle \frac{GM}{AM} = {{\prod m(1+y_i)}^{1/n} \over m} = {\prod (1+y_i)}^{1/n}.$$

 * $$\displaystyle \log \left( \frac{GM}{AM} \right) = \frac{1}{n} \sum log(1+y_i) \approx \frac{1}{n} \sum (y_i - \frac{1}{2} y_i^2) = - \frac{1}{2} \frac{1}{n}y_i^2$$ (since Σ yi is zero). Thus

 * $$\displaystyle \frac{GM}{AM} \approx 1 - \frac{1}{2} \frac{1}{n}y_i^2.$$ (Why?)

In other words, the greater the dispersion of the numbers about their arithmetic mean, the greater the difference between the two means.

Exercise: Some approximations have been made in deriving this result. Demonstrate by actual calculations that the result is true in general.

Root mean square
The RMS is the square root of the arithmetic mean of the squares of a collection of numbers, i.e.

 * $$\displaystyle RMS(x_1 ... x_n) = \sqrt { \frac{1}{n} \Sigma x_i^2 } $$

This average should not be used for a mixture of positive and negative numbers (why?).

Exercise: Verify that this meets all the conditions above, including the stricter versions.

Unless all the numbers are equal, the RMS is always greater than the arithmetic mean. This is easily proved for just two numbers by considering the square of the RMS and of the arithmetic mean:

 * $$\displaystyle \frac{x^2+y^2}{2} - \left ( \frac{x+y}{2} \right )^2 = \frac{1}{4} (2x^2+2y^2-x^2-2xy-y^2) = \frac{1}{4} (x^2+y^2-2xy) = \frac{1}{4} (x-y)^2 > 0$$

A similar but more complex proof will work for any number of numbers. With a slight extension of the proof, it may be shown that if m is the arithmetic mean and s2 is the variance of a set of numbers, then $$RMS = \sqrt (m^2 + s^2).$$

Harmonic mean
The harmonic mean of a set of numbers is the reciprocal of the arithmetic mean of the reciprocals of those numbers. Thus for three numbers we have

 * $$\displaystyle harmonic \,\, mean(x,y,z) = \frac{3}{\frac{1}{x}+\frac{1}{y}+\frac{1}{z}}$$

This mean should not be used if any number is zero or negative (why?).

Exercise: Verify that this meets all the conditions above, including the stricter versions.

Unless all the numbers are equal, the harmonic is always less than the geometric mean. This follows because its reciprocal is the arithmetic mean of the reciprocals of the numbers, hence is greater than the geometric mean of the reciprocals which is the reciprocal of the geometric mean. Thus we have:

 * harmonic mean < geometric mean < arithmetic mean < RMS.

Rth power mean
The rth power mean of a set of numbers, for any real number r, is

 * $$\displaystyle mean(x_1 ... x_n) = \left ( \frac{1}{n} \Sigma x_i^r \right )^\frac{1}{r} $$

This average should only be used for positive numbers if r < 0 and non-negative numbers if r > 0 (why?).

Exercise: Verify that this meets all the conditions above, including the stricter versions.

This mean is undefined for r = 0, but the limit as r tends to 0 is the geometric mean. Thus all of the averages we have considered so far are special cases of this mean (r = -1, harmonic; r = 0, geometric; r = 1, arithmetic; r = 2, RMS).

It can be shown that for any collection of positive numbers (not all equal), this mean is a continuous, strictly monotonic increasing function of r; the inequalities above are special cases of this. As r tends to infinity, the mean tends to the maximum of the xi, and as r tends to minus infinity, the mean tends to the minimum of the xi.

Power plus 1 mean
The power plus 1 mean of a set of numbers, for any real number s, is

 * $$\displaystyle mean(x_1 ... x_n) = \frac{\Sigma x_i^{s+1}}{\Sigma x_i^s}$$

If s=0, this is the arithmetic mean; if s=-1 it is the harmonic mean.

Note in particular that if s=1, this is RMS2/(arithmetic mean). If m is the arithmetic mean and s2 is the variance of a set of numbers, than the s=1 mean is

 * $${{m^2+s^2} \over m} = m(1+\frac{s^2}{m^2}) > m$$

It can be shown that this type of mean behaves much like the rth power mean. For any collection of positive numbers (not all equal), this mean is a continuous, strictly monotonic increasing function of s. As s tends to infinity, the mean tends to the maximum of the xi, and as s tends to minus infinity, the mean tends to the minimum of the xi.

Both of these types of mean can be regarded as a special case of the following:

 * $$\displaystyle mean(x_1 ... x_n) = \left( \frac{\Sigma x_i^{s+r}}{\Sigma x_i^s} \right)^{1/r}$$

Clearly, if s=0 this is the forth power mean; if r=1 this is the power plus 1 mean.

Mixed averages
More types of average can be found by mixing different averages, provided that the formula is symmetric in the variables. For example, for any three numbers x, y, z, the following are all averages:

 * $$\frac{1}{3}(\sqrt(xy) + \sqrt(yz) + \sqrt(zx))$$

 * $$\sqrt ( \frac{1}{3}(xy + yz + zx) )$$

 * $$\frac{1}{2}((x+y)(y+z)(z+x))^{1/3}$$

== The median and other quartiles As noted above, the median is an average if we do not require some strict inequalities in the definition. In fact, this is true of any quartile of the distribution, even maximum and minimum. It may seem perverse to call the maximum and minimum "averages". However, the fundamental purpose of an average is to give an estimate of the order of magnitude of a group of numbers. If the range of numbers is small, the maximum and minimum can do this; if the range is very large, any one number as the average may be misleading. As noted above, the maximum and minimum are limiting values of other averages as parameters tend to infinity. == It may be argued that any quartile other than the median is "biased" hence unsatisfactory. However, if in a group of numbers a few of them are much larger or much smaller than the others ("outliers"), any average may seem biased. For example, consider {1,2,3,4,5,6,7,8,144}. The arithmetic mean is 20, far higher than the upper quartile of 7 and indeed far higher than all but one of the numbers.

The mode
The mode is not an average. Firstly, it is not always uniquely defined; for example, in {1,1,1,2,2,3,3,3} there are two modes, 1 and 3 (which are also the minimum and maximum). Secondly and more important, it does not satisfy the monotonicity rule. Consider the set of eight numbers

 * {1,1,1,2,2,2,2,3}

The mode is 2. Now suppose the seventh number increases from 2 to 3:

 * {1,1,1,2,2,2,3,3}

The joint modes are now 1 and 2. Now suppose the sixth number increases from 2 to 4:

 * {1,1,1,2,2,3,3,4}

The mode is now 1.

Transformation means
Let f(x) be any strictly monotonic function. Given a set of numbers {x1 ... xn}, define:

 * 1) yi = f(xi)
 * 2) Y as the arithmetic mean of the yi
 * 3) X as the solution of the equation Y = f(X).

X is then the transformation mean of the xi with respect to f(x).

Examples: f(x) = xr gives the rth power mean; f(x) = log(x) gives the geometric mean.

Exercises
 * 1) Will such a mean always obey the conditions at the beginning of the article?
 * 2) Would using a different sort of mean at step 2, e.g. the geometric mean, give yet another sort of average?
 * 3) Why does the equation in step 3 always have one and only one solution?  Does it matter if f(x) is not continuous?
 * 4) Find a function f(x) such that the transformation mean equals the median.

title: Averages


text:
Literature/1978/Small

 * http://www.garfield.library.upenn.edu/small/hsmallsocstudsciv8y1978.pdf

Wikimedia

 * Citation analysis
 * Bibliographic coupling

title: Literature/1978/Small


text:
Literature/1976/Leach

 * http://books.google.com/books?id=npx_mKKJo88C

Authors

 * Edmund Leach
 * Provost (1966–1979), King's College, Cambridge University.

Excerpts

 * By converting ideas, products of the mind (mentifacts), into material objects 'out there,' we give them relative permanence, and in that permanent material form we can subject them to technical operations which are beyond the capacity of the mind acting by itself. (p. 37)
 * Cited by

Chronology

 * cf. meme
 * cf. meme
 * cf. meme
 * cf. meme
 * cf. meme
 * cf. meme

title: Literature/1976/Leach


title: File:Nm1.s11.Mtg14.pg1.fig1.svg


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Literature/1978/Sacks

Editor

 * Sheldon Sacks
 * Founding Editor, Critical Inquiry, University of Chicago

Overview
On Metaphor, a collection of fourteen essays by eminent philosophers, literary critics, theologians, art historians, and psychologists, illustrates and explores a striking phenomenon in modern intellectual history: the transformation of metaphor from a specialized concern of rhetoricians and literary critics to a central concept in the study of human understanding. These lively and provocative essays probe the nature, function, and meaning of metaphor and collectively demonstrate the multidisciplinary implications of the concept.

Because of its comprehensive scope, the volume is useful both as a resource for those interested in contemporary philosophy and theories of language and as a text for courses in such areas as the philosophy of language, critical theory, and the philosophy of knowledge. Originally published as a special issue of Critical Inquiry, the present collection includes two new contributions by Max Black and Nelson Goodman, along with a comprehensive index to the work.

Contents

 * Table of Contents

Special Issue: On Metaphor
 * Ted Cohen: "Metaphor and the Cultivation of Intimacy"
 * Paul de Man: "The Epistemology of Metaphor"
 * Donald Davidson: "What Metaphors Mean"
 * Wayne C. Booth: "Metaphor as Rhetoric: The Problem of Evaluation"
 * Karsten Harries: "Metaphor and Transcendence"
 * David Tracy: "Metaphor and Religion: The Test Case of Christian Texts"
 * Richard Shiff: "Art and Life: A Metaphoric Relationship"
 * Howard Gardner and Ellen Winner: "The Development of Metaphoric Competence: Implications for Humanistic Disciplines"
 * Paul Ricoeur: "The Metaphorical Process as Cognition, Imagination, and Feeling"

AFTERTHOUGHTS ON METAPHOR

 * W. V. Quine: "A Postscript on Metaphor"
 * Don R. Swanson: "Toward a Psychology of Metaphor"
 * Karsten Harries: "The Many Uses of Metaphor"
 * Wayne C. Booth: "Ten Literal 'Theses'"

CRITICAL RESPONSE

 * Margaret Schaefer: "Psychoanalysis and the Marionette Theater: Interpretation Is Not Depreciation"
 * Heinz Kohut: "A Reply to Maragaret Schaefer"

Kenneth Burke: "A Critical Load, Beyond That Door..."

title: Literature/1978/Sacks


text:
Literature/1976/Giddens

Authors

 * Anthony Giddens, Baron Giddens

title: Literature/1976/Giddens


text:
Business, politics and sport/Assignmemts

You have three assignments with which to demonstrate your grasp of the learning objectives:

 * 1) Essay
 * 2) Presentation
 * 3) Exam

These assignments are designed to give you the freedom and flexibility to study topics that are of interest, and for you to provide assessors with evidence that you have satisfied the learning objectives for this course.

The learning objectives for this course are:

 * 1) Explain the major catalysts responsible for the commodification of Australian sport
 * 2) Identify the similarities and differences between the commercialisation of Australian sport and international sport
 * 3) Discuss the ways in which sport and politics intersect
 * 4) Contribute to public debates about the politics of sport in modern societies.
 * 5) Communicate - express knowledge and ideas, present arguments and ideas effectively, listen and respond to the ideas of others and create and present new ideas.
 * 6) Develop your information literacy – locate, identify, collate, analyse, evaluate, interpret and present information.
 * 7) Engage in problem solving – identify problems and analyse the main features of problems relevant to their professional field, apply appropriate problem solving processes, arguments and critical thinking, implement and evaluate strategies for the resolution of problems, anticipate and define new problems, and identify and resolve new problems in new fields.

Essay
You are writing a paper for the The Journal of Sport and Exercise Studies. On the fifth week of this unit (15 September), please provide a 250 word outline for your intended topic in your user page on Wikiversity, and notify your unit convener when it is ready for review. If your outline is accepted, it will be listed on the journal's front page as a work in progress. You then have until the twelfth week of the unit (3 November) to complete your 2000 word paper on your Wikiversity user page.

 * Marking criteria
 * 10 marks - Meets the basic criteria, in that the article is submitted on a Wikiversity user page, has a clear title and a 250 word abstract that effectively summarises the introduction, body and conclusions of the article, and the whole article is not 250 words more or less than the 2000 word limit
 * 10 marks - Has an introduction that establishes a context (such as why the topic was chosen and what the background is) and introduces the questions, issues, findings and/or arguments that will be made in the article
 * 10 marks - Has a body with sub titled sections that details and progresses the questions, issues, findings and/or arguments of the article
 * 10 marks - Has a conclusion that reviews the main points in the article, and makes a clear and concise concluding statement based on the content presented in the body of the article
 * 10 marks - Supports all factual claims, data, quotes and paraphrased ideas with parenthetical referencing that includes hyperlinks to sources that are available online
 * 10 marks - Is well presented, with pictures and/or illustrations, logical section headings, clearly identified quotations, and an otherwise consistent and tidy layout
 * 10 marks - The article explains the role that business and politics play in the topic.
 * 10 marks - The article comments on the issue of commodification with respect to the topic
 * 10 marks - The article communicates an awareness of the similarities and differences in the topic from a local, state, national and international perspective
 * 10 marks - You have read and reviewed at least one other article written by a peer in your course*
 * * You are to review an academic article of one of your peers in this course. Your lecturer will assign you an article to review. Use the template form provided at the top of that article to offer feedback to the author and other readers. Your review should demonstrate that you have read and understood the paper, that you are prepared to give that paper thorough consideration, and that you are able to give useful and constructive suggestions and opinions on the article.

Presentation
You are to record and upload a 10 minute presentation on the same topic as your academic paper, or a new topic all together. You can use video, audio with images, or other multi media, but this presentation needs to be informative and engaging for an online audience.

 * Marking criteria
 * 10 marks - Meets the basic criteria in that the presentation is available online, is 10 minutes in duration, has a topic that is relevant to the business and politics of sport, has a clear title and a 250 word description that summarises the introduction, body and conclusion of the presentation, and that the published presentation is tagged "bsp2011".
 * 10 marks - The presentation has an introduction that establishes a context (such as why the topic was chosen and what the background is) and introduces the questions, issues, findings and/or arguments that will be made in the presentation
 * 10 marks - The presentation has a body where the details and of the questions, issues, findings and/or arguments are extended on, and progressed toward a conclusion
 * 10 marks - Has a conclusion that reviews the main points in the presentation, and makes a clear and concise concluding statement based on the content presented in the body of the presentation
 * 10 marks - A credits page that attributes all contributions and sampled media (all sampled media must have had a reusable copyright license), and a copyright license of Creative Commons Attribution over the finished presentation
 * 10 marks - The article communicates an awareness of the similarities and differences in the topic from a local, state, national and international perspective
 * 10 marks - Is well presented with clear and consistent sound quality, steady and interesting vision, and an engaging or even innovative presentation style
 * 10 marks - The presentation explains the role that business and politics plays in the topic.
 * 10 marks - The presentation comments on the issue of commodification with respect to the topic
 * 10 marks - The presentation communicates an awareness of the similarities and differences in the topic from a local, state, national and international perspective

You can see examples of student work, by searching for BPS2011 on Youtube
 * Examples

Exam
This "open book" exam will test your ability to find, understand, interpret and apply knowledge to do with the business and politics of sport, in a timely and thorough manner.* You will have one hour to complete as many of the 10 questions as you can. Knowing and remembering the detail of the topics covered in this unit will be a distinct advantage. Relying on your book (in our case your computer and the Internet) will slow your progress through the exam. Questions will be based on the seminars and presentations made during the unit, focusing on the major catalysts responsible for the commodification of Australian sport, the similarities and differences between the commercialisation of Australian sport and international sport, and the variety of ways in which sport and politics intersect.
 * * Please come to this exam with a laptop, or notify your lecturer well in advance that you will be needing one. Please ensure that your laptop is able to connect to the UC wireless during this exam.

There will be 10 questions in the exam, each worth 10 marks based on your ability to give full answers. Think of each answer as mini essays, with an introduction, a body and a conclusion. The introduction includes evidence that you have understood the question, and what you are going to use to answer it. The body is the detail of the answer. The conclusion is a summary of the question and the answer. It sounds repetitive, but its a sure way of making sure you're answered the question in full.
 * Marking criteria

View the exam questions used in the 2011 course: /Practice exam questions/
 * Examples

Support services
You have support to complete these assignments in the form of:
 * resources listed in this outline
 * unit convenor discussing the assignments in lectures/tutorials
 * instructional media and resources listed on the unit website
 * the Academic Skills Centre at the University of Canberra will provide one to one support for planning, writing and technical assistance in completing these assignments - for University of Canberra students who make an appointment.


text:
User:EGM6341.s11.team1.Chiu/Mtg16

Mtg 16: Mon, 7 Feb 11

[[media: Nm1.s11.mtg16.djvu| page16-1]]

Derivative MVT: (A. p.4 ; Apostol, Calculus, 1961, p.354)

 * nm1.s11.Mtg16.pg1.fig1.svg

$$ f: \mathbb{R}\rightarrow \mathbb{R} \ $$ continuous differentiable $$ \Rightarrow \exists \ $$ at least one point $$ \xi \in [a,b] \ $$ at

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

$$  \displaystyle \frac{f \left( b \right)-f \left( a \right)}{b-a}=f^{\left( 1 \right)} \left( \xi \right) \Rightarrow f \left( b \right)-f \left( a \right)=f^{\left( 1 \right)} \left( \xi \right) \left( b-a \right) $$
 * style="width:95%" |
 * style="width:95%" |
 * }

End Derivative MVT

Rolle's Theorem:

$$ f \left( a \right)=f \left( b \right)= \ $$ constant (e.g., zero) $$ \Rightarrow \exists \ $$ at least $$ \xi \in [a,b] \ $$ at $$ f^{\left( 1 \right)} \left( \xi \right)=0 \ $$

End Rolle's Theorem

Example:

 * nm1.s11.Mtg16.pg1.fig2.svg$$ f^{\left( 1 \right)} \left( . \right) \ $$ has 3 zeros $$ \ \color{red} \left \{ \xi^{0}_{1}, \xi^{0}_{2}, \xi^{0}_{3} \right \} \ $$

[[media: Nm1.s11.mtg16.djvu| page16-2]]

 * nm1.s11.Mtg16.pg2.fig1.svg$$ f^{\left( 2 \right)} \left( . \right) \ $$ has 2 zeros $$ \ \color{magenta} \left \{ \xi^{1}_{1}, \xi^{1}_{2} \right \} \ $$

 * nm1.s11.Mtg16.pg2.fig2.svg$$ f^{\left( 3 \right)} \left( . \right) \ $$ has 1 zero $$ \ \color{red} \left \{ \xi^{2}_{1} \right \} \ $$

End Example

Proof of LIET continued [[media: Nm1.s11.mtg15.djvu| page15-4]] Apply Rolle's theorem to $$ G \left( . \right): \ $$ $$ G^{ \left( 0 \right)}: \ $$ has at least $$ \left( n+2 \right) \ $$ zeros $$ G^{ \left( {\color{red}1} \right)}: \ $$ has at least $$ \left( n+{\color{red}1} \right) \ $$ zeros

[[media: Nm1.s11.mtg16.djvu| page16-3]] $$ \color{blue} \vdots \ $$ $$ \ \ $$ $$ \color{blue} \vdots \ $$

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

$$  \displaystyle G^{ \left( {\color{red}n+1} \right)} \ $$ has at least 1 zero (1)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

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

$$  \displaystyle \Rightarrow \exists \xi  \in {I}_{t} \ at \ G^{\left( n+1 \right)} \left( \xi \right)=0 $$     (2)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

[[media: Nm1.s11.mtg14.djvu| (1) p.14-3]] $$ G^{\left( n+1 \right)} \left( x \right) \underset{ \color{red} \underset{\left( 3 \right)}{\uparrow}}= e^{\left( n+1 \right)} \left( x \right)- \frac{q_{n+1}^{\left( n+1 \right)} \left( x \right)}{q_{n+1} \left( t \right)}e \left( t \right) \ $$

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

 * style="width:95%" |
 * style="width:95%" |

[[media: Nm1.s11.mtg11.djvu| (2) p.11-3]], [[media: Nm1.s11.mtg9.djvu| (2) p.9-2]], [[media: Nm1.s11.mtg8.djvu| (2) p.8-3]] $$ {\color{blue} \Rightarrow} e^{\left( n+1 \right)} \left( x \right) \underset{ \color{blue}\underset{HW*3.5}{\uparrow}}= f^{\left( n+1 \right)} \left( x \right)- \underbrace{0}_{ \color{blue}HW*3.6 \ f^{L \left( n+1 \right)}_{n} \left( x \right)} $$     (4)
 *
 * }

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

$$  \displaystyle q_{n+1}^{\left( n+1 \right)} \left( x \right)= \left( n+1 \right)! $$     (5)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

(3)-(5):
 * {| style="width:100%" border="0"

$$  \displaystyle G^{ \left( n+1 \right)} \left( x \right)=f^{\left( n+1 \right)} \left( x \right)- \frac{\left( n+1 \right)!}{q_{n+1} \left( t \right)}e \left( t \right) $$
 * style="width:95%" |
 * style="width:95%" |
 * }

Let $$ x= \xi \ $$ in (2) :

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

$$  \displaystyle G^{ \left( n+1 \right)} \left( \xi \right)=0=f^{\left( n+1 \right)} \left( \xi \right)- \frac{\left( n+1 \right)!}{q_{n+1} \left( t \right)}e \left( t \right) $$
 * style="width:95%" |
 * style="width:95%" |
 * }

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

$$  \displaystyle \Rightarrow e \left( t \right)= \frac{q_{n+1} \left( t \right)}{\left( n+1 \right)!} f^{\left( n+1 \right)} \left( \xi \right) $$
 * style="width:95%" |
 * style="width:95%" |
 * }

End Proof of LIET

title: User:EGM6341.s11.team1.Chiu/Mtg16


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Talk:First aid techniques

Major problems
This article contradicts many major current standards (and cited en.wp references, which themselves are verifiable to current standards) of CPR, including what to check when, and the interval and rate of compressions. Pretty serious stuff to be getting wrong! DMacks 07:38, 25 July 2011 (UTC)
 * So fix it! (Please!) --Abd 23:10, 25 July 2011 (UTC)

title: Talk:First aid techniques


text:
User:DMacks

I'm most easily contacted at the English Wikipedia project...w:User:DMacks.

title: User:DMacks


text:
Literature/1963/Lorenz

 * http://ams.allenpress.com/archive/1520-0469/26/4/pdf/i1520-0469-26-4-636.pdf

Author

 * Edward Norton Lorenz
 * Harvard (Master's 1940)
 * MIT (SM 1943, ScD 1948)
 * Professor Emeritus (1987-2008) at MIT
 * Publications
 * The term [butterfly effect] was first recorded from Lorenz's address at the annual meeting of the American Association for the Advancement of Science, on December 29, 1979.
 * According to the Web of Science online academic database, this paper has received at least 4000 unique citations by subsequent authors, making it one of the most-cited papers of all time.

Wikimedia

 * Lorenz attractor
 * The Lorenz attractor, named for Edward N. Lorenz, is an example of a non-linear dynamic system corresponding to the long-term behavior of the Lorenz oscillator. The Lorenz oscillator is a 3-dimensional dynamical system that exhibits chaotic flow, noted for its lemniscate shape. The map shows how the state of a dynamical system (the three variables of a three-dimensional system) evolves over time in a complex, non-repeating pattern.

 * Butterfly effect
 * In chaos theory, the butterfly effect is the sensitive dependence on initial conditions; where a small change at one place in a nonlinear system can result in large differences to a later state. For example, the presence or absence of a butterfly flapping its wings could lead to creation or absence of a hurricane.
 * Although the butterfly effect may appear to be an esoteric and unusual behavior, it is exhibited by very simple systems: for example, a ball placed at the crest of a hill might roll into any of several valleys depending on slight differences in initial position.
 * In 1961, Lorenz was using a numerical computer model to rerun a weather prediction, when, as a shortcut on a number in the sequence, he entered the decimal .506 instead of entering the full .506127. The result was a completely different weather scenario. Lorenz published his findings in a 1963 paper for the New York Academy of Sciences noting[citation needed] that "One meteorologist remarked that if the theory were correct, one flap of a seagull's wings could change the course of weather forever." Later speeches and papers by Lorenz used the more poetic butterfly. According to Lorenz, when Lorenz failed to provide a title for a talk he was to present at the 139th meeting of the American Association for the Advancement of Science in 1972, Philip Merilees concocted Does the flap of a butterfly’s wings in Brazil set off a tornado in Texas? as a title. Although a butterfly flapping its wings has remained constant in the expression of this concept, the location of the butterfly, the consequences, and the location of the consequences have varied widely.

 * Chaos theory
 * Sensitivity to initial conditions is popularly known as the "butterfly effect", so called because of the title of a paper given by Edward Lorenz in 1972 to the American Association for the Advancement of Science in Washington, D.C. entitled Predictability: Does the Flap of a Butterfly’s Wings in Brazil set off a Tornado in Texas? The flapping wing represents a small change in the initial condition of the system, which causes a chain of events leading to large-scale phenomena. Had the butterfly not flapped its wings, the trajectory of the system might not have been vastly different.
 * The Lorenz attractor is perhaps one of the best-known chaotic system diagrams, probably because it was not only one of the first, but it is also one of the most complex and as such gives rise to a very interesting pattern which looks like the wings of a butterfly.

 * Complex systems
 * A pioneer in the field, and inspired by Karl Popper's and Warren Weaver's works, Nobel prize economist and philosopher Friedrich Hayek dedicated much of his work, from early to the late 20th century, to the study of complex phenomena, not constraining his work to human economies but venturing into other fields such as psychology, biology and cybernetics. Gregory Bateson played a key role in establishing the connection between anthropology and systems theory; he recognized that the interactive parts of cultures function much like ecosystems.
 * Further Steven Strogatz from Sync stated that "every decade or so, a grandiose theory comes along, bearing similar aspirations and often brandishing an ominous-sounding C-name. In the 1960s it was cybernetics. In the 1970s it was catastrophe theory. Then came chaos theory in the '80s and complexity theory in the '90s." Later, complex science researches try to combine the natural science and the social science namely consilience science in the '00s.
 * One of Hayek's main contributions to early complexity theory is his distinction between the human capacity to predict the behaviour of simple systems and its capacity to predict the behaviour of complex systems through modeling.
 * Complexity theory is rooted in Chaos theory [...] Chaos is sometimes viewed as extremely complicated information, rather than as an absence of order. The point is that chaos remains deterministic. With perfect knowledge of the initial conditions and of the context of an action, the course of this action can be predicted in chaos theory. As argued by Ilya Prigogine, complexity is non-deterministic, and gives no way whatsoever to precisely predict the future ....
 * When one analyzes complex systems, sensitivity to initial conditions, for example, is not an issue as important as within the chaos theory in which it prevails. [...] the study of complexity is the opposite of the study of chaos. Complexity is about how a huge number of extremely complicated and dynamic sets of relationships can generate some simple behavioral patterns, whereas chaotic behavior [...] is the result of a relatively small number of non-linear interactions.
 * Therefore, the main difference between Chaotic systems and complex systems is their history. Chaotic systems do not rely on their history as complex ones do.
 * In a sense chaotic systems can be regarded as a subset of complex systems distinguished precisely by this absence of historical dependence. Many real complex systems are, in practice and over long but finite time periods, robust. However, they do possess the potential for radical qualitative change of kind whilst retaining systemic integrity. Metamorphosis serves as perhaps more than a metaphor for such transformations.

Chronology

 * Strogatz, Steven H. (1994). Nonlinear Systems and Chaos. Perseus publishing.
 * Frøyland, J. & K. H. Alfsen (1984). "Lyapunov-exponent Spectra for the Lorenz Model". Phys. Rev. A 29 (5): 2928-2931.
 * Grassberger, P. & I. Procaccia (1983). "Measuring the Strangeness of Strange Attractors". Physica D 9 (1-2): 189-208.
 * Knobloch, Edgar (1981). "Chaos in the Segmented Disc Dynamo". Physics Letters A 82 (9): 439-440.
 * Lorenz, Edward Norton (1976). "Nondeterministic Theories of Climate Change." Quaternary Research. Vol.6
 * Haken, H. (1975). "Analogy between Higher Instabilities in Fluids and Lasers." Physics Letters A 53 (1): 77-78.
 * Edward N. Lorenz (1969). "Atmospheric Predictability as Revealed by Naturally Occurring Analogues." Journal of the Atmospheric Sciences 26: 636-646.
 * Edward N. Lorenz (1969). "Atmospheric Predictability as Revealed by Naturally Occurring Analogues." Journal of the Atmospheric Sciences 26: 636-646.

Comments
The second law of thermodynamics is such that nature gets more and more complex to the maximal entropy or to death over time, hence an indicator or arrow of time in a way. The butterfly effect sounds against it as well as contextualism. To overrate the initial condition is to underrate the general context, process, hystery, history, karma, and the like, hence speaking well of rationalism and innatism and ill of empiricism and behaviorism.

Accordingly, the universe just looks like a huge mathematical, computational automaton after the big bang. Science is just to be surprised at the bigger and bigger gap between the initial and subsequent states. There seems to be a nice chance of deductivist and reductionist predictions, regardless of "theory-laden" experiments. Everything good must rise from God while everything evil from Satan.

It should be taken seriously instead that the whole universe may exactly react or respond to every differential action or stimulation, including not only the initial but also all the subsequent conditions. Then the butterfly effect may be an oversimplification, typical of radical reductionism. The suggestive or supporting mathematical, computational simulation may have little or no bearing on actual phenomena at all.

Such may be the general pitfall of computationalism and cognitivism.

title: Literature/1963/Lorenz