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Wikiversity:Colloquium/archives/June 2012

Update on IPv6
(Apologies if this message isn't in your language. Please consider translating it, as well as the full version of this announcement on Meta)

The Wikimedia Foundation is planning to do limited testing of IPv6 on June 2-3. If there are not too many problems, we may fully enable IPv6 on World IPv6 day (June 6), and keep it enabled.

What this means for your project:

 * At least on June 2-3, 2012, you may see a small number of edits from IPv6 addresses, which are in the form " ". See e.g. IPv6 address. These addresses should behave like any other IP address: You can leave messages on their talk pages; you can track their contributions; you can block them. (See the full version of this announcement for notes on range blocks.)

 * In the mid term, some user scripts and tools will need to be adapted for IPv6.

 * We suspect that IPv6 usage is going to be very low initially, meaning that abuse should be manageable, and we will assist in the monitoring of the situation.

Read the full version of this announcement on how to test the behavior of IPv6 with various tools and how to leave bug reports, and to find a fuller analysis of the implications of the IPv6 migration.

--Erik Möller, VP of Engineering and Product Development, Wikimedia Foundation 00:53, 2 June 2012 (UTC)

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2011 Picture of the Year competition
commons:Commons:Picture of the Year/2011/Translations/mk • commons:Commons:Picture of the Year/2011/Translations/no • commons:Commons:Picture of the Year/2011/Translations/pl

Dear Wikimedians,

Wikimedia Commons is happy to announce that the 2011 Picture of the Year competition is now open. We are interested in your opinion as to which images qualify to be the Picture of the Year 2011. Any user registered at Commons or a Wikimedia wiki SUL-related to Commons [//toolserver.org/~pathoschild/accounteligibility/?user=&wiki=&event=24 with more than 75 edits before 1 April 2012 (UTC)] is welcome to vote and, of course everyone is welcome to view!

Detailed information about the contest can be found at the introductory page.

About 600 of the best of Wikimedia Common's photos, animations, movies and graphics were chosen –by the international Wikimedia Commons community– out of 12 million files during 2011 and are now called Featured Pictures.

From professional animal and plant shots to breathtaking panoramas and skylines, restorations of historically relevant images, images portraying the world's best architecture, maps, emblems, diagrams created with the most modern technology, and impressive human portraits, Commons Features Pictures of all flavors.

For your convenience, we have sorted the images into topic categories.

We regret that you receive this message in English; we intended to use banners to notify you in your native language but there was both, human and technical resistance.

See you on Commons! --Picture of the Year 2011 Committee 18:13, 5 June 2012 (UTC)

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A little help please
Huh, I would like to create a kind of resource about converting the integral forms of Maxwell's equations into the differential forms. First of all, does something like that belong here? If so, how do I go about doing it? Roshan220195 (talk) 16:04, 12 June 2012 (UTC)
 * Hmm...we have Maxwell's Equations but this looks like some of it is a copy-and-paste from Wikipedia. You could modify that page if you think it is a good place to start. Or, you can make a new page, perhaps something with a more descriptive title like Integral and differential forms of Maxwell's equations. It's possible to rename the page by moving it to a new page with a different title. Is this helpful? --HappyCamper (talk) 06:59, 13 June 2012 (UTC)
 * Yeah thanks. Roshan220195 (talk) 07:20, 13 June 2012 (UTC)

Question about research
Could someone please tell me if the following piece of research would be acceptable for Wikiversity:

 * A list of enactments which:

 * have been said (by sources with academic credentials) to be spent, obsolete, unnecessary, superseded, redundant, superfluous, or no longer of practical utility, or to have ceased to be in force otherwise than by express and specific repeal, or
 * have (by such sources) been recommended for, or said to suitable for, repeal without replacement or further provision being made
 * but which have, in either case, not been repealed, and which do not appear to be imminently about to be repealed.

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

The sort of sources that I have in mind are textbooks, articles in journals, things said by judges of the senior or superior courts acting ex officio, and the reports of Royal Commissions and bodies such as the Law Commission, the Scottish Law Commission, the Criminal Law Revision Committee appointed by the Home Secretary, and the Law Revision and Reform Committees appointed by the Lord Chancellor. The (probably very incomplete) list that I have already compiled includes sources from the late 1960s onwards. James500 (talk) 13:59, 16 June 2012 (UTC)

 * Yes, I think that is acceptable for Wikiversity. Great Repeal Bill comes to mind as a resource that goes even further by encouraging people to propose and discuss what laws should be repealed in the United Kingdom, which had some media coverage. -- dark lama  17:02, 16 June 2012 (UTC)

EduWiki Conference, University of Leicester, UK, 5-6 September 2012
Hello all, you may be interested in the EduWiki Conference that will be run jointly by Wikimedia UK and the University of Leicester, looking at the intersection of open-content wiki projects and education. Some presentation/ panel slots are still open. If you will be in the UK on those dates and are interested in talking with other Wikimedians and educators, about projects you've been working on, please get in touch with martin.poulter@wikimedia.org.uk. Please pass on this message to other suitable fora. Thanks, MartinPoulter (talk) 14:30, 25 June 2012 (UTC)

Wikimedia Foundation Request for Comment
You may be aware of the English Wikipedia's blackout to protest the proposed U.S. legislation Stop Online Piracy Act and PROTECT IP Act and the Italian Wikipedia's protest of the proposed Italian legislation DDL intercettazioni. The Wikimedia Foundation wants to know whether the Wikimedia community is willing for it to join an organization called the Internet Defense League, which has the professed aim of coördinating more such protests. Unfortunately, the Foundation representatives only directly notified that part of the community that is on the English Wikipedia. ☺ The RFC, on Meta, is hyperlinked above.
 * Requests for comment/Internet Defense League

Uncle G (talk) 11:51, 29 June 2012 (UTC)

Local project on internet freedom?
There is a related campaign to get people to support - or at least annotate and discuss - princinples for internet freedom.

So far there are a few examples of this; none very friendly to editing or refactoring: a Digital Bill of Rights (US centric, started by national representatives), and two more general Declarations of Internet Freedom (neither of which is exactly a declaration).

While I'm not sure how individual projects could meaningfully join or not join such efforts, a Wikiversity project to gather the annotations and discuss the development of a collaborative document of this form, might be interesting. –SJ + > 19:53, 2 July 2012 (UTC)

Mobile view as default view coming soon
(Apologies if this message isn't in your language. Please consider translating it, as well as the instructions on Meta)

The mobile view of this project and others will soon become the default view on mobile devices (except tablets). Some language versions of these projects currently show no content on the mobile home page, and it is a good time to do a little formatting so users get a mobile-friendly view, or to add to existing mobile content if some already exists.

If you are an administrator, please consider helping with this change. There are instructions which are being translated. The proposed date of switching the default view is July 5.

To contact the mobile team, email mobile-feedback-llists.wikimedia.org.

--Phil Inje Chang, Product Manager, Mobile, Wikimedia Foundation 04:47, 29 June 2012 (UTC)

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 * It looks like this is something we need to address - I get a blank page on going to en.m.wikiversity.org with my mobile device. -- Jtneill - Talk - c 11:56, 3 July 2012 (UTC)


text: File:SystemC.02.A.Processes.20120620.pdf

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


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User talk:Sh.minaee

hello. greetings.

Its shahriar minaee jalil. BA student at hamedan university of technology (hamedan,hamedan,iran),This page is created for my DATA-STRUCTURES final project.

I wish it was a good intro... --Sh.minaee (talk) 08:23, 20 June 2012 (UTC)

title: User talk:Sh.minaee


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Category:Draft Bills

This category is for draft Bills and proposals to draft Bills.

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title: File:CORDIC.BAM.4.A.20120619.pdf


text: Category:Law reform

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User:Numiri/KinderCalculus/forever numbers

The terms "infinity" & "infinitesimal" are quite a mouthful. The term "forever" is already a part of young children's vocabulary, so I use "forever big" & "forever small" instead.

We roughly follow Kiesler's text Non-Standard Calculus, but do not go into the details of the Extension and Transfer Principles. They are intuitive and children have been exposed to them since Kindergarten, when the number system undergoes successive extensions: Naturals -> Integers -> Rationals -> Reals -> Complex. After these extensions, yet another extension to Forever Big and Forever Small is not a big leap.

Below we summarize Chapter 1 of Keisler's text. As a matter of notation, ε & δ will be infinitesimals, H & K will be the infinite numbers, and a & b will be reals.

Definitions
  Hyperreals is an Extention of the real numbers that includes ±infinity, ±infinitesimal, and numbers of the form finite + infinitesimals. Statements about the reals Transfer to the hyperreals.  Infinitesimals are zero, ±ε  finite numbers are those that can be bounded by a real number, including those of the form  c+ε  Infinite numbers are of the form ±H

Infinity
Understanding Infinity is one of mankind's greatest achievements. It's a simple idea that every child has asked: "is infinity + 1 bigger than infinity?" and the answer is surprisingly understandable by the same child. No big fancy arithmetic or algebra is needed!

We go over Geogr Cantor's definition of size comparison. "Matching" is our term for the 1-to-1 & Onto mapping of sets. We go over the diagonal argument for irrationals, and power sets for more infinities. Here's is a good video http://ed.ted.com/lessons/how-big-is-infinity

Hyperreal Arithmetic
from page 31 of Keisler's text:

Standard-Parts Arithmetic
The Standard part of a hyperreal number, st(b), is the closest real number to b. We call it the best real estimate. Hence, st(c) - c = ε. The standard part is well defined & unique. Starndard Part arithmetic, from page 37:   st(-a) = -st(a)  st( a+b ) = st(a) + st(b)  st( a-b ) = st(a) - st(b)  st( ab ) = st(a) * st(b)  st( a/b ) = st(a) / st(b), for non-zero st(b)  st(an) = (st(a))n  st( $$\sqrt[n]{a}$$ ) = $$\sqrt[n]{st(a)}$$, for positive a  st(a) <= st(b)

Exercises
Section 1.5 (page 34) & Section 1.6 (page 40)


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Template:Charge ontology

=External links=

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User:JKL1234

Hi! I am JKL1234, and I am a proud Wikimedian. I think Wikis are very useful because of all the info they share with the world. Contact me on #wikiversity.

title: User:JKL1234


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User:Dicknick2645

Aged 66

interested in Parkinson's research because brother is a long-term Parkinsonian, and I have a bioscience backround.

Member of Parkinson's UK and its Research Supporter Network.

title: User:Dicknick2645


title: File:Fourier.1.B.CTFS.20120621.pdf


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Draft:Two-word terms

"The compound two-word term is employed to give more precision than either word alone would have, not being exact synonyms. And each word indicates the sense in which the other is used." Bold added.

The image at right is part of human history. And, human history is a two-word term.

Terminology
“[T]he main goal of terminology is not to represent concepts in order to manipulate them (as in artificial intelligence) but to define a common vocabulary we hope is consensual.” Bold added.

It should be possible to take an apparent term, especially a likely cultural, technical or scientific term, and locate its domain, etymology, lexicography, and pragmatics.

Words
Def.

 * 1) "[a] distinct unit of language (sounds in speech or written letters) with a particular meaning, composed of one or more morphemes, and also of one or more phonemes that determine its sound pattern",
 * 2) "[a]ny sequence of letters or characters considered as a discrete entity", or
 * 3) "[d]ifferent symbols, written or spoken, arranged together in a unique sequence that approximates a thought in a person's mind"

is called a word.

"In English and other space-delimited languages, it is customary to treat "word" as referring to any sequence of characters delimited by spaces. However, this is not applicable to languages such as Chinese and Japanese, which are normally written without spaces, or to languages such as Vietnamese, which are written with a space between each syllable."

Def. "words which are not found in a dictionary", are called out-of-vocabulary words.

Terms
Def. a "word or phrase, especially one from a specialised area of knowledge", or "a well-defined word or phrase" is called a term.

Term filtering
"Two-word terms [are] determined not to be of interest in the context of the whole document collection either because they do not occur frequently enough or because they occur in a constant distribution among different documents [deviation-based approach]."

Constant frequency
In Google scholar searches, "credit card" may appear more often associated with articles than "net income", for example, because of the common occurrence of the sentence "The only accepted payment is by credit card." with regard to purchasing a copy of the article or book.

Significant variations
The statistical significance approach "is to test whether the variation of the relative frequency of a given term t in the document collection is statistically significant."

Term relevance
"The notion of term relevance with respect to a document collection is [determined by assigning] each term its score based on maximal tf-idf (term frequency - inverse document frequency, maximal with respect to all the documents in the collection) [information retrieval approach]." For example, "net income" received a score of 17.17, but "big bank" received only 5.39 [which is above the irrelevance cutoff]. "Credit card" did not make the cutoff.

Depending on the meaning of "big bank", it may be a relative synonym for "dominant group". "Big" may suggest "important" (one of its synonyms) and a "bank" might be considered an "assemblage" (also a synonym), although the two words taken individually have more popular meanings.

Biological adults
"Although few or no established dictionaries provide a definition for the two word term biological adult, the first definition of adult in multiple dictionaries includes "the stage of the life cycle of an animal after reproductive capacity has been attained". Thus, the base definition of the word adult is the period beginning at puberty. Although this is the primary definition of the base word adult, the two word term biological adult stresses or clarifies that the original definition, based on the beginning of puberty, is being used (that is, the organism has matured to the biologically important point of being able to reproduce)."

Legal adults
"[A] legal adult is a legal concept for a person who has attained the age of majority and is therefore regarded as independent, self-sufficient, and responsible (contrast with "minor")."

Glossary
"[T]wo-word glossary items are the most common technical terms".

"Human use is supported by published glossaries, on-line glossary reference tools, and authoring environments that use glossaries to enable or enforce terminological consistency."

"[M]ost technical jargon is not likely to be included in a general-purpose dictionary."

Collocations
"In corpus linguistics, collocation defines a sequence of words or terms that co-occur more often than would be expected by chance. In phraseology, collocation is a sub-type of phraseme. An example of a phraseological collocation (from Michael Halliday ) is the expression strong tea. While the same meaning could be conveyed by the roughly equivalent powerful tea, this expression is considered incorrect by English speakers. Conversely, the corresponding expression for computer, powerful computers is preferred over strong computers. Phraseological collocations should not be confused with idioms although both are similar in that there is a degree of meaning present in the collocation or idiom that is not entirely compositional. With idioms, the meaning is completely non-compositional whereas collocations are mostly compositional."

Substitution restrictions
"We can say highly sophisticated, and we can say extremely happy. Both adverbs have the same lexical functions, that is adding the degree, or magnifying the impact of the adjectives (sophisticated, happy), However, they are not interchangeable. Still, other adverbs, such as very can replace both highly and extremely." .

Modified syntaxes
"Unlike the majority of idioms, collocations are subject to syntactic modification. For example, we can say effective writing and write effectively." .

Compound nouns
"Some words are often found together because they make up a compound noun, for example 'riding boots' or 'motor cyclist'." .

Syntactic relations
"Collocations can be in a syntactic relation".

Lexical relations
The "lexical relation" can be antonymy, or "in no linguistically defined relation." .

Key words
A collocation may be "a Key Word in Context ([Key Word in Context] KWIC)".

"A key-word is a single word with high frequency over the set of Web pages, and a key-term is a two-word term with very high frequency."

Collocation processing
"The processing of collocations involves a number of parameters, the most important of which is the measure of association, which evaluates whether the co-occurrence is purely by chance or statistically significant. Due to the non-random nature of language, most collocations are classed as significant, and the association scores are simply used to rank the results. Commonly used measures of association include mutual information, [Student's t-test] t scores, and log-likelihood. "

Collocation definitions
"Rather than select a single definition, Gledhill proposes that collocation involves at least three different perspectives: (i) cooccurrence, a statistical view, which sees collocation as the recurrent appearance in a text of a node and its collocates,  (ii) construction, which sees collocation either as a correlation between a lexeme and a lexical-grammatical pattern, or as a relation between a base and its collocative partners and (iii) expression, a pragmatic view of collocation as a conventional unit of expression, regardless of form.  It should be pointed out here that these different perspectives contrast with the usual way of presenting collocation in phraseological studies. Traditionally speaking, collocation is explained in terms of all three perspectives at once, in a continuum:

 * ‘Free Combination’ ↔ ‘Bound Collocation’ ↔ ‘Frozen Idiom’".

Color term
A color term (or color name) is a word or phrase that refers to a specific color. The color term may refer to human perception of that color (which is affected by visual context) which is usually defined according to the Munsell color system, or to an underlying physical property (such as a specific wavelength of visible light). There are also numerical systems of color specification, referred to as color spaces.

An important distinction must be established between color and shape, these two attributes usually are used in conjunction with one another when describing in language. For example, being labeled as alternative parts of speech terms color term and shape term.

Monolexemic color words are composed of individual lexemes, or root words, such as "red", "brown", or "olive". Compound color words make use of adjectives (e.g. "light brown", "sea green") or compounded basic color words (e.g. "yellow-green").

There are many different dimensions by which color varies. For example, hue (shades of red, orange, yellow, green, blue, and purple), saturation ("deep" vs. "pale"), and brightness or intensity make up the HSI color space. The adjective "fluorescent" in English refers to moderately high brightness with strong color saturation. Pastel refers to colors with high brightness and low saturation.

Some phenomena are due to related optical effects, but may or may not be described separately from the color name. These include gloss (high-gloss shades are sometimes described as "metallic"; this is also a distinguishing feature of gold and silver), iridescence or goniochromism (angle-dependent color), dichroism (two-color surfaces), and opacity (solid vs. translucent).

Languages are selective when deciding which hues are split into different colors on the basis of how light or dark they are. English splits some hues into several distinct colors according to lightness: such as red and pink or orange and brown. To English speakers, these pairs of colors, which are objectively no more different from one another than light green and dark green, are conceived of as belonging to different categories. A Russian will make the same red / pink and orange / brown distinctions, but will also make a further distinction between sinii and goluboi, which English speakers would simply call dark and light blue. To Russian speakers, sinii and goluboi are as separate as red and pink, or orange and brown.

The Ova-Himba have a perception of colors. The Ova-Himba use four color names: zuzu stands for dark shades of blue, red, green, and purple; vapa is white and some shades of yellow; buru is some shades of green and blue; and dambu is some other shades of green, red, and brown. It is thought that this may [be the Stroop effect] increase the time it takes for the Ova-Himba to distinguish between two colors that fall under the same Herero color category, compared to people whose language separates the colors into two different color categories.

White fish
Whitefish or white fish is a fisheries term for several species of demersal fish with fins, particularly Atlantic cod (Gadus morhua), Caspian kutum (Rutilus kutum), whiting (Merluccius bilinearis), and haddock (Melanogrammus aeglefinus), but also hake (Urophycis), pollock (Pollachius), or others.

"Whitefish (Coregonidae) is also the name of several species of Atlantic freshwater fish, so the use of the two-word term 'white fish' is less misleading."

Nonce words
A nonce word (also called an occasionalism) is a lexeme created for a single occasion to solve an immediate problem of communication.

The term is used because such a word is created "for the nonce". All nonce words are also neologisms. The term nonce word was apparently the creation of James Murray, the influential editor of the Oxford English Dictionary, March 2014.

Examples of nonce words include:

 * Fluddle, a word reported by David Crystal which he understood to mean a water spillage between a puddle and a flood, invented by the speaker because no suitable word existed. Crystal speculated in 1995 that it might enter the English language if it proved popular.
 * The Bouba/kiki_effect, Bouba and kiki, used to demonstrate a connection between the sound of words and their meaning.
 * Grok – coined by Robert Heinlein in Stranger in a Strange Land, and now almost mainstreamed.
 * The poem "Jabberwocky" is full of nonce words, with only one, chortle, becoming a word in common use.
 * The novel Finnegans Wake used the word quark as a nonce word. Physicist Murray Gell-Mann adopted this word as the name of a subatomic particle.

Hypotheses

 * 1) Dominant group connects a group with dominance.

title: Draft:Two-word terms


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Talk:Theory Design Lab

Weblinks

 * ScienceCasts: Did Earth Have Two Moons?

title: Talk:Theory Design Lab


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Aerodynamics/Inviscid and compressible flows

>back to Chapters

Transonic flow


title: File:CORDIC.BAM.2.A.20120622.pdf


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User:Nightdevil

 * Ah, what a sign it is of evil life,

Where death's approach is seen so terrible!
 * Henry VI, Part II, Act III, scene 3, line 5.

fa:کاربر:Nightdevil

title: User:Nightdevil


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United Kingdom Law/Reform

{| style="width:65%;"
 * style="background-color: cream; border: solid 1px gray; padding: 1em;" valign="top" |

Draft Bills
The following are draft Bills or proposals to draft Bills:

 * }

title: United Kingdom Law/Reform


text: Template:Terminology resources

title: Template:Terminology resources


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User:Arupako/Books/Spanish

From WIkipversity

 * Spanish 1
 * Spanish 1/Countries
 * Spanish 1/Linguistic characteristics
 * Spanish 1/Chapter 1 (The Basics)
 * Spanish 1/Chapter 2 (Activities)
 * Spanish 1/Chapter 3 (Adjectives)
 * Spanish 1/Chapter 4 (School)
 * Spanish 1/Chapter 5 (The Classroom)
 * Spanish 1/Chapter 6 (Food & Drink)
 * Spanish 1/Chapter 7 (Health)
 * Spanish 1/Chapter 8 (Destinations)
 * Spanish 1/Chapter 9 (Recreation & Lifestyle)
 * Spanish 1/Chapter 10 (Family & Celebrations)
 * Spanish 1/Chapter 11 (Adjectives & In a restaurant)
 * Spanish 1/Chapter 12 (The Bedroom)
 * Spanish 1/Chapter 13 (The Household)
 * Spanish 1/Chapter 14 (Shopping)
 * Spanish 1/Chapter 15 (At the Mall)
 * Spanish 1/Chapter 16 (Vacation)
 * Spanish 1/Chapter 17 (Community)
 * Spanish 1/Chapter 18 (Television)
 * Spanish 1/Chapter 19 (Computers)
 * Spanish 2
 * Spanish 2/Review
 * Spanish 2/Chapter 1 (Classroom Events)
 * Spanish 2/Chapter 2 (Free Time)
 * Spanish 2/Chapter 3 (Daily Activities)
 * Spanish 2/Chapter 4 (Fashion)
 * Spanish 2/Chapter 5 (Errands)
 * Spanish 2/Chapter 6 (On the Road)
 * Spanish 2/Chapter 7 (Childhood)
 * Spanish 2/Chapter 8 (Celebrations)
 * Spanish 2/Chapter 9 (Emergencies)
 * Spanish 2/Chapter 10 (Accidents)
 * Spanish 2/Chapter 11 (Television)
 * Spanish 2/Chapter 12 (Movies)
 * Spanish 2/Chapter 13 (Cooking)
 * Spanish 2/Chapter 14 (Picnics)
 * Spanish 2/Chapter 15 (Planning a trip)

title: User:Arupako/Books/Spanish


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User:Faizanalivarya

I am mostly active at English Wikipedia.

title: User:Faizanalivarya


text:
User talk:Faizanalivarya

Thanks for Visiting and Welcome
Hey, Hi, Welcome to my talk page, feel free to add your comments, I will try to respond as soon as possible you may also contact me on English Wikipedia Talk Page as I am mostly active there.--Faizanalivarya (talk) 11:00, 23 June 2012 (UTC)

title: User talk:Faizanalivarya


title: File:Sampling.8.B.Sampler.20120623.pdf


text: File:Sampling.9.B.Reconstructor.20120623.pdf


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text: File:Yogi Nils mit Tannenbaum.JPG

title: File:Yogi Nils mit Tannenbaum.JPG


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User:Margolotte

I'm here to study Italian!

title: User:Margolotte


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Draft:Original research/Electroweak interaction

In particle physics, the electroweak interaction is the unified description of two of the four known fundamental interactions of nature: electromagnetism and the weak interaction. Although these two forces appear very different at everyday low energies, the theory models them as two different aspects of the same force. Above the unification energy, on the order of 100 GeV, they would merge into a single electroweak force. Thus if the universe is hot enough (approximately 1015 K, then the electromagnetic force and weak force will merge into a combined electroweak force.

Radiation
"In radiation theory, the total number of light quanta is not constant. Light quanta are created when they are emitted from an atom, and are annihilated when they are absorbed."

By analogy to radiation theory, "The total number of electrons [and neutrinos] is not necessarily constant. Electrons (or neutrinos) can be created or annihilated. This ... is not analogous to the creation or annihilation of an electron-positron pair."

"[E]ach transition from a neutron to a proton is associated with the creation of an electron and a neutrino. The reverse process (change of a proton into a neutron) must be associated with the annihilation of an electron and a neutrino."

Weak interactions
The weak interaction is expressed with respect to nuclear electrons and the continuous β-ray emission spectrum of β decay.

The weak interaction of weak force acts over a distance (r) by

 * $$ \frac{1}{r} \ e^{-m_{W,Z} \ r}.$$

Electromagnetic interactions
The electromagnetic interaction is a fundamental force of nature that is felt by charged particles. Its exchange particle is the photon (symbol γ) and the many forms of electromagnetic radiation are a manifestation of this interaction.

Electromagnetic interactions act over a distance (r) by

 * $$\frac{1}{r^2}.$$

Electromagnetic interactions are long range attractions or repulsions between any particles or antiparticles that have charge. If the particles are attracted they stay together, because there is a continual exchange of photons.

Electroweak scale
"In particle physics, the electroweak scale is the energy scale around [246] 250 GeV, a typical energy of processes described by the electroweak theory. The particular number [246] 250 GeV is taken to be the vacuum expectation value [$$v = (G_F \sqrt{2})^{-1/2}$$] of the Higgs field" (where $$G_F$$ is the Fermi coupling constant).

Theoretical electroweak interactions
Def. a "unified description of electromagnetic interaction and weak nuclear interaction" is called an electroweak interaction.

Unified field theory
According to the current understanding of physics, forces are not transmitted directly between objects, but instead are described by intermediary entities called fields. Weak interaction is a repulsive short-range interaction responsible for some forms of radioactivity, that acts on electrons, neutrinos, and quarks. It is governed by the W and Z bosons.

Parity
"Like speeding rifle-bullets, high-energy electrons can spin about the direction of their motion. Electrons spinning clockwise are said by convention to be left-handed; those spinning anticlockwise are right-handed."

In "1956, Lee and Yang2 suggested that the so-called weak interaction, responsible for the β decay of unstable nuclei and the feeble force of the accompanying neutrinos, might exhibit a left–right preference — a feature soon established experimentally. In fact, the weak interaction was found to be maximally parity violating: only left-handed electrons participate in such reactions."

"[E]lectric and magnetic forces are mediated by massless photons, and parity is conserved: photons do not distinguish the handedness of electrons or any other elementary particles."

"The very short-range weak force, on the other hand, is mediated by heavy, electrically charged analogues of the photon — W bosons — that interact with the left-handed components of particles, but not with right-handed components."

"Like the W, the Z also mediates weak interactions and violates parity. But, unlike that in W-mediated interactions, the degree of parity violation in Z-mediated interactions is not maximal, because of mixing effects that can be expressed in terms of the 'weak mixing angle', θW. And because the Z boson, like the photon, is electrically neutral, it also interferes with electromagnetic reactions, resulting in a small — usually unobservable — degree of parity violation in these processes."

"The first definitive observation of a parity-violating effect caused by the Z boson — measured as sin2θW, at an uncertainty of around 10% — was made some 30 years ago by the E122 experiment, a forerunner of E158 at SLAC4.	E122 measured the difference between the scattering of left- and right-handed polarized electrons on a deuterium target".

"W and Z bosons are routinely created at high-energy accelerators, and their properties have been thoroughly scrutinized—experiments at SLAC and at CERN in Geneva have used colliding electron and positron beams tuned to the Z boson mass at around 91 GeV (9.1 $$\times$$ 1010 electronvolts) to measure the weak mixing angle, appropriate for high-energy studies, to an accuracy of less than 0.1% at high energies [right figure]."

"The E158 researchers [...] having recorded a staggering 1016 electron–electron collisions, did indeed observe an asymmetry of the anticipated magnitude [...]. The resulting experimental constraint, effective at relatively low energies (eff), of $$sin^2\theta_W^{eff}$$ = 0.2397±0.0013 (about 0.5% accuracy) provides the best existing determination of the weak mixing angle at low energy."

"The value obtained by E158 for the effective low-energy weak mixing angle is considerably larger than that obtained in experiments at higher energies, such as those that created real Z bosons at CERN and SLAC."

"Quantum effects, particularly ‘clouds’ of quark–antiquark excitations surrounding the electrons at short distances, modify the mixing of the photon and Z boson. This causes the effective weak mixing angle to change slowly as a function of the energy scale probed, a phenomenon known as ‘running’ [right figure]. The value of that parameter is expected to decrease by about 3% as one goes from relatively low-energy phenomena to the 'Z pole' of the CERN and SLAC measurements, and then to start increasing again at higher energies owing to quantum excitations of the heavy, charged W bosons."

"Results from E158 (ref. 1) and an earlier experiment on caesium atoms6, when compared with the more precise higher-energy determination, nicely establish the predicted low-energy running."

Neutral currents
Weak neutral current interactions are one of the ways in which subatomic particles can interact by means of the weak force. These interactions are mediated by the Z boson. The discovery of weak neutral currents was a significant step toward the unification of electromagnetism and the weak force into the electroweak force, and led to the discovery of the W and Z bosons.

From "the measurement of the ratios of neutral current to charged current ν and $$\bar\nu$$ cross-sections [...] $$sin^2\theta_W^{onshell}$$ = 0.2277 ± 0.0013(stat) ± 0.0009(syst), is 3 standard deviations above the standard model prediction."

Hypotheses

 * 1) The electroweak interaction is itself only a special case of the one general equation with an independent exponent.


text:
User:Orschstaffer/Essay - Education

Essay-Education in education on education with multiple views, philosophies, practices, ideals and political involvements and with an historical overview of the attainment of knowledge.

About Literature:

Don Quixote (1605 and 1615), by Miguel de Cervantes (1547-1616), is a literary genious in his imaginations and the book has wonderfully formatted chapter headings which summarize the content. This essay vaguely attempts to be titled in like manner. It is not imaginations, however, that this essay is written.

Education is the main thrust. If one was to search education, the attempt would closely resemble the title of this essay, which for all practical purposes has been shortened, as the search for education in itself requires a doctorate in disambiguation.

Humor, like Cervantes' Quixote, is not intentional in this essay, as the essence is problematic of such a topic which has been annihilated by philo-psycho-hypo-pedagogical entrepenuers. Once these particular folks are done with the subject, one must contend with certain beaurocracies, governmental and other acronimically monikered entities, and their prolific involvements in the business of educating. Historically, one may see all the above detailed, explained, presented, succumbed to and paid for in any number of educational, ecclesiastical, scientific, socialogic, geologic and demographic communities.

For all practical purposes ,

The intent of this essay is to strip away the dross of bias and ambiguity on the simplicity of attaining knowledge.

Education
Education is the process by which a person, community, or society shares and passes knowledge, skills, and values from one generation to the next. Education literally means to "bring forth what is within yourself".

Knowledge
Knowledge means to understand an idea or concept. When a person has the capacity and ability to use and act on an idea or concept understanding is achieved and knowledge is acquired. Knowledge may also be narrowly defined as an idea or concept that is understood and believed to be true. How knowledge is acquired is the subject of many theories and research efforts in the field of Epistemology".

The definition of knowledge is a matter of on-going debate among philosophers in the field of epistemology.

Terminology
Trivium, Quadrivium, Septuavium, and Human intervention in the science of knowledge and acquiring knowledge.

Collaborative learning
To collaborate in its general term of discuss and cooperate on the subject of learning in its general term of attaining knowledge in its general term of concensus of factual information. The division of knowledge into topical categories is not necessarily the scope of this section heading and others may collaborate on such topical interests in another heading section, however this section deals with how we may see eye to eye on the "subject" of learning. The scope of this section heading, as I intend, is to tie the term "education" to the process of how we learn, and that by how we are taught. To further narrow the cooperation part, learning in the context of attaining knowledge would entail the "how do we learn" part as synonamous to learning by experience and learning by being taught by someone else; herein the cooperative discussion may see fit to add other means of acquiring such general knowledge while keeping a safe distance from particular knowledge. The scope of this discussion should maintain that education is the means to this end.

title: User:Orschstaffer/Essay - Education


text:
User:JDSCBG

I am a student of Economics and Botany in the Western United States. I am particularly knowledgable in the fields of Jazz music and basketball as well.

JDSCBG (talk) 16:26, 24 June 2012 (UTC)

title: User:JDSCBG


text:
Charges/Interactions/Weak

The weak interaction is expressed with respect to nuclear electrons and the continuous β-ray emission spectrum of β decay.

Theoretical weak interactions
"If Egrav is the gravitational energy of a star and Etherm is its total thermal energy, then the binding energy of the star is given by Ebind = Egrav + Etherm < 0, where Egrav is negative and Etherm is positive. The temperature of the cores of stars is determined by the balance between the gravitational attraction and the gas pressure. Since the gravitational energy determines the gravitational force and the thermal energy determines the gas pressure, it is obvious that there exists a relation between the two. If the gas in the star behaves like an ideal gas, then 2Etherm + Egrav = 0, a result which is known as the viral theorem.14 The theorem is extremely simple and can be derived in just 6 lines.15"

"14Poincaré, H., Lecons sur les hypothéses cosmogoniques, Librarie Scientifique, A. Hermann, 1811. This theorem is also the basis for the negative effective specific heat of stars. Only at this point do we need the Clausius connection between kinetic energy and temperature [Clausius, R.J.E., Phil. Mag. 2, 1 (1851); ibid. 102; ibid. 12, 81 (1856)]. The temperature is given by the kinetic energy divided by the Boltzmann constant. If the star loses energy L, it must contract, i.e., reduce its radius, and consequently lower its negative gravitational energy Egrav. The kinetic energy T is then more positive, so the temperature rises. In this way the star can lose energy and increases its temperature, in contrast to normal matter. This is one of Eddington's famous paradoxes about stars: they lose energy and heat up."

"15 See Jeans, Astronomy and Cosmogony, Cambridge University Press, 1929, p. 67."

In the theoretical diagram on the right, the suggested quarks are shown as up (u), down (d), strange (s), charm (c), top (t) and bottom (b).

Electromagnetic interactions
Electromagnetic interactions act over a distance (r) by

 * $$\frac{1}{r^2}.$$

Neutrons
"In 1937, Gamow and Teller36 postulated an extremely important addition to Fermi's β-decay theory. They realized that there are cases where the Fermi theory fails to explain the decays. Consequently, Gamow and Teller proposed an ad hoc solution to explain the discrepancy. [... simplifying] the difference between the Fermi and Gamow-Teller interactions as they are expressed in the reaction relevant to stars, namely p + p → 2D + e+ + ν. In a Fermi interaction which converts a proton into a neutron and vice versa, the sum of all spins of the particles does not change. In a Gamow-Teller interaction, the total spin must change by one unit."

"What Gamow and Teller actually discovered was that the weak force, which is responsible for the β-decay, has two different components which behave and act differently and have different strengths. A good example is the electromagnetic force which can appear as a Coulomb force between electric charges or as a magnetic force acting on moving charges. The electric and magnetic components behave differently. Fierz37 generalized the theory by combining the Fermi and Gamow-Teller conditions into a unified theory of this complicated force."

"37Fierz, M., Zeit. für Phys. 194, 553 (1937)."

"When two particles are very close, the mutual screening [gives] rise to a short-range strong force which is of the right strength to hold protons and neutrons within the atomic nuclei. [...] The same process originates also a short-range "weak" force on the electron [of the simple deuterium nucleus] closely orbiting a proton, giving rise to the neutron structure which undergoes β- decay."

Experimentally, for the β- decay of 60Co:

 * $$\mathrm{_{27}^{60}Co} \rightarrow \mathrm{_{28}^{60}Ni} + W^-,$$ subsequently

 * $$W^- \rightarrow e^- + \bar\nu_e.$$

Protons
Part of the pp chain is

 * $$\mathrm{_{2}^{2}He} \rightarrow \mathrm{_{1}^{2}H} + W^+,$$ where subsequently

 * $$W^+ \rightarrow e^+ + \nu_e.$$

Experimentally, for the β+ decay of 11C:

 * $$\mathrm{_{6}^{11}C} \rightarrow \mathrm{_{5}^{11}B} + W^+,$$ subsequently

 * $$W^+ \rightarrow e^+ + \nu_e.$$

Also experimentally, for the β+ decay of 12Mg:

 * $$\mathrm{_{12}^{23}Mg} \rightarrow \mathrm{_{11}^{23}Na} + W^+,$$ subsequently

 * $$W^+ \rightarrow e^+ + \nu_e.$$

"Because parity symmetry (invariance under the spatial inversion (x, y, z) → (−x, −y, −z)) is violated only in the weak interaction, it provides a tool with which to isolate the weak interaction and thus to measure the proton’s weak charge1. Here we report the value 0.0719 ± 0.0045, where the uncertainty is one standard deviation, derived from our measured parity-violating asymmetry in the scattering of polarized electrons on protons, which is −226.5 ± 9.3 parts per billion (the uncertainty is one standard deviation)."

Beta particles
"In radiation theory, the total number of light quanta is not constant. Light quanta are created when they are emitted from an atom, and are annihilated when they are absorbed."

By analogy to radiation theory, "The total number of electrons [and neutrinos] is not necessarily constant. Electrons (or neutrinos) can be created or annihilated. This ... is not analogous to the creation or annihilation of an electron-positron pair."

"[E]ach transition from a neutron to a proton is associated with the creation of an electron and a neutrino. The reverse process (change of a proton into a neutron) must be associated with the annihilation of an electron and a neutrino."

"The Z boson may be studied as a resonance"

 * $$e^+ + e^- \rightarrow Z + \gamma.$$

The "observation of four electron-positron pairs and one muon pair [...] have the signature of a two-body decay of a particle of mass ~ 95 GeV/c2. These events fit well the hypothesis that they are produced by the process p¯ + p --> Z0 + X (with Z0 --> 1+ + 1-), where Z0 is the Intermediate Vector Boson postulated by the electroweak theories as the mediator of weak neutral currents."

β decay
"A β decay is the process by which a nuclear neutron changes into a proton at the same time as an electron, which is observed as a β ray, and a neutrino are emitted".

Electrons
Nuclear electrons apparently may be bound in orbits of nuclear dimensions.

"[A] nucleus [may consist] only of heavy particles - protons and neutrons."

Neutrinos
As part of the Mikheyev–Smirnov–Wolfenstein effect, "The presence of electrons in matter [affects neutrino propagation] due to charged current coherent forward scattering of the electron neutrinos (i.e., weak interaction). The coherent forward scattering is analogous to the electromagnetic process leading to the refractive index of light in a medium. ... With antineutrinos, the ... effective charge that the weak interaction couples to (called weak isospin) has an opposite sign."

Opticals
"The observation of a neutrino burst within 3 h of the associated optical burst from supernova 1987A in the Large Magellanic Cloud provides a new test of the weak equivalence principle, by demonstrating that neutrinos and photons follow the same trajectories in the gravitational field of the galaxy."

Intergalactic medium
The "decrease of the size of extended source with the increase of energy allows to measure weak magnetic fields with magnitudes in the range from ≤ 10−16 G to 10−12G if they exist in the voids of the Large Scale Structure."

Physics
The weak interaction of the weak force acts over a distance (r) given by

 * $$ \frac{1}{r} \ e^{-m_{W,Z} \ r}.$$

Hypotheses

 * 1) As different charges begin to mix, the electromagnetic interaction becomes weaker.

title: Charges/Interactions/Weak


text:
Talk:Collaborative Learning

Collaborative learning
To collaborate in its general term of discuss and cooperate on the subject of learning in its general term of attaining knowledge in its general term of concensus of factual information. The division of knowledge into topical categories is not necessarily the scope of this section heading and others may collaborate on such topical interests in another heading section, however this section deals with how we may see eye to eye on the "subject" of learning. The scope of this section heading, as I intend, is to tie the term "education" to the process of how we learn, and that by how we are taught. To further narrow the cooperation part, learning in the context of attaining knowledge would entail the "how do we learn" part as synonamous to learning by experience and learning by being taught by someone else; herein the cooperative discussion may see fit to add other means of acquiring such general knowledge while keeping a safe distance from particular knowledge. The scope of this discussion should maintain that education is the means to this end. Orschstaffer (talk) 18:46, 24 June 2012 (UTC)

title: Talk:Collaborative Learning


text:
User:Coppensi

Coppensi

User:Coppensi/Sandbox

title: User:Coppensi


text:
User talk:Coppensi

Coppensi

title: User talk:Coppensi


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User:Coppensi/Sandbox

This is a sandbox page for testing only. -Coppensi

{| width="60%" align="center" cellpadding="15px"
 * background="lightgray" | Analysis of Current Events
 * background="lightgray" | Analysis of Current Events

title: User:Coppensi/Sandbox


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User:Vjommgp

hey u all right here i am justin hagin here to get knowledge n give knowledge. i am a eager, newer in this world gaining knowledge n my time begins in 3..2..1.. (6/25/2012 @ 4:04)

title: User:Vjommgp


text:
User:Nisha2k04

the video

title: User:Nisha2k04


title: File:LEQ.RowReduction.1.A.20120625.pdf


text: Category:Canadian Law

title: Category:Canadian Law


text:
User:Spiritia/test

{| class="prettytable" width="100%" {Софтуерът, с който работи Уикипедия, се нарича Уикимедия. + Лъжа - Истина
 * type=""}

title: User:Spiritia/test


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Wikiversity:Candidates for Custodianship/Collingwood

Hello. I have greatly enjoyed editing on Wikiversity, and am applying for probationary custodianship so that I can assist this project further. In particular, I would tackle the backlog of files to be deleted.

I am already an administrator at Wikiquote and a reviewer at Wikibooks.--Collingwood (talk) 20:44, 25 June 2012 (UTC)

Custodians willing to mentor
Hi Collingwood, Thanks for nominating. I am willing to mentor. Sincerely, James -- Jtneill - Talk - c 23:07, 25 June 2012 (UTC)

Probationary custodian period started

 * ✅, Collingwood is now a probationary custodian. --SB_Johnny talk 09:28, 30 June 2012 (UTC)
 * Thank you.--Collingwood (talk) 18:55, 30 June 2012 (UTC)

Mentor's recommendation for full custodian status
I would like to recommend Collingwood for full custodian status. There has been an unnecessarily long probationary period (6 months). Collingwood has made over 1000 en.wv edits, the main resource development being electromagnetic radiation and radiation astronomy. Perusal of contribs and talk pages indicates that most edit activity has been non-controversial contribution to administrative tasks e.g., categorisation. Notably, however, Collingwood has also made almost 900 deletions (this intent was indicated in the request for probationary custodianship). Most deletions have been of files without copyright status, nominations for speedy deletion, and abandoned resources with minimal content. Collingwood has alerted authors of content, where appropriate, about copyright problems and, where questioned, provided helpful response e.g., User_talk:Zhaomeng, User_talk:Numiri. Also where appropriate, undeletion has been performed e.g., Requests_for_Deletion. Sincerely, James -- Jtneill - Talk - c 23:19, 29 November 2012 (UTC)

Discussion and questions
Questions to and discussion of the candidate.

Voting for full custodianship
Please enter vote and a brief comment here.

I agree with Jtneill's comments. --Marshallsumter (talk) 00:48, 30 November 2012 (UTC)

Collingwood has been very responsive in following up on the deletes I've requested. -- Dave Braunschweig (talk) 04:29, 30 November 2012 (UTC)

I have reviewed Collingwood's edits and feel that the y are a significant contribution to the site. Leutha (talk) 04:36, 2 December 2012 (UTC)

I'll support for what appears to be quality and effort of the contributions: including additions of information and the action towards copyright concerns. My concerns are: that the deletions on working knowledge remain unbiased, useful information from projects have a chance to be merged instead of deleted if they are abandoned, and speedy deletion of harmful material. Sidelight12 Talk 12:39, 3 December 2012 (UTC)
 * I do not believe that any articles I have deleted had anything of substance worth saving. I only use the "abandoned" reason when it is really just a few scraps, untouched for a long period.  There are more substantial articles, but these are spam and I have deleted them as solicitation.-Collingwood (talk) 12:43, 3 December 2012 (UTC)

The wikiversity needs people to take on the deletions. It is a thankless job which will need great persistence in the face of newbies who get upset and protest. Collingwood's edit history shows conscientious and responsible tidying. This is no easy job to take on. Volunteering for it is noble. The quality of wikiversity relies on cleaning up, as "anyone can edit". For content where someone has put in any amount of effort then "try to merge into an existing learning resource" would be sufficient warning. No need to suggest the exact place, unless that is easy. Conversely, content is King. Creating content (rather than pasting it) requires a lot of creative effort. One delete can turn away a contributor for life. In short, support, for great deletions so far; and hopefully the stimulation of great new content to come. 2ndGenCoder (talk) 23:22, 5 December 2012 (UTC)

Closure
Could a bureaucrat, custodian (or someone else) please close this discussion? (Seems straightforward, but as the mentor, I would prefer not to close.) -- Jtneill - Talk - c 22:49, 6 December 2012 (UTC)
 * ✅ Collingwood is now a full custodian. --SB_Johnny talk 14:38, 7 December 2012 (UTC)

Thanks to everyone for those lovely comments and to SB Johnny for closing.--Collingwood (talk) 08:23, 8 December 2012 (UTC)


text:
Draft:Original research/Libyan history

Archaeological evidence indicates that the coastal plain of ancient Libya was inhabited by Neolithic peoples from as early as 8000 BC, 10,000 b2k.

The Ancient Libyans were skilled in the domestication of cattle and the cultivation of crops.

History
History starts with events, particularly in human affairs.

These events are in the past.

As these events are no longer here in the present, they cannot be studied directly.

Sometimes there is a whole series of events connected with someone or something.

A continuous, typically chronological, record of important or public events or of a particular trend or institution is studied as a history of these events.

Libya
The vector, geographical map that approximately locates the political nation of Libya relative to other political nations such as Egypt, Sudan, Niger, Algeria, and Tunisia, and to physical geography features like the Mediterranean Sea is shown at the right.

At the left is a satellite image of the Earth's surface that corresponds currently with the political nation of Libya.

Theoretical Libyan history
Here's a theoretical definition:

Def. a country or province in north-central Africa, usually bordered to the North by the Mediterranean Sea with Egypt to the East is called Libya.

Def. a history of the country or province of Libya is called Libyan history.

Geography
The Tibesti Mountains, specifically Emi Koussi, is at 18°33'6"N 19°47'36"E.

Geology
The onset of the 5.9 kiloyear event's intense aridification resulted in the "green Sahara" rapidly transforming into the Sahara Desert as it is today.

Recent history
The recent history period dates from around 1,000 b2k to present.

On the right, the map shows Tripoli, Fezzan, and the Libyan Desert in 1885.

On the left, the map shows Egypt and Barbarie, with Tripoli included, in 1733.

Imperial Antiquity
In Felix Romuliana, "the construction [...] is [...] Imperial Antique (1st-3rd c.), and sometimes even late Hellenistic, [in] appearance."

In the late imperial antiquity map on the right, provincial boundaries (dashed red lines) are approximate and, in many places, very uncertain.

Early history
The early history period dates from around 3,000 to 2,000 b2k.

In its early history, Libya may have been considered to be all of Africa west of Egypt.

"Sataspes went down to Egypt, and there got a ship and crew, with which he set sail for the Pillars of Hercules. Having passed the Straits, he doubled the Libyan headland, known as Cape Soloeis, and proceeded southward. Following this course for many months over a vast stretch of sea, and finding that more water than he had crossed still lay ever before him, he put about, and came back to Egypt. Thence proceeding to the court, he made report to Xerxes, that at the farthest point to which he had reached, the coast was occupied by a dwarfish race, who wore a dress made from the palm tree. These people, whenever he landed, left their towns and fled away to the mountains; his men, however, did them no wrong, only entering into their cities and taking some of their cattle. The reason why he had not sailed quite round Libya was, he said, because the ship stopped, and would no go any further."

"These be the Libyan tribes whereof I am able to give the names; and most of these cared little then, and indeed care little now, for the king of the Medes. One thing more also I can add concerning this region, namely, that, so far as our knowledge reaches, four nations, and no more, inhabit it; and two of these nations are indigenous, while two are not. The two indigenous are the Libyans and Ethiopians, who dwell respectively in the north and the south of Libya. The Phoenicians and the Greek are in-comers."

Garamantian
The Garamantes were probably present as tribal people in the Fezzan by 1000 BC (3000 b2k). They appear in the written record for the first time in the 5th century BC: according to Herodotus, they were "a very great nation" who herded cattle, farmed dates, and hunted the Troglodytae (Ethiopian cave-dwellers) who lived in the desert, from four-horse chariots.

"Ten days' journey from Augila there is again a salt-hill and a spring; palms of the fruitful kind grow here abundantly, as they do also at the other salt-hills. This region is inhabited by a nation called the Garamantians, a very powerful people, who cover the salt with mould, and then sow their crops. From thence is the shortest road to the Lutophagi, a journey of thirty days. In the Garamantian country are found the oxen which, as they graze, walk backwards. This they do because their horns curve outwards in front of their heads, so that it is not possible for them when grazing to move forwards, since in that case their horns would become fixed in the ground. Only herein do they differ from other oxen, and further in the thickness and hardness of their hides. The Garamantians have four-horse chariots, in which they chase the Troglodyte Ethiopians, who of all the nations whereof any account has reached our ears are by far the swiftest of foot. The Troglodytes feed on serpents, lizards, and other similar reptiles. Their language is unlike that of any other people; it sounds like the screeching of bats."

Cyrenaica
In 525 BCE (2525 b2k) the Persian army of Cambyses II overran Cyrenaica, which for the next two centuries remained under Persian or Egyptian rule.

Alexander the Great was greeted by the Greeks when he entered Cyrenaica in 331 BCE (2331 b2k), and Eastern Libya again fell under the control of the Greeks, this time as part of the Ptolemaic Kingdom. Later, a federation of the Pentapolis was formed that was customarily ruled by a king drawn from the Ptolemaic royal house.

In the Hellenistic period from 323 BCE to 31 BCE (2323 to 2031 b2k), the Berbers were known as Libyans.

Cyrenaica is located at 31°00'N 22°30'E.

Cyrene
Cyrene is located at 32°49'30"N 21°51'29"E.

The ruins of Cyrene in the image on the right were built 631 BC (2631 b2k) by colonists from Santorini, Thera led by Battus I.

They found a dealer in purple dyes named Corobius. He had once traveled to an island across from Libya called Platea [or Plataea, modern Jazirat Barda`ah]. Grinus and Corobius sailed to Platea, when they reached their destination they left Corobius with months of supplies and Grinus went back to Thera to collect men to settle the newly made colony. After two years of settling the colony, they had little success and went back to the Pythia to get advice. The Pythia had repeated her advice to move directly to the country of Libya instead of across from Libya. So they moved to a place called Aziris. They settled there for six years, and were very successful until the Libyans visited the settlement of Aziris to convince the people to move further inland. They were swayed by the Libyans to move and settled into what is now Cyrene. The current king of that time Battus reigned for 40 years, until he passed on and his son, Arcesilaus, took over and reigned for 16 years, with no more or less population change until the Oracle had told the third king, another Battus, to bring Greek citizens to the settlement and with that expansion the Libyans had lost a lot of land surrounding Cyrene.

Although Cyrene was later incorporated into the Roman Empire, it was originally founded in 630 BC as a colony of the Greeks from the Greek island of Thera. 16 kilometers from Cyrene is the port of Apollonia (Marsa Sousa). The city promptly became the chief town of ancient Libya and established commercial relations with all the Greek cities, reaching the height of its prosperity under its own kings in the 5th century BC. Soon after 460 BC, it became a republic, and after the death of Alexander III of Macedon (323 BC) it was passed to the Ptolemaic dynasty.

Sabratha
Sabratha's port was established, perhaps about 500BCE (c. 2500 b2k), as the Phoenician trading-post of Tsabratan ṣbrtn, or ṣbrtʿn. This seems to have been a Berber name, suggesting a preëxisting native settlement.

Sabratha is located at 32°47'32"N 12°29'3"E.

Ancient history
The ancient history period dates from around 8,000 to 3,000 b2k.

"There are in Greek literature some very similar versions according to which Cronus [Saturn], of course during his universal reign, ruled over the western world or especially over Libya, Sicily and Italy."

At about 3,000 b2k, as shown in the map image second down on the right, Libya was the Cyrene peninsula.

Late Bronze Ages
The Late Bronze Ages begin about 3550 b2k and end about 2900 b2k.

The Libu are attested since the Late Bronze Age as inhabiting the region (Egyptian R'bw, Punic: lby), where the oldest known references to the Libu date to Ramesses II (ca. 3300 b2k) and his successor Merneptah, pharaohs of the Nineteenth Dynasty of Egypt, during the 13th century BC; LBW appears as an ethnic name on the Merneptah Stele.

In 630 BC, the ancient Greeks colonized the area around Barca in Eastern Libya and founded the city of Cyrene. Within 200 years, four more important Greek cities were established in the area that became known as Cyrenaica.

When the Greeks actually settled in the real Libya in the 630s (2630 b2k), the old name taken from the Egyptians was applied by the Greeks of Cyrenaica, who may have coexisted with the Libu.

The Phoenicians were the first to establish trading posts in Libya.

The merchants of Tyre (in present-day Lebanon) developed commercial relations with the Berber tribes and made treaties with them to ensure their cooperation in the exploitation of raw materials.

Neolithic
The Neolithic Subpluvial began during the 7th millennium BC and was strong for about 2,000 years; it waned over time and ended after the 5.9 kiloyear event (3900 BCE, 5900 b2k).

At the right is an image of an engraving of an elephant at Wadi Mathendous in southwest Libya. This engraving may date from the Neolithic Subpluvial.

Giraffes are shown in the engraving on the left.

The spear point or arrow point at the lower right from Algeria needs more descriptive information.

The image at the lower left shows petroglyphs of animals, including a crocodile, on rocks from Wadi Mathendous near Germa, Fezzan, southwestern Libya.

The lowest image on the left shows cave art exhibited at the Germa Museum, possibly from Wadi Mathendous.

Acacus mountains
Rock paintings and carvings at Wadi Mathendous and the mountainous region of Jebel Acacus are the best sources of information about prehistoric Libya, and the pastoralist culture that settled there. The paintings reveal that the Libyan Sahara contained rivers, grassy plateaus and an abundance of wildlife such as giraffes, elephants and crocodiles.

"Fossilized bones show that by the sixth millennium B.C. (or about 7,000 years ago), cattle, sheep and goats roamed over green savanna, and rock art [at left] depicts cows with full udders. The occasional image even shows milking".

Holocene
The Holocene starts at ~11,700 b2k and extends to the present.

The Holocene is a geological epoch which began at the end of the Pleistocene (around 12,000 14C years ago) and continues to the present. The Holocene is part of the Quaternary period. The period follows the last glacial period (regionally known as the Wisconsinan Glacial Period, the Baltic-Scandinavian Ice Age, or the Weichsel glacial).

Various populations of pastoralists have left paintings of abundant wildlife, domesticated animals, chariots, and a complex culture that dates back to at least 10,000 BCE [12,000 b2k] in Northern Niger and neighboring parts of Algeria and Libya.

Paleolithic
The paleolithic period dates from around 2.6 x 106 b2k to the end of the Pleistocene around 12,000 b2k.

Because of fossil and tool discoveries, there is proof that some representatives of Homo erectus for the first time about 2 million years ago over Northwest Africa south of Spain.

Around 600,000 years ago, there was probably a second wave [of Homo erectus].

About 200,000 years ago, early or archaic anatomically modern humans [evolved] from Homo erectus.

It was the Sahara, in contrast to the coastal strip and oases, was only habitable when sufficient rainfall would allow sufficient flora and fauna.

In the image at the right are apparent stone tools from the current sandy deserts of North Africa. On the left is a worked stone of 440 mm in length that comes from Libyan Erg Tamiset (latitude N25.25, longitude E10.52). On the right is a worked stone of 345 mm in length from Erg Murzuq in the Libyan southwest (N24.29/E11.59). The middle worked stone of 360 mm is a hand ax native to south Algeria, from the Erg Tiffemine (N26.29)/E06.49).

Prehistory
The prehistory period dates from around 7 x 106 b2k to about 7,000 b2k.

Miocene
The Miocene dates from 23.03 x 106 to 5.332 x 106 b2k.

Fossil cercopithecoids have been found in the Early Miocene of eastern Libya. Cercopithecoids are primates and from the parvordo Catarrhini as are humans, differing in superfamily: Cercopithecoidea versus Hominoidea.

Zaltanpithecus occurred in eastern Libya.

Prohylobates is from the Early Miocene of Libya.

"Before the late Miocene, the published cercopithecoid record has largely been limited to rare and incomplete materials of Prohylobates and Zaltanpithecus collected from the early–middle Miocene of northern Africa".

Oligocene
The Oligocene dates from 33.9 ± 0.1 x 106 to 23.03 x 106 b2k.

"The presence of taxa as distinctive as Prohylobates, Proconsul and Rangwapithecus in the African early Miocene indicates that the cercopithecoid–hominoid diversification initiated during the Oligocene".

Hypotheses

 * 1) Libyan history with respect to hominins should go back to at least 106 b2k.

title: Draft:Original research/Libyan history


text:
User:Zscout370

Zscout370

title: User:Zscout370


text:
Caregiving and dementia/Topics/Person centred care

This NPA focuses on person centred care of people with dementia.

Person-centred care
"We are guests in our patients’ lives, not hosts in our health care organisations."

- Donald M. Berwick

Carl Rogers developed the concept of person-centred care (Rogers, 1951), which is based on a belief in genuine connection and communication (Rogers, 1951).

The notion of personhood and person-centred care of people with dementia was introduced by Tom Kitwood (1997). He promoted respect and preservation of dignity as core principles in providing care. He stated that these principles can only be upheld if caregivers recognise and incorporate understanding of the experience of living with dementia into care planning.

Person-centred care is therefore much more than providing choice. It is about relationship and connection with the individual. Nay, Bird, Edvardsson, Fleming, and Hill (2009) emphasised this in stating that: "the need for a recognition of, and connection with, the person, a focus on the person’s strengths and goals, an interdisciplinary approach, and recognition of the centrality of relationships” are essential components of person-centred care."

To develop a person-centred approach to care first requires an understanding of self. It is from your understanding of self that you understand others. The following points offer important considerations in the development of this understanding. Person-centred care comes from the ability to: The majority, if not all, healthcare organisations espouse person-centred care. The discussion below aims to prompt health professionals to consider the meaning of person-centred care and how it might be implemented into everyday practice (NARI, 2006).
 * Recognise how you developed your own values and how they can impact on others
 * Understand the nature of self, self-esteem, self-worth, dignity, respect and personhood
 * Recognise the importance of control, independence and the dignity of risk
 * Identify how your practices can increase or reduce a client’s autonomy or learned helplessness
 * Describe ways in which you can support a client’s autonomy, dignity, rights and values

Recent research has focused on how person-centred care can be made tangible and measurable. One example of a person-centred care measurement tool is the Person-centred Care Assessment Tool (P-CAT) (Edvardsson, Fetherstonhaugh, Nay, & Gibson, 2010). P-CAT is a tool to measure person-centredness in a residential aged care facility in which people with dementia live, which identifies the elements necessary to support person-centred care.

Dementia Care Mapping
Founded in the work of Kitwood discussed above, Dementia Care Mapping is a process of observation of the person with dementia which aims to assist health professionals in formal care settings to develop person-centred practice. People with dementia are observed over a period of time and the mapper records the behaviour of the person with dementia as well as staff behaviours that both promote and undermine personhood. The information obtained is then used to inform a plan of care and to promote practice development (Brooker, 2005).

More information regarding Dementia Care Mapping can be obtained from the Bradford Dementia Group. The actual mapping process is copyrighted by the University of Bradford. The following websites provide brief explanations of the process:
 * http://www.positiveaboutdementia.co.uk/Default.aspx?tabid=64
 * http://www.nursingtimes.net/nursing-practice-clinical-research/dementia-care-mapping/201154.article


text:
Caregiving and dementia/Topics/GPs and medical specialists

This NPA focuses on GPs and medical specialists in dementia care in the care of people with dementia.

GPs and dementia care
General practitioners are starting to see more patients with dementia. The Royal Australian College of General Practitioners discusses the diagnosis and management of dementia in general practice:

"As the population ages, dementia is an increasingly important part of general practice. It is important general practitioners are aware of early detection issues, and understand basic screening as well as the possibility of accessing new treatments and community management for patients with dementia."

The article, Diagnosis and management of dementia in general practice (reprinted from Australian Family Physician Vol. 33, No. 10, October 2004) discusses the assessment and management of dementia using two case studies. The case studies raise issues about screening and accessing the new drugs for a patient with early dementia, care planning, and the involvement of the carer for a patient with more advanced disease.


title: File:BGND.5.A.MPI.20120626.pdf


text: File:Sampling.9.B.Reconstructor.20120626.pdf


text:
User:Numiri/KinderCalculus/linear equations

To quickly solve a linear equation, a child must be able to INSTINCTIVELY recognize the equivalence of forward & reverse verbs: minus is equivalent to plus negative, and divide is equivalent to times reciprocal. See the Peel section.

Also, the child will need learn distributive property, which we call "spread" for short.

WARNING: the next vocabulary is a bit risque and should be used with discretion. The intent is to add comedic value -- nothing more. The term "solve" is nice and short, but too generic and not at all suggestive. Solve means to make the target variable bare, with nothing else attached to it. Parents with a sense of humor may consider the term "nudify", which can add comic relief, and be more suggestive of the task to be performed.


text:
User:Numiri/KinderCalculus/Sweep

sweep is the term used for definite integrals. The term comes from Riemann Sums where a function f(x) sweeps out the area under it.

It helps to give the student an overview of what's to come. Review the table below with them. The Diagram column explicitly shows the Fundamental Theorem symmetry. In the power & product rule, that symmetry is not clear from the formulas in the Sweep & Speed columns.

Notation:
 * c=constant,
 * f=f(x), g=g(x),
 * we leave out "+C" in integrals,
 * N = n+1,
 * <--> = arrow right for speed, arrow left for sweep
 * ** in the power rule, divide the diagram by N to get an explicit diagram for sweep(x^n): x^N / N <--> x^n

Fundamental Theorem of Calculus
Proof:

Chain & Product Rules
Too many speed & sweep identities can lead to confusion. Writing the speed & sweep rule in a single diagram style offers clarity. The 4 rules below in shape notation are of the form ->           where "--->" is the speed operator, that is speed(a) = (b) (a)       (b) <-           and  "<" is the sweep operator, sweep(b) = (a)

From the diagram, we can read off the anti-chain rule (integration by substitution) and anti-product rule (integration by parts). To succinctly verbalize the anti-product formula, we introduce the term "mirror". The mirror of a product f * g' is f' * g. Now the anti-product formula in the picture above is read as "solids minus sweep-of-mirror".

For most exercises, anti-chain is easier than anti-product. To determine the correct solution path, anti-chain only requires that the student identifies the existence of a composition-of-functions.

Integration-by-parts is trickier for beginners since a student can perform long calculations only to find out he/she tried the wrong path. The student needs to first determine which factor can be eroded by successive speeds (called speed erosion). The algorithm for integral(A*B) is: It's important to de-emphasize the formula & just remember that it's "solids - sweep(mirror)", rather than solid-A * solid-B - sweep( dash-A * solid-B ). This way, the student does not get confused when the student has to switch the dash/solid line assignment if step #2 needs to be re-done.
 * 1) "line it":  decide which factor is to be the dash & which is the solid.
 * 2) make sure this choice simplifies the mirror.  If the mirror does not simplify, switch lines.  Usually, simplification means an exponent was reduced in the mirror.
 * 3) list the 4 possible lined-shapes & their formulas:  solid-A, dash-A, solid-B, dash-B
 * 4) plug into the formula

In summary
 * if there are nested functions, then try anti-chain.
 * if there is speed erosion, then try anti-product.

Exercises
Aside from the typical computational exercises, students should be able to prove the Fundamental Theorem of Calculus. As in the Chain Rule, this should be done almost to the point of memorization to drive home the idea of proofs.

title: User:Numiri/KinderCalculus/Sweep


text:
User:Numiri/KinderCalculus/Speed

We use the term "speed" instead of derivative. Though speed is less general than "rate of change", we prefer "speed" its intuitive appeal; we just need to remind students that it generalizes to other rates. A more mnemonic initialism that serve to remind students of its formal definition from Non-Standard Calculus is "st-ud-r", which stands for STandard of nUDge Ratio -- its formal definition being Standard( ( f(x+h) - f(x) ) / h ). Here, "nudge" is our term for the change in input (input nudge) and change in output (output nudge).

A common pitfall that students assume is that the speed operator distributes. It is helpful to remind students that speed does not "spread" as in the following false formula: (cf)' = c'f' (c is a constant.) (fg)' = f'g' (f/g)' = f'/g' ( f(g(x)) )' = f'( g'(x) ) By the way, (cf)' = c(f') is called "leak".

Exercises
Aside from the typical computational exercises, students should be able to prove the typical speed identities, especially the Chain & Product Rule. They are difficult, so it's good to do them repeatedly, almost to the point of memorization. This drives home the idea of proofs.

title: User:Numiri/KinderCalculus/Speed


text:
User:Bishnu Saikia

You are requested to connect with me at Assamese wikipedia page by name Bishnu Saikia and to Talk at that link, not here please.

as:সদস্য:Bishnu Saikia bn:ব্যবহারকারী:Bishnu Saikia el:Χρήστης:Bishnu Saikia hi:सदस्य:Bishnu Saikia sa:योजकः:Bishnu Saikia

title: User:Bishnu Saikia


text:
Caregiving and dementia/Topics/Nursing

This NPA focuses on nursing in the care of people with dementia.

Overview
A review of 59 publications about nursing competencies and dementia synthesised 10 dementia care competencies (Traynor, Inoue, & Crookes, 2011):
 * 1) Understanding Dementia
 * 2) Recognising Dementia
 * 3) Effective Communication
 * 4) Assisting with Daily Living Activities;
 * 5) Promoting a Positive Environment
 * 6) Ethical and Person-Centred Care
 * 7) Therapeutic Work (Interventions)
 * 8) Responding the needs of Family Carers
 * 9) Preventative Work and Health Promotion and
 * 10) Special Needs Groups.

There were also ﬁve levels of practice:
 * 1) Novice
 * 2) Beginner
 * 3) Competent
 * 4) Proﬁcient and
 * 5) Expert and no care setting

Competency standards for dementia care
As there is no dementia competency framework relevant across care settings or levels of practice, an empirical study will develop a multi-disciplinary dementia competency framework relevant across care settings and levels of practice to ensure the healthcare workforce can effectively deliver services to people with dementia and their carers (Traynor et al., 2011):
 * Competency standards for dementia care

title: Caregiving and dementia/Topics/Nursing


title: File:SRC.uncertainty.1.A.20120627.pdf


text:
An Ancient Greek Word List

Here students can find a variety of commonly used Greek nouns and verbs, both irregular and regular. The mnemonic study of these nouns and verbs will fully enhance a student of Classical Greek to grasp the complex language and will forever aid their philological study. This list is divided into two different lists, one listing verbs, and their irregular form and the other common nouns found in the majority of Classical Greek grammar books.

(Under construction: V.1 of the verb list will contain only the present indicative in the first person singular of a verb and other forms will be added at a later date. Additionally, all verbs will be listed alphabetically)

AS THIS PAGE IS STILL UNDER CONSTRUCTION A GOOD ALTERNATIVE CAN BE FOUND HERE, AND MORE CAN BE FOUND ON THE SITE THE PDF IS SOURCED FROM

ἄγω: I do, drive

αἰρέω: I take (act.) or I choose (mid.)

ἀκούω: I hear (if the subject of the hearing is a person, it is used along with the genitive but if what is heard is a 'thing' then it takes the accusative)

βαίνω: I walk, go

βάλλω: I throw

βούλομαι: I want, wish, desire (This verb always takes the infinitive: βοὐλομαι παὐειν)

γίγνομαι: I become, I am born again (rare)

γιγνώσκω: I know, recognize

δεῖ: It is necessary for + ACC + INF

διδάσκω: I teach

δίδωμι: I give

δύναμαι: I am able

ἐάω: I allow

εἰμί: I am (Caution, this verb can be easily confused with the future indicative of ἔρχομαι (εἶμι)

ἔρχομαι: I go

εὑρίσκω: I find

ἔχω: I have

(under construction: The noun, adjective and adverb list (V.1) shall contain the most basic vocabulary and will be based on the vocabulary found within the lessons on this page in order to aid study and comprehension)

ἀγαθός, -ή, -όν': good, noble, courageous

ἀγρός, ὁ: land, territory, field, country(side)

ἄδικος: unjust, cruel, against the law

ἀδύνατος, -ον: unable, incapable

ἀεί or αἰεί: always (adverb)

ἀθάνατος, -ον: immortal

αἰτίᾱ, ἡ: responsibility, cause

αἴτιος, -ᾱ, -ον: responsible, reason, cause

title: An Ancient Greek Word List


text:
User talk:Modelpractice

=Modelling Theory=

Justification

 * Modelling as widely known: UML, MDA, ERM, ...
 * Modelling is every day job in thinking => Abstraction
 * Relational vs Functional

Basic Relational Structures

 * Single unary relation: R(x)
 * Many unary relations: R(x) S(y) T(z)
 * Single n-ary relations: R(x, y, z)
 * Many n-ary realtions: R(x), S(y, z)

Objects
R(x)

Objects: like ...

Set of objects: {A, B, C, ...}

Determine set by property: all ...; i.e. { x | R(x) }

i.e. find defining property woodwind instrument, ...

Properties
R(x) S(y) T(z)

Relationships
R(x, y, z)

Modelpractice (talk) 12:01, 27 June 2012 (UTC)

title: User talk:Modelpractice


text: File:Little Nils.jpeg

title: File:Little Nils.jpeg


text:
User:Numiri/KinderCalculus/linear systems

shapes
Writing variables as shapes simplifies the concepts by reducing clutter. We can define a variable by filling its shape with an expression. For example, in solving linear systems by substitution, it's easier for a child to see a substitution as shapes rather than letters. Typically, an alphabet souped version requires more careful reading to distinguish letters from each other, whereas a quick glance can distinguish a square from other letters. For instance, y = 2x,      3y = x+3  --->   3 * 2x   = x+3   is harder to read than

++    ++                 ++ ++,   ++                 ++
 * 2x |   3|    | = x+3  --->   3 | 2x | = x+3

substitution method
We approach solving linear systems by the Method of Substitution. The teacher must be sure that the student has mastered the mechanics of Spread, the Forward-Reverse Verb Equivalence discussed in the Peel section, and equivalence of verb centers (-1 = -1/1 = 1/-1, x = 0+x = x+0, -x = -1*x, ...). Verb Centers are group-theoretic identities, mentioned in the Adjectives section.

After these 2 pitfalls, the hardest part of linear systems is organizing the work so that the child does not lose sight of the substitution strategy while focusing on the details of algebraic manipulation. To that goal, we propose organizing the Method of Substitution as in the following diagram:

Note the alternating sequence of vertical (nudify) and horizontal (substitution/swap) steps: nudify-swap-nudify-swap. Using shapes helps the child to visualize the swap.

This Step diagram is just a way of organizing work. In a 3 variable system, the Steps picture will look like

(1)  (2)   (3)             +                  |                  |                          nudify x in (1) to get x(y,z) |      (1) x(y,z)  +-->--+ ...,=,y,z... swap x in (2) to get an equation in y,z |                  V                    nudify y to get y(z) | (2) y(z)         +-->--+  ...=,z... swap x(y,z) & y(z) into (3) to get equation in z                        | V            nudify z to get constant | (3) ...y,=...    +--<--+  z=const. then replace z=const into (2) |                          V        tidy | (2) ..x,=.. +--<--+       y=const. then replace y=const into (1) |            V              tidy | (1) x=const +


title: File:Linear-system-example-1.jpg


text:
User:BScMScMD

Welcome to BScMScMD's user page.

title: User:BScMScMD


text:
User:BlueScreen

Welcome to my page.

title: User:BlueScreen


text: Category:Chromatography

title: Category:Chromatography


text: File:Sampling.9.B.Reconstructor.20120628.pdf


text:
User:Tclamb

FEniCS Python Tutorial

Journal

title: User:Tclamb


text:
User:Tclamb/FEniCS

 equation numbering. backward and forward reference. Egm6322.s12 (talk) 15:10, 20 July 2012 (UTC)

=Newton's Law of Cooling=

Problem Statement

Consider Newton's Law of Cooling. The PDE for the heat problem is given by:

Problem Statement

Problem Statement References

Obtaining the Weak Variational Form

 * $$\nabla \cdot \left( \mathbf \kappa \nabla u \right) + f(\mathbf x,t) = \rho c \frac{\partial u}{\partial t}$$

Substitute in given values:
 * $$\nabla \cdot \left( \mathbf I \nabla u \right) + 0 = \rho c \, 0$$
 * $$\nabla^2 u = 0$$

Multiply by test function:
 * $$\left( \nabla^2 u \right) v = 0$$

Integrate over domain:
 * $$\int_\Omega \left( \nabla^2 u \right) v \, d\Omega = 0$$

Apply Green's first identity:
 * $$\oint_\Gamma \left( \nabla u \cdot \hat \mathbf n \right) v \, d\Gamma - \int_\Omega \nabla u \cdot \nabla v \, d\Omega = 0$$

Split line integral and substitute in Neumann boundary conditions:
 * $$\left( \int_{\Gamma_h} -h v \, d\Gamma_h + \int_{\Gamma_H} -H \left( u - u_\infty \right) v \, d\Gamma_H + \int_{\Gamma_g} 0 v \, d\Gamma_g \right) - \int_\Omega \nabla u \cdot \nabla v \, d\Omega = 0$$

Separate into generic form, a(u,v) = L(v): $$\int_\Omega \nabla u \cdot \nabla v \, d\Omega + \int_{\Gamma_H} H u v \, d\Gamma_H = \int_{\Gamma_H} H u_\infty v \, d\Gamma_H - \int_{\Gamma_h} h v \, d\Gamma_h$$

Plots of Solution
My Solution:
 * [[image:NewtCooling.pdf|480px]]

This solution is in agreement with ccook:

While viewing the plot, the data can be saved as a "vtk" file by pressing "v". This vtk file can be opened in ParaView for further analysis. Below, a ParaView plot with isolines on every multiple of 0.25.

 * [[File:Nloc biunit.png]]]

ParaView can also be used to determine the value at a given point.

=Poisson's Equation with Known Analytic Solution=

Problem Statement

 * $$\Omega = \square$$
 * $$u \left(\mathbf x\right) = \sin \left(2 \pi x\right) \sin\left(2 \pi y\right)$$

Finding the Poisson Equation and Dirichlet Boundary Conditions
From the given solution, we take the Laplacian to find the following Poisson Equation:
 * $$- \nabla^2 u = f \quad \text{where } f = 8 \pi^2 \sin \left(2 \pi x\right) \sin\left(2 \pi y\right) = 8 \pi^2 u$$

Likewise, we can see that on the unit square, the given solution will satisfy the following boundary condition:
 * $$u = 0 \quad \forall \, x \in \partial\Omega$$

Obtaining the Weak Variational Form
Multiply by test function:
 * $$-\left( \nabla^2 u \right) v = f v$$

Integrate over domain:
 * $$-\int_\Omega \left( \nabla^2 u \right) v \, d\Omega = \int_\Omega f v \, d\Omega$$

Apply Green's first identity:
 * $$\int_\Omega \nabla u \cdot \nabla v \, d\Omega - \oint_\Gamma \left( \nabla u \cdot \hat \mathbf n \right) v \, d\Gamma = \int_\Omega f v \, d\Omega$$

Simplify:
 * $$\int_\Omega \nabla u \cdot \nabla v \, d\Omega = \int_\Omega f v \, d\Omega$$

Computed Solution

 * [[File:Poisson_Computed.png]]

Exact Solution

 * [[File:Poisson_Exact.png]]

=Steady, Incompressible Navier-Stokes=

Derivation
Starting from Navier-Stokes:
 * $$\rho \left(\frac{\partial \mathbf{u}}{\partial t} + \mathbf{u} \cdot \nabla \mathbf{u} \right) = -\nabla p + \nabla \cdot\boldsymbol{\mathsf{T}} + \mathbf{f}$$

By assuming a homogeneous, incompressible, Newtonian fluid, we can simplify the stress tensor, resulting in the following equation:
 * $$\rho \left(\frac{\partial \mathbf{u}}{\partial t} + \mathbf{u} \cdot \nabla \mathbf{u}\right) = -\nabla p + \mu \nabla^2 \mathbf{u} + \mathbf{f}$$

By assuming steady flow, we can eliminate the time derivative of u, resulting in the following equation:
 * $$\rho \left(\mathbf{u} \cdot \nabla \mathbf{u} \right) = -\nabla p + \mu \nabla^2 \mathbf{u} + \mathbf{f}$$

Assuming no body forces, we simplify to this form:
 * $$\rho \left(\mathbf{u} \cdot \nabla \mathbf{u} \right) - \mu \nabla^2 \mathbf{u} + \nabla p = 0$$

By dividing through by $$\rho$$, we can eliminate the first term's coefficient and absorb the density into the pressure (effectively scaling the pressure):
 * $$\mathbf{u} \cdot \nabla \mathbf{u} - \frac\mu\rho \nabla^2 \mathbf{u} + \nabla p = 0$$

We now take the dot product of a vector valued test function for velocity, v, and integrate over the domain:
 * $$\int_\Omega \left( \mathbf{u} \cdot \nabla \mathbf{u} - \frac\mu\rho \nabla^2 \mathbf{u} + \nabla p \right) \cdot \mathbf{v} \; dx = 0$$

We can take advantage of the fact that the test function, $$\mathbf{v}$$, evaluates to 0 along the boundary to transform two of the terms into more manageable forms.

First, we manipulate the pressure term into a more useful form involving the divergence of the test function:
 * $$\int_\Omega \nabla p \cdot \mathbf{v} \; dx = \int_\Omega \frac{\partial p}{\partial x_i} v_i \; dx = \left. p v_i \right|_{\partial\Omega} - \int_\Omega p \frac{\partial v_i}{\partial x_i} \; dx = 0 - \int_\Omega p \left(\nabla \cdot \mathbf{v}\right) \; dx$$

Observing that in Cartesian coordinates, the following identity holds:
 * $$\left(\nabla^2 \mathbf{u}\right)_i = \nabla^2 u_i$$

We then manipulate the vector Laplacian term into one involving only first derivatives:
 * $$\int_\Omega \nabla^2 \mathbf{u} \cdot \mathbf{v} \; dx = \int_\Omega \frac{\partial^2 u_i}{\partial x_j^2} v_i \; dx =

\left. \frac{\partial u_i}{\partial x_j} v_i \right|_{\partial\Omega} - \int_\Omega \frac{\partial u_i}{\partial x_j} \frac{\partial v_i}{\partial x_j} \; dx = 0 - \int_\Omega \left(\nabla \mathbf{u}\right) : \left(\nabla \mathbf{v}\right) \; dx$$

Now, we can obtain the following weak form of the solution:
 * $$\int_\Omega \left( \mathbf{u} \cdot \nabla \mathbf{u} \right) \cdot \mathbf{v} + \frac\mu\rho \left(\nabla \mathbf{u}\right) : \left(\nabla \mathbf{v}\right) - p \left( \nabla \cdot \mathbf{v} \right) \; dx = 0$$

Or equivalently:
 * $$\int_\Omega \mathbf{u}\cdot\text{grad}(\mathbf{u})\cdot\mathbf{v} + \frac\mu\rho \, \text{grad}(\mathbf{u}) : \text{grad}(\mathbf{v}) - p \, \text{div}(\mathbf{v}) \; dx = 0$$

Example: 3D Flow in Elbow Pipe
 describe (1) how you found out about gmesh as an open-source mesh generator, (2) how you used it to create a mesh, (3) how you incorporate the mesh data into FENiCS (formatting, etc.) Egm6322.s12 (talk) 14:41, 20 July 2012 (UTC)

 explain the different degree of spatial interpolation for the velocity field and for the pressure field. why do you need to use 2nd order for the velocity field and first order for the pressure field ? the strain rate is proportional to the spatial gradient of the velocity field, and thus if the velocity field is interpolated with 2nd order polynomials, then the strain would be interpolated with 1st order polynomials. so both the strain rate and the pressure would have the same 1st order interpolation. but why do you need to have the same interpolation order for both the strain rate and the pressure ? document what we discussed today. Egm6322.s12 (talk) 15:10, 20 July 2012 (UTC)

Output

 * Ns.split.re4k.u.small.png
 * Ns.split.re4k.p.small.png

=Quantum Harmonic Oscillator=

Problem Statement
The Schrödinger equation for a wavefunction $$\Psi(x,t)$$ is
 * $$-\frac{\hbar^2}{2m}\nabla^2\Psi(\vec{x},t) + V(\vec{x})\Psi(\vec{x},t) = i \hbar \frac{\partial \Psi(\vec{x},t)}{\partial t}$$

Separation of variables can be performed, yielding an equation for the position-dependence of the wavefunction called the time-independent Schrödinger equation:
 * $$-\frac{\hbar^2}{2m}\nabla^2\psi(\vec{x}) + V(\vec{x})\psi(x) = E \psi(\vec{x})$$

Identifying the left-hand side as the Hamiltonian operator, this is an eigenvalue equation for the Hamiltonian with eigenfunctions $$\psi_n(x)$$ and eigenvalues $$E_n$$.

The potential for a harmonic oscillator potential is
 * $$V(x) = \frac12k\vec{x}^2$$

The natural frequency of an oscillator is $$\omega = \sqrt{\tfrac{k}{m}}$$, allowing the potential to be rewritten as
 * $$V(x) = \frac12 m \omega^2 \vec{x}^2$$

Therefore, the time-independent Schrödinger equation within a harmonic oscillator potential is
 * $$-\frac{\hbar^2}{2m}\nabla^2\psi(\vec{x}) + \frac12 m \omega^2 \vec{x}^2 \psi(\vec{x}) = E \psi(\vec{x})$$

This can be rendered unitless by the transformation $$\vec{x} = \sqrt{\tfrac{\hbar}{m\omega}} \vec{\xi}$$:
 * $$-\frac{\hbar \omega}{2}\nabla^2\psi(\vec{\xi}) + \frac12 \hbar \omega \vec{\xi}^2 \psi(\vec{\xi}) = E \psi(\vec{\xi})$$

Defining the unitless constant $$\epsilon = \frac{2 E}{\hbar \omega}$$, the final form of the unitless equation is
 * $$\nabla^2\psi(\vec{\xi}) + (\epsilon - \vec{\xi}^2) \psi(\vec{\xi}) = 0$$

In one dimension, this equation reduces to
 * $$\frac{\partial^2 \psi(\xi)}{\partial \xi^2} + (\epsilon - \xi^2) \psi(\xi) = 0$$

Obtaining the Weak Variational Form
For ease of typing, rename the variables in the one-dimensional equation above to obtain the following equation:
 * $$\frac{\partial^2 u}{\partial x^2} + (k - x^2) u = 0$$

Now, multiply by the test function:
 * $$\frac{\partial^2 u}{\partial x^2}v + (k - x^2) uv = 0$$

Integrate over the domain:
 * $$\int_\Omega \frac{\partial^2 u}{\partial x^2}v + (k - x^2) uv\,dx = 0$$

Integrate by parts, and multiply by negative one. Boundary terms are discarded as the wavefunction drops off exponentially.
 * $$\int_\Omega \frac{\partial u}{\partial x}\frac{\partial v}{\partial x} + x^2 uv\,dx = \int_\Omega k u v\,dx $$

Animations of Solutions
The squares of the computed eigenfunctions generated with FEniCS are animated on the left. Corresponding analytical plots generated in Mathematica are animated on the right.
 * [[Image:U2.gif]][[Image:U2_anal.gif]]

title: User:Tclamb/FEniCS


text:
Caregiving and dementia/Topics/CALD and ATSI

Plan and progress

 * 1) Split topics
 * 2) WA DTSC have contributed initial content
 * 3) References need to be added (James)
 * 4) Best practice guidelines on staff from CALD and ATSI backgrounds in development (due early 2013), with workshops and seminars - link to current information

Aboriginal and Torres Strait Islander Australians

 * 1) A current project based in residential facility has engaged someone to interact with residents based on wall painting with stories, being filmed -> CD which will cover project - can this also be uploaded / open licensed?

Aboriginal and Torres Strait Islander Australians are diverse peoples with dynamic and evolving cultural and social histories. While most have been influenced by the best and worst of the dominant European way of life, there are few who do not remain strongly associated with their aboriginal attitudes, values, beliefs and philosophical heritage. Cultural and philosophical perspectives influences health and health care outcomes for Indigenous people and within mainstream health services there continues to be a reluctance to recognise that these beliefs and practices differ from those of European Australians in significant ways (Morgan & Slade, 1997).

Contrary to popular belief most Indigenous people live in major cities (32%), inner regional areas (21%), outer regional areas (22%) and just 25% in remote and very remote areas. Approximately 60% of Indigenous people live New South Wales and Queensland, with a further 13% living in Western Australia, that is 70,966 individuals in 2006 (ABS, 2010).

In 2006, Indigenous people comprised 2.5% of the total Australian population (ABS, 2010). The Indigenous Australian population is beginning to age with a trend towards increased longevity in the 45 to 64 year old age group (Arkles et al., 2010). Information about use of aged care and dementia services is limited by poor and inconsistent data collection, however it appears that the number of Indigenous people accessing such services is less than it could or should be (Arkles et al., 2010). Possible reasons for poor access could include:
 * confusion and memory loss in elders not recognised as a medical condition,
 * the removal of elders from their community for medical or residential care has been experienced as a cultural threat or trauma,
 * difficulties accessing services that are culture-friendly or families fear the medical system (Arkles et al, 2010; Morgan & Slade, 1997).

Communication with Indigenous individuals, networks and service providers within Western Australia confirm these findings. For example, inquiries to residential aged care facilities within metropolitan and regional Western Australia have identified that some facilities have one indigenous resident and a very small number have a clusters of 4 to 8 ATSI residents. The majority of health professionals lack the knowledge and skills required to provide culturally appropriate care for residents or their families. ATSI elders are often cared for by the extended family rather than placed in care. Families may engage community services and care workers however these sectors also identify a lack of knowledge and understanding to provide culturally sensitive care.

While there is an increasing awareness of the special requirements for the care of ATSI people with dementia work to date has been carried out in an ad hoc manner, relying on the efforts of a few enterprising individuals and service groups such as Frontier Services, NT, |SA/NT DTSC], and Queensland Health. Finding appropriate resources and accessing training relies heavily on word of mouth (van der Wetering & Batenburg, 2009). Most resources have been developed for the care of aboriginal people living in traditional communities.

Developing an integrated National approach to improve the skills of health professionals to provide culturally sensitive care for ATSI people living dementia is a long term aim with many challenges. A realistic target, based on a broad consultation and needs analysis and to meet the most important needs of the majority of Indigenous people living with dementia, is to address the professional and workforce development needs of health professionals working in mainstream health facilities in the following key areas:
 * Recognise the influence of Indigenous cultural and philosophical perspectives on the recognition and treatment of elders with dementia.
 * Develop principles to guide the provision of culturally sensitive and accessible dementia care in community, acute care and residential care contexts.