text:
User:Dc987

Hi there! I'm Dc987 at Wikipedia.

= Sandbox =

= RD Experiment =

Abstract. Sort of.
This experiment illustrates the idea of the entropic principle for the single quantum event - or possible influence of the entropic considerations on the outcome of a single quantum event. Two alternative versions of a real experiment setup are proposed. An attempt is made to realize one of the experiment versions.

Introduction
The idea is to make a {laser/symmetric beam splitter/photo-multipliers/counters} setup, make one branch 'more entropic' and see if that would make any change to the counter values distribution.

A photon just came out of a laser. There are two potential paths. Which path would the photon 'chose'? With what probability? Would the asymmetry (heater/'entropy generator' on the path A) of the setup affect that 'choice'?

 * Would $$N_{A}/N_{B} \!$$ show a statistically significant deviation from $$50/50 \!$$?
 * Would switching on the largish electric heater change the rate of the counter $$N_{B} \!$$?

From the classical perspective the answer would be definite no (and would result in all kinds of paradoxes). From the QM perspective, my guess that it would be something like $$N_{A}/N_{B} \approx e^{\frac{S_{A} - S_{B}}{k}} \!$$, where $$N_{A} \!$$, $$N_{B} \!$$ are the counter values and $$S_{A} \!$$, $$S_{B} \!$$ - total entropy (caused by the photon) in the space-time light cone of the observer (entropy 'visible' to the observer).

Proposed experiment realization
Well, WTH. I thought that realizing the experiment would be an interesting pet project, so I've actually bothered to make the apparatus, to perform initial testing and as of now I've started collecting the data. I'm interested in your comments on the setup, as your input may help fixing potential loopholes and bugs.

To keep it simple and inexpensive I've decided on 'off-the shelf' equipment and straightforward experiment realization. I've used of-the-shelf 4Mbit optical QRNG as the {laser/symmetric beam splitter/photo-multipliers} and a regular PC as the {counters/heater}. Here is the diagram of the setup:

Testing showed, that my QRNG unit is not perfectly equidistributed and have an internal bias P('1') = 0.4999762(15). To remove that bias and exclude any possibility of any other systematic bias I've decided to XOR the input sequence with the pseudo random sequence of the MT19937 PRNG generator (Mersenne Twister). To make sure that the MT19937 itself is well equidistributed (MT19937 is known to have a bias, if initialized improperly) and does not introduce systematic bias between the runs the PRNG seed (624*32 bits) is generated for each experiment run by the QRNG (note that 624*32*(0.5-0.4999762) is less than one bit).

The computer's CPU/memory are used as the {heater/counters} (CPU is performing some 'extra' floating point operations for '1's (or '0'), thus creating the asymmetry in the generated entropy).

So pretty much everything, specifying the setup ended up in the following very simple source code (C/GNU):
 * Source code for "extra entropy for '1's" User:Dc987/res-mt-q-xx.c
 * Source code for "extra entropy for '0's" User:Dc987/res-mt-q-neg-xx.c

I plan to do a series of experiment runs (3*10^12 bits each) for both 'positive' and 'negative' versions and use the resulting 'mean' value as the single output of each run. The target number of runs is 20 (10 each version, approx 168 days total time). The target level of significant deviation is 3 sigma.

Note/Trick: I've already performed 5 runs of "extra entropy for '1's" version that were part of the initial testing/adjustments/debiasing. The output was P(1) > P(0) for every run (this either favors my initial hypothesis, shows that there is some bias, or it was just a pure coincidence /3% chance/). So now I'm going to discard that initial data and start fresh, but with the "extra entropy for '0's" runs first. I'm going to interrupt the experiment, if first four/five runs of it would end with P(1) > P(0) results (because this would probably mean there is some unexplained bias in the system).

I would very much appreciate your input, comments related to the experiment, methodology, bugs in the code, etc.

Speculations
Consider a simple setup. Laser, half-silvered mirror, detectors, counters:

Let's replace the laser with an optical resonator with initial energy $$E_{0} \!$$. The optical resonator now is a passive device, let's assume that we can construct it really well and it does not release any entropy to the environment. $$S_{O} = 0 \!$$. Here is another diagram illustrating the entropy exchange with the environment:

Let's add a really large electric heater to the path A. We connect it in such a way, so a huge amount of free energy is being spend upon arrival of a single photon. This would result in the release of $$S_{H} \!$$ amount of entropy to the environment. Here is another diagram, with the heater:

Let's assume now that we've made some very nice, very low entropy, high efficiency, almost time reversible photomultiplier+counter. In the limit ($$S_{C} \rightarrow 0 \!$$) we can replace photomultiplier+counter with a quantum harmonic oscillator. And we take a largish electric heater, so in the limit we can simply couple the harmonic oscillator with the Ohmic heat bath. Here is the illustration for the the completely time-reversible limit:

Now the only possible way of interaction with the environment is the heat bath. Everything else is time reversible. With the time flow any passive system can only increase the entropy of the environment (assuming that you take the initial internal energy of the system as zero). So the only logical conclusion here is that, with the time flow, all the photons would chose the path A.

Now lets return $$S_{C} \!$$: Again it is logical, that if $$\frac{S_{C}}{S_{H}} \rightarrow 0 \!$$ then almost all the photons would chose the path A.

Now back to the original setup, but with the heater.

Would be something like $$N_{A}/N_{B} \approx e^{\frac{S_{A} - S_{B}}{k}} \!$$, where $$N_{A} \!$$, $$N_{B} \!$$ are the counter values and $$S_{A} \!$$, $$S_{B} \!$$ - total entropy (caused by the photon) in the space-time light cone of the observer (entropy 'visible' to the observer)?

Is there any way to derive the answer from the quantum mechanics? My guess that counter values should be proportional to the resulting number of 'decoherence states' for each path. Hence the entropy is in my answer. Is it correct?

Would you think it can be possible to see a statistically significant deviation from the 50/50 distribution in the real experiment? Can this setup be realized in the real experiment in such a way so we get a statistically significant difference between the counters?

Does it bother us that it creates subjective FTL communication paradox, causality paradox and some observer effects?

Consequences
Ok. If $$N_{A}/N_{B} \approx e^{\frac{S_{A} - S_{B}}{k}} \!$$ is correct, here are the consequences. If we have a quantum random event it would be biased in such a way, so:
 * For any observer: subjective history where the observer produces the maximum entropy in the environment have the maximum probability;
 * For any passive system: other factors aside, a history, where this passive system produces the maximum entropy in the environment have the maximum probability;
 * For any living system: other factors aside, continuing living is more entropic than not and would be more probable;
 * Generally living systems would be more favorable to non-living as more entropic;

Paradoxes
If Alice, switching the really largish (path A) heater on/off moves the equilibrium and subjectively modifies the $$N_{B} \!$$ rate:
 * For spatially separated A and B, subjectively Alice can send information to Bob instantaneously. Alice would never know however, if the information was received.
 * Bob can receive information from Alice from his subjective future. Most probably the received information would be some random junk. It is not necessarily going to be from Alice from his most probable subjective future history. ;) Alice would never know, if the information was received. Bob's most probable subjective future history would change with the receival of information.

Note: no objective FTL information transfer is happening here. Everything is in accordance to "no FTL signaling theorem". Only a little bit of cheating and adjusting the probability of ending up in the subjective possible future history where the information is already present at the other end.

Reasonable Deviations Sandbox
Well, it is clear to me, that the experiments (2) and (3) are different. And I don't know if the results of these experiments would be different or the same. That is a good enough reason for a question.

(Yes. From the casual/classical point of view the outcome is going to be the same for 2 and 3. Unfortunately this point of view is an approximation and I'm not sure if it would be good enough to analyze this thought experiment. And by the way - consider the regular classical analysis of such an experiment versus the classical analysis based on the action principle. Wouldn't they contradict each other?)

So what I'm really interested in is the answer from the QM perspective.

You are right. I'm not precise enough with the words here. Still, my point was that with the time flow any passive system can only increase the entropy of the environment. And you can consider any system to be a passive system (assuming that you take the initial internal energy of the system as zero).

An example you've given with the fridge. What you have there is a rather complex passive system scattering light :) It takes light in (electromagnetic waves) it spits light out (heat). And with the time flow it increases the entropy of the environment.

Offtopic: As far as I can see this entropy exchange (entanglement with the environment in the quantum world) in fact is what we subjectively call the time flow. But that's only my guess. And I wouldn't bet on it. What I would bet on is that observers are not really different from fridges :) in terms that you can consider an observer to be a passive system.

Yes. The result of the casual/classical (wave function collapse upon the interaction with the classical detector) analysis is trivial. What I'm more interested in is the analysis of the whole system (including the detectors, counters, heater) from the QM perspective (where the classical behavior emerges from the quantum via the decoherence).

Yes. I want to treat the apparatus as "microscopic". Entropic processes would be: "observer doing the measurement", "apparatus generating the entropy in the environment (apparatus entangling with the environment?)". Does that sounds right?

The observer is classical - measurement collapses the wave function, etc.

In the real-life setup that would be an electric heater. But I guess in this thought experiment it can be zeroing the memory (which requires a corresponding increase in the entropy of the environment / Landauer's principle). So there would be some extra decoherence due to the vacuum noise, right? And it could slightly diminish differences between the counters values in the experiment (3)? Well, I don't know if there would be any differences in the first place...

Ok. Let's make things more interesting. Here is my conceptual analysis of the experiment (3). First we should forget that the system is classical and remember that it is really in the superposition of |path A> and |path B>. And what is important here is the resulting number of states.

Now the resulting number of states:
 * for path A it would be: {a lot of decoherence states of the photomultipliers, counters, heater}
 * for path B it would be: {a lot of decoherence states of the photomultipliers, counters}

So it looks like the path A would have slightly larger number of states associated with it. As a result we would have slightly larger probability of finding the apparatus in the state A, and if repeated many times slightly larger number in the counter A.

How larger? Well.. that depends of how much decoherence associated with photomultipliers and counters is going on. So "publishing the results of each outcome in a scientific journal." can really screw things :)

How can I derive this answer from quantum mechanics?

No. I can't cite any references. The experiment is too stupid to be in the textbooks. It is obvious that the answer is 50-50. Otherwise there are all kinds of paradoxes: providing that you have a largish heater, subjective FTL communication is possible, you can break causality, speed up quantum computations, there are all kind of observer effects, etc, etc.

That's a very vague statement. And in fact the exact opposite can be true, life is a highly entropic process and thus would be more favorable process.

Well. I have the right to apply the Born rule to the whole apparatus, right?

The independence of the state prepared by the beam splitter of what follows it.

Yes, but only if I'm observing the photons coming out of the beam-splitter. If I am doing that, according to the Copenhagen interpretation the measurement would collapse the wave function and the application of the Born rule will give me probabilities.

But I'm not doing that. I'm observing the counter values. And a lot of scattering photons, generated by photomultipliers, counters, heater.

Let's assume that we've made some nice time-reversible photomultipliers and counters. So: SP = 0; SC = 0;

Now the only possible way of interaction with the environment is the heater. Everything else is time reversible. With the time flow entropy can only increase (it can not even stay the same!). So the only logical conclusion here is that with the time flow all the photons would chose the path A.

A completely reversible photomultiplier+counter can be replaced by a quantum harmonic oscillator. And the light source with an another oscillator with some initial energy. Here is an illustration:

 * Here is an extreme scenario. Let's assume that we've made some nice time-reversible photomultipliers and counters. So: $$S_{P} = 0$$, $$S_{C} = 0$$. Now the only possible way of interaction with the environment is the heater. Everything else is time reversible. With the time flow entropy can only increase (it can not even stay the same!). So the only logical conclusion here is that with the time flow all the photons would chose the path A.

 * A completely reversible photomultiplier+counter can be replaced by a quantum harmonic oscillator. And the light source with an another oscillator with some initial energy.
 * I would think that every system is a little bit reversible. Release of the entropy into the environment (entanglement with the environment) would be the measure of irreversibility.

Interestingly if the switching on the 'heater' affect counters values that creates all kinds of classical paradoxes:
 * allows subjective FTL communication;
 * allows communication from the future;
 * creates nasty observer effects.

It also can speed up quantum computation (switch on the heater upon the 'calculation is ready' condition).

$$\sum_{m=0}^{127} sin(42) \!$$

http://www.robertnz.net/pdf/xor2.pdf

Sandbox

 * The maximum probability to find some passive device in some state, would be where this device have done the most damage (highest entropy release to the environment). All devices are passive. That includes observers.
 * User:Dc987/Observer

title: User:Dc987


text:
User:Egm6321.f09.Team1.andy/HW1

Maglev Train: Basic Equations of Motion
Deriving the basic equations of motion for a simple vehicle-structure interaction, based on a high speed Magnetic levitated train moving on a flexible guide way, is the motivation for the course EGM 6321- Principles of Engineering Analysis. Please consider watching a video that depicts the motion of a Maglev [Magnetic Levitated] train.

The figure presented in Prof. Vu Quoc's lecture slide [1-1] shows a 2D diagram of vehicle-structure interaction. The following description for that diagram would help in deriving the basic equations of motion.

Y^1(t) $$ - Nominal Motion [Basically gives us the position of the vehicle if the guide way is rigid]
 * $$\displaystyle F^1, F^2$$ - Force Co-ordinates.
 * $$\displaystyle
 * $$\displaystyle u^1(t) $$ - Axial deformation [displacement]
 * $$\displaystyle u^2(t) $$ - Transversal deformation [displacement]
 * $$\displaystyle s $$ is the co-ordinate and $$\displaystyle Y^1 $$ is the position.

The functional $$\displaystyle f $$ is a function of $$\displaystyle Y^1(t) $$ and $$\displaystyle t $$.

The first total time derivative of $$\displaystyle f(Y^1(t),t) $$ is given by

 * {| style="width:70%" border="0" align="center"

\frac{d}{dt}f(Y^1(t,t)) = \frac{\partial}{\partial s}f(Y^1(t),t) * \dot Y^1(t) + \frac{\partial}{\partial t}f(Y^1(t),t) $$
 * $$\displaystyle

 * }
 * }

Writing without the arguments $$\displaystyle Y^1 $$ and $$\displaystyle t $$

 * {| style="width:70%" border="0" align="center"

\Rightarrow \frac{df}{dt} = \frac{\partial f}{\partial s} * \dot Y^1 + \frac{\partial f}{\partial t} $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (1)

 * }
 * }

 * {| style="width:70%" border="0" align="center"

\Rightarrow \frac{df}{dt} = f,_s(Y^1(t),t) * \dot Y^1 + f,_t(Y^1(t),t) $$
 * $$\displaystyle

 * }
 * }

And without the arguments the first total time derivative is,

 * {| style="width:70%" border="0" align="center"

\Rightarrow \frac{df}{dt} = f,_s * \dot Y^1 + f,_t $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (2)

 * }
 * }

 Note: Partial derivative of function $$\displaystyle f $$ with respect to $$\displaystyle s $$ with arguments $$\displaystyle Y^1(t) $$ and $$\displaystyle t $$ is given by $$\displaystyle f,_s(Y^1(t),t) $$

The second derivative can be obtained as follows:

Equation (1) is given by,
 * {| style="width:70%" border="0" align="center"

\Rightarrow \frac{df}{dt} = \frac{\partial f}{\partial s} * \dot Y^1 + \frac{\partial f}{\partial t} $$
 * $$\displaystyle

 * }
 * }

Taking the total time derivative on the Right Hand Side applying chain rule,

 * {| style="width:70%" border="0" align="center"

\frac {d}{dt} \left [\frac{\partial f}{\partial s} * \dot Y^1 \right]= \left [\frac{\partial^2 f}{\partial s^2} * \dot Y^1 + \frac{\partial^2 f}{\partial s \partial t} \right]* \dot Y^1 + \frac{\partial f}{\partial s}* \ddot Y^1 $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (3)
 * }
 * }

and,

 * {| style="width:70%" border="0" align="center"

\frac {d}{dt} \left [\frac{\partial f}{\partial t} \right]= \frac{\partial^2 f}{\partial t \partial s}* \dot Y^1 + \frac{\partial^2 f}{\partial t^2} $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (4)
 * }
 * }

Adding (3) and (4),

 * {| style="width:70%" border="0" align="center"

\Rightarrow \frac{d^2f}{dt^2} = \left [\frac{\partial^2 f}{\partial s^2} * \dot Y^1 + \frac{\partial^2 f}{\partial s \partial t} \right]* \dot Y^1 + \frac{\partial f}{\partial s}* \ddot Y^1 + \frac{\partial^2 f}{\partial t \partial s}* \dot Y^1 + \frac{\partial^2 f}{\partial t^2} $$
 * $$\displaystyle

 * }
 * }

 * {| style="width:70%" border="0" align="center"

\Rightarrow \frac{d^2f}{dt^2} = \frac{\partial^2 f}{\partial s^2} * (\dot Y^1)^2 + 2 \frac{\partial^2 f}{\partial s \partial t}* \dot Y^1 + \frac{\partial f}{\partial s}* \ddot Y^1 + \frac{\partial^2 f}{\partial t^2} $$
 * $$\displaystyle

 * }
 * }

 * {| style="width:70%" border="0" align="center"

\Rightarrow \frac{d^2f}{dt^2} = f,_{ss} * (\dot Y^1)^2 + 2 f,_{st}* \dot Y^1 + f,_s* \ddot Y^1 + f,_{tt} $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (5)
 * }
 * }

Equation (5) describes the equation of motion which is a second order nonlinear partial differential equation.

Integrating Factor Method
General form of a first order Ordinary Differential Equations(ODE) is given by,

 * {| style="width:70%" border="0" align="center"

F(x, y(x),\dot y(x)) = 0. $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (6)

 * }
 * }

where, $$\displaystyle \dot y(x) = \frac{dy}{dx} $$

Exactness Conditions
There are two conditions that verify the exactness of a first order nonlinear ODE.

Condition: 1
General form $$\displaystyle F(x, y(x),\dot y(x)) = 0 $$ as in Equation (6) satisfies the exactness condition (1) if $$\displaystyle \exists $$ a function $$\displaystyle \phi(x,y(x)) $$ such that,

 * {| style="width:70%" border="0" align="center"

F(x, y(x),\dot y(x)) = \frac{d\phi}{dx}. $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (7)

 * }
 * }

and Equation (6) has the form,

 * {| style=";width:70%" border="0" align="center"

M(x, y(x)) + N(x,y(x)) * \dot y(x) = 0 $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (8)

 * }
 * }

 * {| style="width:85%" border="0"

 * valign="top" | Note:

\begin{align}

\frac{d\phi}{dx} & = \frac{d}{dx} \phi(x,y(x)) \\ & = \underbrace{\frac{\partial \phi(x,y)}{\partial x}}_{M(x, y(x))} + \underbrace{\frac{\partial \phi(x,y)}{\partial y}}_{N(x, y(x))} \left(\frac{dy}{dx}\right)\\ \end{align} \,\!$$

 * }
 * }

Condition: 2
If function $$\displaystyle \phi(x,y(x)) $$ exists then,

 * {| style=";width:70%" border="0" align="center"

M(x, y) = \phi_x(x,y) $$ N(x, y) = \phi_y(x,y) $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

where,

 * {| style=";width:70%" border="0" align="center"

\phi_x(x,y) = \frac{\partial}{\partial x} \phi(x,y) $$ \phi_y(x,y) = \frac{\partial}{\partial y} \phi(x,y) $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

General form $$\displaystyle F(x, y(x),\dot y(x)) = 0 $$ as in Equation (6) satisfies the exactness condition (2) if the above condtion (1) is satisfied and $$\displaystyle \exists $$ a function $$\displaystyle \phi(x,y(x)) $$ such that,

 * {| style="width:70%" border="0" align="center"

M(x, y(x))_y = N(x,y(x))_x \Rightarrow M_y = N_x $$
 * $$\displaystyle

\Rightarrow \frac{\partial M}{\partial y} = \frac{\partial N}{\partial x} $$
 * $$\displaystyle

$$
 * $$\displaystyle \longrightarrow (9)

 * }
 * }

Forming Exact Nonlinear ODEs
$$\displaystyle 1.\ \phi = 6x^4 + 2y^{\frac{3}{2}}$$

 * {| style=";width:70%" border="0" align="center"

\Rightarrow M(x, y) = \phi_x(x,y) = 24x^3 $$ \Rightarrow N(x, y) = \phi_y(x,y) = 6y^{\frac{1}{2}} $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

$$\displaystyle 2.\ \phi = 10x^2 + 34y \sqrt{x}$$

 * {| style=";width:70%" border="0" align="center"

\Rightarrow M(x, y) = \phi_x(x,y) = 20x + 34y \frac{1}{\sqrt{x}} $$ \Rightarrow N(x, y) = \phi_y(x,y) = 34 \sqrt{x} $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

$$\displaystyle 3.\ \phi = 5xy + \sqrt{xy}$$

 * {| style=";width:70%" border="0" align="center"

\Rightarrow M(x, y) = \phi_x(x,y) = 5y + \frac{\sqrt{y}}{\sqrt{x}} $$ \Rightarrow N(x, y) = \phi_y(x,y) = 5x + \frac{\sqrt{x}}{\sqrt{y}} $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

$$\displaystyle 4.\ \phi = 2x^3y^2 + 5\sqrt{x^3y}$$

 * {| style=";width:70%" border="0" align="center"

\Rightarrow M(x, y) = \phi_x(x,y) = 6x^2y^2 + 7.5\sqrt{xy} $$ \Rightarrow N(x, y) = \phi_y(x,y) = 4x^3y + 5\sqrt{\frac{x^3}{y}} $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

Euler's Integrating Factors
If, for a given 1st order nonlinear ODE of Equation (6), condition (1) of Exactness is satisfied but not the condition (2), then we use Euler's method to find an Integrating Factor $$\displaystyle h(x,y)$$ with a constraint that the condition (2) is satisfied after multiplying $$\displaystyle h(x,y)$$ to the 1st order nonlinear ODE.

 * {| style=";width:70%" border="0" align="center"

\begin{align} (8) \longrightarrow & M(x, y(x)) + N(x,y(x)) * \dot y(x) = 0 \\ \Rightarrow & M dx + N dy = 0 \end{align} $$
 * $$\displaystyle

 * }
 * }

Including Euler's Integrating Factor $$\displaystyle h(x,y) $$, we get,

 * {| style=";width:70%" border="0" align="center"

 * $$\displaystyle

\Rightarrow \underbrace{(hM)}_\bar{M} dx + \underbrace{(hN)}_\bar{N} dy = 0

$$

 * }
 * }

We need to find the Euler Integrating Factor $$\displaystyle h(x,y) $$ such that,

 * {| style=";width:70%" border="0" align="center"

\Rightarrow \bar{M}_y = \bar{N}_x $$
 * $$\displaystyle

\Rightarrow (hM)_y = (hN)_x $$
 * $$\displaystyle
 * }
 * }

We know, $$\displaystyle \bar{M}_y \Rightarrow (hM)_y = h_y M + h M_y $$ and $$\displaystyle \bar{N}_x \Rightarrow (hN)_x = h_x N + h N_x $$

 * {| style=";width:70%" border="0" align="center"

\Rightarrow h_x N - h_y M + h (N_x - M_y) = 0 $$
 * $$\displaystyle

$$
 * $$\displaystyle \longrightarrow (10)

 * }
 * }

Solving Equation (10) for $$\displaystyle h(x,y) \Rightarrow$$ Not easy in general but Euler gives us 2 cases.

Case: 1
If $$\displaystyle h_y M = 0$$, then Equation (10) becomes,

 * {| style=";width:70%" border="0" align="center"

\Rightarrow h_x N + h (N_x - M_y) = 0 $$
 * $$\displaystyle

\Rightarrow \frac{h_x}{h} = -\frac{1}{N}(N_x - M_y) $$
 * $$\displaystyle

\Rightarrow \underbrace{\int\frac{h_x}{h}dx}_{log\ h} = -\int\underbrace{\frac{1}{N}(N_x - M_y)dx}_{f(x)} $$
 * $$\displaystyle

\Rightarrow h = \exp \left[-\int\frac{1}{N}(N_x - M_y)dx \right] $$
 * $$\displaystyle

\Rightarrow h(x) = \exp \left[-\int_{}^{x} f(s)ds\right] $$
 * $$\displaystyle

 * }

 * {| style="width:85%" border="0"

 * valign="top" | Note:

h_y M = 0 \Rightarrow h_y = 0,\ since\ M\ \ne\ 0

\,\!$$

\Rightarrow h\ is\ only\ a\ function\ of\ x\,\!$$.

 * }

Case: 2
If $$\displaystyle h_x N = 0$$, then Equation (10) becomes,

 * {| style=";width:70%" border="0" align="center"

\Rightarrow - h_y M + h (N_x - M_y) = 0 $$
 * $$\displaystyle

\Rightarrow \frac{h_y}{h} = \frac{1}{M}(N_x - M_y) = -g(y) $$
 * $$\displaystyle

\Rightarrow \underbrace{\int\frac{h_y}{h}dy}_{log\ h} = \int\frac{1}{M}(N_x - M_y) dy $$
 * $$\displaystyle

\Rightarrow h(y) = \exp \left[\int\frac{1}{M}(N_x - M_y)dy\right] $$
 * $$\displaystyle

\Rightarrow h(y) = \exp \left[-\int_{}^{y} g(s)ds\right] $$
 * $$\displaystyle

 * }
 * }

In Class Problem
To find the solution to the equation $$\displaystyle p' + p - x = 0$$ using Integrating Factors.

Let $$\displaystyle y = p $$ for convenience.

Rewriting in the form of $$\displaystyle M + N\dot y = 0$$,

 * {| style=";width:70%" border="0" align="center"

\underbrace{y - x}_M + \underbrace{1}_N y' = 0 $$
 * $$\displaystyle

 * }

$$\displaystyle \Rightarrow M_y = 1 $$ and $$\displaystyle N_x = 0 $$ and so, $$\displaystyle N_x \ne M_y $$

Using Euler's Integrating Factor $$\displaystyle h(x,y) $$,

 * {| style=";width:70%" border="0" align="center"

h(y - x)+ h y' = 0 $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (11)

 * }

Using Case: 1,

 * {| style=";width:70%" border="0" align="center"

\Rightarrow h(x) = \exp \left[-\int\frac{1}{N}(N_x - M_y)dx \right] $$
 * $$\displaystyle

\Rightarrow h(x) = \exp \left[-\int(0 - (1)dx \right] $$
 * $$\displaystyle

\Rightarrow h(x) = e^x $$
 * $$\displaystyle

 * }

which satisfies the fact $$\displaystyle (hM)_y = (hN)_x$$.

Substituting $$\displaystyle h(x) = e^x$$ in Equation (11),

 * {| style=";width:70%" border="0" align="center"

\Rightarrow e^x(y - x)+ e^x y'  = 0 $$
 * $$\displaystyle

\Rightarrow (e^x y)'  = e^x x $$
 * $$\displaystyle

 * }
 * }

Integrating on both sides,

 * {| style=";width:70%" border="0" align="center"

\Rightarrow e^x y  = \int_{}^{x}e^x xdx + A $$
 * $$\displaystyle

\Rightarrow e^x y  = xe^x - \int_{}^x e^x dx + A $$
 * $$\displaystyle

\Rightarrow e^x y  = xe^x - e^x + A $$
 * $$\displaystyle

\Rightarrow y  = x - 1 + Ae^{-x} $$
 * $$\displaystyle

 * }

Nonlinear ODEs
In order to verify whether a given ODE is Nonlinear or not, we use the conditions as per Linear Operators from Wikipedia.

Linearity of any equation is verified using the Linear operator $$\displaystyle L(.)$$ with the condition that,

$$\displaystyle \forall u, v\ functions\ of\ x\ and\ \forall \alpha,\beta \ scalars\ \in \mathbb{R} $$

 * {| style=";width:70%" border="0" align="center"

L(\alpha u + \beta v) = \alpha L(u) + \beta L(v) $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (12)
 * }
 * }

Verification of first order ODEs for non linearity
$$\displaystyle 1.\ 2x^2 + \sqrt y + x^5y^3y' = 0$$

Using the Linear Operator $$\displaystyle D(.)$$ the left hand side of Equation (12) for the given ODE,

 * {| style=";width:70%" border="0" align="center"

D(\alpha u + \beta v) = 2x^2 + \sqrt{(\alpha u + \beta v)} + x^5(\alpha u + \beta v)^3(\alpha u + \beta v)' $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (13)
 * }
 * }

The Right hand side of Equation (12) for the given ODE,

 * {| style=";width:70%" border="0" align="center"

\alpha D(u) + \beta D(v) =  \alpha \left [2x^2 + \sqrt{u} + x^5(u)^3(u)' \right ] +  \beta \left [2x^2 + \sqrt{v} + x^5(v)^3(v)' \right ] $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (14)
 * }
 * }

Since Equations (13) and (14) are not equal, the given equation is a first order non linear ordinary differential equation.

$$\displaystyle 2.\ x^2y^5 + 6(y')^2 = 0$$

Using the Linear Operator $$\displaystyle D(.)$$ the left hand side of Equation (12) for the given ODE,

 * {| style=";width:70%" border="0" align="center"

D(\alpha u + \beta v) = x^2 + (\alpha u + \beta v)^5 + 6[(\alpha u + \beta v)']^2 $$ $$
 * $$\displaystyle
 *
$$\displaystyle \longrightarrow (15)
 * }
 * }

The Right hand side of Equation (12) for the given ODE,

 * {| style=";width:70%" border="0" align="center"

\alpha D(u) + \beta D(v) =  \alpha \left [x^2u^5 + 6u'^2 \right ] +  \beta \left [x^2v^5 + 6v'^2 \right ] $$ $$
 * $$\displaystyle
 *
$$\displaystyle \longrightarrow (16)
 * }
 * }

Since Equations (15) and (16) are not equal, the given equation is a first order non linear ordinary differential equation.

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

title: User:Egm6321.f09.Team1.andy/HW1


text:
User:PadreSmokey

Quick run-down: Graduated after 9 years with a B.S. in Math.Majored in everything along the way.Still. Haven't. Found. A job.Have great skillz with MS Office software... ... particularly Excel (spreadsheet Jedi, here). Really, I'm just here trying to pick up the little bits I missed in my education and to keep sharp until either good work or grad school happens. PadreSmokey 05:18, 11 September 2009 (UTC)

title: User:PadreSmokey


text:
User:ArielGlenn

I try not to make edits here under this account. Sometimes I screw up. You really want to leave messages for User:Απεργός however ;-)

Better still, find me in irc. I'm usually in the #wiktionary-el channel (and some tech channels and some other el channels and some other wiktionary channels etc etc etc. Basically I'm in too many channels.

title: User:ArielGlenn


text:
User:Friedebarth

Hello, I'm Friedebarth.

User:Friedebarth/Adobe CS4 Design&Image Manipulation Course

title: User:Friedebarth


text:
User:Friedebarth/Adobe CS4 Design&Image Manipulation Course

Welcome to this compendium of resources and lessons on the broadest senses of digital graphic design, digital web design and digital image manipulation. ''Design isn't about finding out what goes where. It's about being creative and fiddling around with the media you have at hands.'' ~Unknown

Introduction
The term graphic design can refer to a number of artistic and professional disciplines which focus on visual communication and presentation. Various methods are used to create and combine symbols, images and/or words to create a visual representation of ideas and messages. A graphic designer may use typography, visual arts and page layout techniques to produce the final result. Graphic design often refers to both the process (designing) by which the communication is created and the products (designs) which are generated.

Common uses of graphic design include magazines, advertisements and product packaging. For example, a product package might include a logo or other artwork, organized text and pure design elements such as shapes and color which unify the piece. Composition is one of the most important features of graphic design especially when using pre-existing materials or diverse elements.

Web design is the skill of creating presentations of content (usually hypertext or hypermedia) that is delivered to an end-user through the World Wide Web, by way of a Web browser or other Web-enabled software like Internet television clients, microblogging clients and RSS readers.

The process of designing Web pages, Web sites, Web applications or multimedia for the Web may utilize multiple disciplines, such as animation, authoring, communication design, corporate identity, graphic design, human-computer interaction, information architecture, interaction design, marketing, photography, search engine optimization and typography.

 * Markup languages (such as HTML, XHTML and XML)
 * Style sheet languages (such as CSS and XSL)
 * Client-side scripting (such as JavaScript)
 * Server-side scripting (such as PHP and ASP)
 * Database technologies (such as MySQL and PostgreSQL)
 * Multimedia technologies (such as Flash and Silverlight)

Image editing encompasses the processes of altering images, whether they be digital photographs, traditional analog photographs, or illustrations. Traditional analog image editing is known as photo retouching, using tools such as an airbrush to modify photographs, or editing illustrations with any traditional art medium. Graphic software programs, which can be broadly grouped into vector graphics editors, raster graphics editors, and 3d modelers, are the primary tools with which a user may manipulate, enhance, and transform images. Many image editing programs are also used to render or create computer art from scratch.

Computer graphics are any graphics in which computers played a role in production or display of the image. Many traditional disciplines are now integrating digital technologies and, as a result, the lines between traditional works of art and new media works created using computers has been blurred. For instance, an artist may combine traditional painting with algorithm art and other digital techniques. As a result, defining computer graphics by their end product can thus be difficult. Computer graphics are by their nature evolutionary since changes in technology and software directly affect what is possible. Notable artists in this vein include Bert Monroy, Deke McClelland, Gavin Hoey and Sean Tourangeau.

Project metadata

 * Suggested Prerequisites:
 * Advanced Computer skills
 * (for Web design) Basic HTML and CSS skills
 * Time investment: unknown
 * Portal:Design
 * School:Art and Design and Media Studies
 * Department:Design
 * Level: Depends on skills, creativity and intelligence of learner

Content summary
This is a course designed to introduce you into the worlds of image editing, 2D computer graphics, graphic design, web design and image editing. At the end of this course, you will have advanced skills in many of the products of the Adobe Creative Suite 4, including:

 * Adobe Bridge CS4
 * Adobe Photoshop CS4
 * Adobe Illustrator CS4
 * Adobe Dreamweaver CS4

Goals
This learning project aims to...
 * provide foundation to advanced knowledge, as well as many tips and tricks, about above products, as well as graphics, web design and image editing in general.
 * give invaluable tips and comments that provide an insight on a designer's daily routine, as well as giving many online and offline resources related to design.

Contents
{|width=100%
 * valign=top width=50%|

Syllabus and Learning Materials

 * 1) Introduction
 * 2) Introduction to the course
 * 3) Introduction to digital graphics
 * 4) Introduction to the Adobe CS4
 * 5) Linear finite element basics
 * 6) An example: Axially loaded bar
 * 7) * Strong form: governing differential equation
 * 8) * Weak form: integral equation
 * 9) * Approximate solution: Galerkin method
 * 10) * Approximate solution: Finite element method
 * 11) More examples: Some model problems
 * 12) * Weak form: Weighted residual methods
 * 13) * Choosing a weight function
 * 14) * Bubnov Galerkin methods
 * 15) * Finite element basis functions
 * 16) * Example of a finite element approximation
 * 17) A time-dependent problem: the heat equation
 * 18) * Steady state heat conduction
 * 19) * Weak form of the steady state heat equation
 * 20) * Weak form of the time-dependent heat equation
 * 21) * Finite element approximation of Poisson equation
 * 22) * Finite element approximation of the heat equation
 * 23) * Time integration of the heat equation.
 * 24) Nonlinear finite element basics
 * 25) Nonlinearities in solid mechanics
 * 26) An example: Nonlinear deformation of an axially loaded bar
 * 27) * Weak form for the nonlinear bar
 * 28) * The Newton-Raphson method
 * 29) * The Newton method applied to finite elements
 * 30) * The Newton method applied to the axially loaded bar

 * 1) Lagrangian and Eulerian descriptions of motion
 * 2) Lagrangian finite elements
 * 3) * Motion from the Lagrangian point of view
 * 4) * Total Lagrangian approach
 * 5) * Updated Lagrangian approach
 * 6) * An example: Effect of mesh distortion
 * 7) Solution procedure
 * 8) Special case: Natural vibrations
 * 9) Nonlinear deformation of beams
 * 10) Euler-Bernoulli beams
 * 11)  Timoshenko beams
 * 12)  Buckling of beams
 * 13) Nonlinear deformation of plates and shells
 * 14) Basic linear plate and shell elements
 * 15) Nonlinear plates and shells
 * 16) Time-dependent deformation of shells
 * 17) Basic continuum mechanics
 * 18) Kinematics
 * 19) Motion, displacement, velocity, acceleration
 * 20) Stresses and strains in one and two dimensions
 * 21) Strains and deformations in three-dimensions
 * 22) Polar decomposition
 * 23) Spectral decompositions of kinematic quantities
 * 24) Volume change and area change
 * 25) Time derivatives and rate quantities
 * 26) Objectivity of kinematic quantities
 * 27) Stress measures and stress rates
 * 28) Stress measures
 * 29) Deviatoric and volumetric stress
 * 30) Objective stress rates
 * 31) Balance laws
 * 32) Overview of balance laws
 * 33) Balance of mass
 * 34) Balance of linear momentum
 * 35) Balance of angular momentum
 * 36) Balance of energy
 * 37) Entropy inequality
 * 38) Constitutive models
 * 39) Objectivity of hyperelastic relations
 * 40) Rate form of hyperelastic relations
 * 41) Nonlinear elasticity
 * 42) Plasticity
 * 43) Viscoplasticity
 * 44) Viscoelasticity.
 * 45) Finite element formulation in three dimensions.
 * 46) Updated Lagrangian formulation
 * 47) Verification and Validation.

 * valign=top width=50%|

Assignments

 * Homework 1 Problem set
 * Solutions
 * Homework 2 Problem set
 * Solutions
 * Homework 3 Problem set
 * Solutions
 * Homework 4 Problem set
 * Hints
 * Solutions
 * Homework 5 Problem set
 * Solutions
 * Homework 6 Problem set
 * Hints
 * Solutions
 * Homework 7 Problem set
 * Hints
 * Solutions
 * Homework 8 Problem set
 * Solutions
 * Homework 9 Problem set
 * Solutions
 * Homework 10 Problem set
 * Solutions
 * Homework 11 Problem set
 * Solutions

Tests and Quizzes

 * Quiz 1
 * Solutions

 * }

Textbooks

 * Graphic Design: The New Basics by Ellen Lupton and Phillips Jennifer Cole. 248 pages, Paperback, Princeton Architectural Press, 1st edition (March 20, 2008). ISBN 1568987021
 * Universal Principles of Design by William Litwell, Kritina Holden and Jill Butler. 216 pages, Hardcover, Rockport Publishers, 1st edition (October 1, 2003). ISBN 1592530079


text: Template:Design

title: Template:Design


text:
User:YauKwanKiu/Intermediate Reading

Students from Wenzao and all are welcome to leave messages, questions and comments on my talk page.

Wenzao Ursuline College of Languages, Kaohsiung
Supplementary notes for the Intermediate Reading class, Tuesday 9-11am, Thursday 1-2pm, Room J-103

15 September 2009 (First meeting)

 * Test on summer reading next Tuesday
 * shall be on Jane Austen's Sense and Sensibility. Joy Luck Club, shall not be tested upon, but you may discuss it with me if you want to.   Here  is a good place to start.
 * Covered Part 1 of Chapter 1; remember to do the assignments
 * Writing assignment - to be submitted by email by the end of next week
 * Notes:

17 September 2009

 * A good way to organize your thoughts and prepare for the test is to use the techniques in Chapter 1 Part 2 - e.g. T-charts and summary writing. Email me if you have questions.  If you want to work with me on the vocabulary, make an appointment or come to my office hours.

22 September 2009

 * Test on S&S
 * What I want to achieve...
 * long sentences - how can I break them down?

29 September 2009

 * Chapter 1, Parts 3 and 4
 * A Day's Wait, by Ernest Hemingway
 * Quiz on Chapter 1: Thursday

title: User:YauKwanKiu/Intermediate Reading


text:
User:YauKwanKiu/Listening And Conversation

Students from Wenzao and all are welcome to leave messages, questions and comments on my talk page.

Wenzao Ursuline College of Languages, Kaohsiung
Supplementary notes for Listening And Conversation (1), Monday 8-10am (Q503), Thursday 8-9am (Q301)

17-9-2009 (first meeting)
notes

21-9-2009
notes

Homework:
 * p.25 checklist
 * prepare for Chapter 1 Part 2


text:
User:YauKwanKiu/Practical Writing

Wenzao Ursuline College of Languages, Kaohsiung
Supplementary notes for Practical Writing, Monday 8-10pm, Room Q203

Students from Wenzao and all are welcome to leave messages, questions and comments on my talk page.

14-9-2009 (first meeting)

 * Mina Lai was elected Head Girl of the class.
 * Everybody is to contribute $50 towards the air-conditioning fee. Please see Mina with your $$$.
 * Students have shown interest in CV, news reports and business emails writing
 * Notes:

21-9-2009

Homework: first six paragraphs of the assigned article.

title: User:YauKwanKiu/Practical Writing


text:
User:YauKwanKiu/Illustration And Presentation

Students from Wenzao and all are welcome to leave messages, questions and comments on my talk page.

For information on the oral part of the mid-term exam, please contact me via email.

Wenzao Ursuline College of Languages, Kaohsiung
Notes for Illustration And Presentation, Thursday 8-10pm, Q506

17 September 2009 (first meeting)

 * Remember to bring the text book Smart Choice 1 by Ken Wilson and the Smart Choice work book by Wilson, Falla and Davies to the next class.


text:
Corporate management ethics

Synopsis Corporate boardroom decisions often reflect non-transparent personal agendas by the principal promoter of the matter to be decided. As the covert matter, the subject of such decision, may not be in the stock/shareholders' or indeed the public's best interest, the need for regulated transparency and greater director's accountability is self-evident as it may reduce the risks of corporate misdemeanours and financial misadventures. However, given that the commerciality of free enterprise activities includes the dual tenants of commercial confidentiality as well as the propriety of intellectual property, enforced greater transparency may come at an in-determinant cost. Given this topic's multi-dimensionality (legal, accounting, social and ethical responsibility), a number of detailed discussions are necessary if the full spectrum is to be canvassed.

The Scene Corporate boards of directors are ostensibly composed of two groups, the professional external directors and the working executive directors. While the functions of the external directors are generally well understood, the connections and sources of influence upon such directors is rarely evident to even the diligent investigator. Factors such as loyalties to (past & present) peers,colleagues and social associations, all tend to influence, albeit not necessarily consciously, a person's personal values and actions. Similarly, the desire for ever greater emoluments and rewards is often a uniting factor among otherwise divers views and subjective values. A further factor is the need to exercise personal power or be granted structural power both overtly in the boardroom and covertly through informal discussions. As a whole the board of directors can be viewed as one homogeneous entity directing the affairs of thee corporation. At a greater magnification however, a number of firm and semi-fluid power sub-structures become evident. Moreover, frequently informal connections (past & present) between various external (non-executive) directors and senior executives do exist. Although evident on the face of it, such connections can constitute a two-way conduit through which information and influence can flow. The essence of what is said, to whom and when will only be known if and when communicated to the full board. Furthermore, although directors are appointed by open election, the nomination and proxy processes frequently leave large pre-selection opportunities to be exploited. In this context shareholder blocks can achieve proportional numbers of seats on the board. As such blocks often project specific policy biases, an example most commonly found with institutional shareholders, consensus decisions tend to be derived by negotiation between the various interest blocks.

Discussion of Undue Influence 'If it ain't illegal it must be OK!' The grey area between the strict constructions of the illegal (express & implied)on the one hand, and the legal (regulated, general statute and common law) on the other, considerable scope exists to bend the rules by construing a legitimate intent, overriding expedience or adopting simple careless indifference. However the vicissitude of commercial life allow genuine errors of judgment to remain inevitable. Although we live in times of published corporate governance proclamations, sadly such statements fail to address one aspect of boardroom decision making; those are the matters pertaining to influence exercised by individuals over boardroom decision processes, or offside determinations and pre-agreed arrangements between some of the actors. A dimensional problem arises in this context; namely when is an influence legitimate in the course of examining alternatives and distilling the commercial benefits that might accrue to the corporation, and when is it pernicious by virtue of undesirable consequences to the corporation. Of course this depends on the individual circumstances which, in many cases, invoke issues of personal ethics, fiduciary duty and the scope of corporate governance.

It follows that this discussion topic is significant enough to warrant the specific focus upon an in-depth examination of the undue influenceconcept. Two types of influence could be termed undue. (i) The first class encompasses the exercise of duress, coercion and bribery by one group of persons upon one or several directors, although clearly illegal, is both difficult to detect and in the event even more difficult quantify into actionable terms. These difficulties can be construed as a protective barrier to the prosecution of such illicit conduct. (ii) The second class of undue influence encompasses the various forms of inducement constituting indirect future opportunities, status and non-monitory rewards. This latter form is often applies to executive directors and senior executives. In contrast to the former illicit activities, these latter ones are almost impossible to substantiate as illicit, yet they clearly constitute, it is suggested, at best questionable conduct and possibly undue influence by one or more members of the board. To reapply the previous simile, the extreme difficulty of substantiating an actionable case constitute a protective barrier to the prosecution of such possibly illicit conduct.

These barriers to compel ethical conduct by directors with respect to the actual, as distinct from the nominal, board room decision processes seem even more substantial in this latter class. The difficulties are both evidentiary and procedural. Procedural impediments such as regulatory clausing limitations, the difficulties in collecting hard and corroborating evidence and the capacity to fund litigation on the one hand, and the

Dr.King 09:20, 11 September 2009 (UTC),

title: Corporate management ethics


text:
User:Lindsaysjol

But I guess that it comes with the territory; an ominous landscape of never ending calamity. I need you to hear, I need you to see that I have had all I can take and exploding seems like a definite possibility to me. So pardon me while I burst into flames. I've had enough of the world and it's people's mindless games. So pardon me while I burn and rise above the flame. Pardon me, pardon me...I'll never be the same. Subscript text ~ Pardon Me, Incubus

This is your life, and it's ending one minute at a time. ~ Fight Club

the goal State the goal you had, which should be clear, specific, and actionable. My goal: I’ve never been able to be at ease and essentially, live for myself. I’m never able to relax, and I tend to beat myself up for my mistakes. I worry a lot; about tomorrow, today, the next hour. I worry that I won’t do well enough, in school, at work, and in my personal relationships. I guess you could say I’m somewhat of a perfectionist, a people pleaser. Worrying about what will happen next is my downfall. It makes me feel as if my head is in the clouds, that I’m not living for the moment because I’m too busy worrying about the next, that I’m catering to everyone else’s agenda.

Research My Life at the START (July) of I’ve Always Wanted To:

School: I’m finally starting school after wanting to for two years and never getting around to it. I’ve only realized my passion of creating art recently, but it feels I’ve known it deep down for years. This is such a refreshing start. There seems to be endless opportunities. I want to join every club I possibly can, and sign up for drawing classes. My life is definitely changing for the better. I feel like I’m bursting with energy. Anything can happen, and it will.

Relationships: My best friend and I are really connnecting, we just spent a whole day downtown, went to the art museum and talked for hours. I forgot how much I missed this. Looks like my ex-boyfriend and I may be getting back together soon, we are going to spend some time together when our schedules free up. My parents are happy for me, and I tune them out as they remind me of everything I need to do. They say it’s probably not a good idea to drive my car to school, that the bus will be less expensive. Ha, the bus. I’ve had some crazy experiences on buses. And the way that you stick to the seat on hot days does not sound attractive. My brother and I are starting to talk again, he finally got on meds after 3 years. Words can’t express how happy I am.

Why are you letting this madness go on? Because I think the harder I try, then eventually the outcome will be great.

Work. I love my new job at the Goodwill. I don’t like the taking breaks part, as my last job didn’t care. Having to slow down and sit still makes me feel unproductive.

(August) When I sit down and think about the truth, it makes me mad. When it’s said aloud, “I live for others, and therefore neglect myself”, I can even now feel my cheeks burn hot with embarassment. I’m not sure when I forgot about myself, but in going back to school I think I’m starting to realize it even more. This is the only thing I’ve done for myself in so, so long.I’m angry at myself, and I don’t know what to do with it.

I’ve been trying to overcome this anger by trying even harder to keep everyone happy. And most of the time, it back fires, bad. My heart got set on big plans with Mel and she broke them, so I’ve got this anger towards her for not realizing how important they were to me.

Josh and I got back together and broke up at breakneck speeds. Apparently he’s jealous and takes it out on me. I just feel lost.

Work is my release but it turning into a place where I can analyze and worry about the day before. School is not going well, I’m struggling to stay awake at night to finish homework. I’m getting really unorganized.

I started seeing a counselor at school, and he was trying to teach me relaxation techniques. He told me to take deep breaths, holding for two, then letting out for two. I couldn’t hold the breaths even that long, and my breaths were really shallow. I kept tyring, and I just couldn’t.

He asked me a little bit about my life, and brought it to attention that it sounds like I don’t get any “me-time” to nurture myself. I used to do yoga everyday, but with school and work ther is no time. I find myself getting less and less sleep trying to do homework at the same time. With his help, I’m making some major changes in my life.

Work is going from 36 hours a week to 18. Wow.

I’m doing yoga in the mornings now.

I’m writing lists of what I need to do the next day each night.

I’m losing the boyfriend situation

I’m going to think of things to do with Mel. Maybe go canoeing.

I’m starting a character journal.

I’m reading up on cognitive behavioral therapy, relationships, bettering myself as a person with self-help books. I never thought I would do this.

My Accomplishment Detail. How far did you get toward your goal? Demonstrate. If you’ve made something, show it for the class. If you’ve read or written something, read a little of it aloud. If you’ve learned to do something, do it.

My goal of working toward ease in life, a sense of well-being is a never-ending one. I’m here because I’m doing the best I can, and that’s all that I can do. The difference now is, I know that the best I can do is the best that I can do. And I move on to the next thing.

I got farther than I could ever imagine with my goal of focusing on myself, rather than everyone else. I feel like things, no matter how they turn, are going to be ok. I now force myself to think about the present moment, and what I can do right now to make things better.The biggest accomplishment during all of this wasn’t about relaxing enough to smell the rose, but most of all it was relaxing enough to allow myself to be me.

I opened up to my Dad, the most closed up of closed up people, just poured out my heart, swear words and all, the obscene and the guilty. I couldn’t stop talking. I didn’t care what he thought of me for once in my life. Once I stopped talking and decided to care, I opened my ears for his heartfelt advice. And took it toheart. He told me I needed to stop holding back, to share my thoughts with people and fight for what I really wanted in life. It was like a chain reaction. As soon as I opened up to my hyper-Christian Dad, I wrote a letter to someone I had pushed away unknowingly. I had a major breakthrough, this was my epiphany, my “a-ha” moment. An excerpt from the letter:

I know a lot about betrayal, just like you. I’ve been betrayed by every friend and every lover. I’ve had to start over with only myself more times than I would like to admit. It’s easy to find party friends, and guys that want to date you, and acquaintances. It’s so much harder to find real friends who open up their hearts and let you in to their innermost thoughts and feelings. It’s lonely having to keep people at a distance, it’s even lonelier when you know you’ll never open up to them. It’s haunting to think of what could have been said and done. I’m nowhere near perfect, but I think I try to pretend like I am, and I keep only running back into myself because of it. I’ve never been one to ask for help in my life, or admit to the problems I have, and I’ve always been ok. But that’s not the case anymore. I had a chance to open up to you about my hopes and worst fears, and I didn’t because I was shit-scared.. I had a chance to open up to you about my feelings, and I didn’t because I let my pride take over instead. I have a lot of walls. I know that I its time I start really breaking them down, especially when I get the opportunity. Multiple times I thought of never giving the letter, that a sorry and explanation wasn’t needed, that it would only piss them off even more. It took great restraint to not somehow destroy my cellphone at the feeling of suspense, wishing it to stop turning my stomach over, when I had when waiting for a response. It was extremely uncomfortable at first, But in those moments before I got a reply, I began to feel lighter and lighter. I had given my all, and it was what I felt was right to do. I owed that person an explanation, they weren’t to be placed with blame. I owed it to myself to explain when I wanted to. I’ve had more fun in the past few weeks doing silly things that I never gave second thought to. I have a lot of ideas that I don’t share with others out of being uncomfortable just at the thought of doing so. I’ve had countless personal talks with friends, and family now, and I’m happy to say the result has only been positive. It has shown me that only in opening myself up can I be fully loved by others, and also myself. When you accept yourself as you are, or throw your balls to the wind, as they say, life holds mass appeal and less worry. There will always be good easy, comfortable times in life, but it’s only in triumph over adversity, which is more often than not our very selves, that we really grow. A seed of courage was planted when I made the decision to open up to my dad. It grows and thrives when I shock myself by being myself on a daily basis. Never again will the premise of fear hold me back from what I really want, because fear to me is not an obstacle, it is a now undisguised motivation to achieve. Anything that’s worth having is going to be hard to get, as they say. My Character Journal allowed me to analyze activities that took place when I adapted a ‘Fuck It’ mentality.Some of my adventures: August 22nd Today I cried into the phone as I expressed my heartbreak over that one guy who sucks at life. I don’t think he could make out half the things I said, but I’m still glad he listened patiently. “Any time”, he said afterward. He just went up 5 points in my book. We decided that my idea of destruction therapy to take my anger out would happen Saturday. It ended up being in the dead of night, with a broken T.V. I got the great idea to blast Metallica from my car stereo as we were parked next to a small bridge. The metal bat we had did it’s damage, but just wasn’t satisfying enough. The crazy-loud crash of the T.V’s screen shattering as we heaved it over the railing sent adrenaline running through my veins. Picturing it, I laugh out loud. Us running at inhuman speeds as we raced back to my car, the night dead still in contrast to the car-crash loudness of the T.V. hitting the pavement My heart pounding, I turned my car’s keys in the ignition, and sped away, the engine as alive as I felt. I don’t think the blood pounding in my ears quite went away for a half-hour or so. August 5th When I’m in a bad mood, I have a way of projecting that onto other people. Sometimes I catch myself at work, but it’s so hard to fake a smile when it’s not real. I started thinking that work wasn’t so bad, it was fun when I let it be. I have the most fun talking to people, like the elderly asian couple with their dirty mind’s, joking that I ‘too young’. Or the high-strung lady who offered detailed advice on how to avoid mold, anywhere. How about the girl dressed inn a fairy outfit who magically found a porcelain figurine I had taken out of the display case, who proceeded to hold it to her mouth, and play a tune, straight Ocarina style??? Or the guy who’s hands shook as I sold him a 5,000 dollar WWII Kodak camera, leather case and all, for 7.99? I have never seen such gratefulness. No wait, I have. I sold a guy a bong the other day. I didn’t realize what it was, just thought that the hollowed out bamboo stick with the extra parts was a vase or something. It wasn’t until I turned it over and over in my hands that the thought came to me. I looked at the guy, asking him if he knew what in fact it was, and he smiled knowingly, all nonchalant. Cashier instinct on impulse, I told him I didn’t think I could sell it to him. The look of disappointment that passed over his face was only there for half a second, as I changed my mind, handing it back to him. “Fuck it”, I said to him, handing it back. Weed makes people happy. Who was I to destroy another man’s happiness, if only fleeting?

"In spite of everything, let's. ~ Vincent Van Gogh

September Life Drawing has allowed me to let go and allow my creativity to take over. I’m addicted. The same goes for canoeing. These are both forms of therapy I can’t believe I didn’t try sooner.

August 7th I tried eel today, and it was ok until I found out what it was. I thought, no, that’s stupid, I just tasted it and it was good. I dunked it in soy sauce and shoved it into my mouth, and chewed it as fast as I could regardless, all the while thinking of happy things like burgers and steaks. It was almost good. At least I tried it. I’m proud. August 11th I made an effort to make conversation with everyone I encountered at work today. I was putting away purses, when Susan, a lady with an intent look on her face as was common among the Treasure Hunters, strolled by, pausing to look at a purse. She threw me a startled look when I asked how she was. We went on to talk about skirts, her travels in the mid-west, and people. She told me she was surprised that I, being so young, stopped to take the time to talk to her. She said it made her very happy, asked me my name, and introduced herself. When is it a dept. store employee, ever cares genuinely who you are and what you’re all about? I love my job, and that’s all the difference, and in talking to the woman, making a connection, made time fly by. August 26th You know how we all tell people we are there if they ever need, but just to be nice? What we mean is that we are there for 10 min max, and only more if what they have to say is interesting to us, and only if we are not busy at the moment. Well my friend Christian dumped his sensitive feeling-a-plenty on me the other night on messenger. I was so tempted to not deal with it, to just pretend I wasn’t actually on, as I’d heard his feelings just two days ago. I decided to hear him out, and found that in listening to him, I understood what he was going through and offered my sincere advice. She’s just not that into you, and you’re making yourself look desperate. It’s annoying, stop, I said. We spoke so long into the night, on messenger, and on the phone, me trying to comfort him, I’m not sure when I fell asleep. I do know that I had breakfast for once. I was munching on granola the last I remembered before waking up, and woke up swimming in it. Don’t fall asleep while snacking.

title: User:Lindsaysjol


title: User:Cekli829


text:
Wiki Campus Radio/Active audio stream/2009-10-31

Suggested playlist for Oct 31st Podcast...


text:
User:Genezistan

I would like to share my original research into reflective thinking here. The purpose of the research project is to show how thinking may be synchronized both between individuals, and between the individuals and educational resources. The subject is often termed as multidisciplinary (see Multidisciplinary studies), but may be better called Cross-disciplinary Studies.

What is the name Genezistan about?

1. The word is concocted from genezis and tan. Genezis (Γένεσις) means "birth", or “origin", while tan is a Hungarian word meaning a “study” or the part of the words ending in -ics in English/Latin (like Economics, Linguistics, etc.)

2. I am using it to tag my ideas about the subject of „in the beginning” especially in the fields of language, cognition and computing.

3. My hopes that keep me moving in such a direction of interest are that sooner or later I find other people similarly interested and even willing to pursue the practical applications of anything discovered along my or our intellectual journey. 4. I believe that when we are lost in the woods or in a maze, we need to change our perspective. We may even have to start from scratch, or to go back to the drawing board. In order to do so, we need to step out from the framework of ideas or paradigm that we have been using and must have the courage to risk the chance of going down the road alone. But are we not all going alone towards a lonely and disgraceful end?

Newbury, 06 06 09 Genezistan 14:51, 11 September 2009 (UTC)

title: User:Genezistan


text:
User talk:Genezistan

You can send me email to

Genezistan@googlemail.com Genezistan 14:53, 11 September 2009 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 17:32, 11 September 2009 (UTC)

My sandbox
Categorization: awaiting reply It is going to be a Course What name to give??

Course Content by faculty: multidisciplinary Does not exist yet Resource type: lecture (lecture notes) and subpages

tag lectures by inserting lecture in curly brackets at the top use subpages

entitle lecture "name of course/lecture 1" with a slash in the middle

link lecture to the course by using subpages, a breadcrumbs trail back to the course will be automatically added

Faculty: ?? Topic namespace??

Hi!
How are you? I know you wrote to me a while ago, and just wondering how uploading of your book is going. --AFriedman 22:27, 19 October 2009 (UTC)

Beginnings are an interesting topic. I have spent considerable time, looking at a possible Cosmological beginning narrative based on a form of Dark Energy I call Unit Field. I admit that I have an irrational belief that such a system is possible, and have therefore labeled it my religion. The Mystery of how something so elementally simple, could simply through incremental processes, become the complex and mystifying universe we know today, fills me with Awe. Yes Beginnings are an interesting topic. It is however not immediately obvious to me, how a study of beginnings, translates into reflective thinking, or interdisciplinary thinking.--Graeme E. Smith 15:12, 20 October 2009 (UTC)

Perhaps, and this is only speculation, the linkage lies not in the topic, but in the types of minds that tend to consider these topics? There is a certain rigidity of mind associated with left brain thinkers that tends to the judgment side of the personality scale, while Right Brain thinkers might tend towards Perceiving, (At least in the Meyers Briggs Personality scale). A Judging personality would not be able to set aside the existing knowledge framework and consider starting again with a different paradigm, until the paradigm was mature enough to be demonstrate-ably better than the previous paradigm, A perceiving personality might be able to start again, but might not be able to judge when their ideas are mature enough to publish.--Graeme E. Smith 15:25, 20 October 2009 (UTC)

A little taster
Thanks for the points. All I know of the world is a kind of awakening, a growing level of awareness within the range of human perception, both native and artificially enhanced. No wonder that our explanation of existence of anything, the universe and beyond follows the same paradigm relying on our concept of space, time, motion and speed. However, those categories are primarily concerned with a) the visible bodies and thus matter, energy, waves and particles, always focusing on one entity, and not two, namely b) form and content which co-exist in any entity and may be seen in a flip-flop shift of the point of observation. Physics claims that we cannot be inside and outside of anything observed at the same time and that should be accepted. With the current chunking of world using a natural language you get a paradigm the semantics of which is not inside the linguistics forms, but in the reactions deriving from the experience shared by using a common language. Thinking comes before acquiring a natural language and the emergence of language has to be thought of as something starting with the first sound, word, sentence, etc. as everything starts with one, the first one in the row or a line (assuming that you accept the space-time paradigm). Therefore, if you want to find out the semantics of any natural language today, you need to go back to see the "semantic primitives", the terminal symbols that are not identical with the outcome of syntax analysis or parsing. It is commonly known that most objects in nature are composed of a handful of very small components, including the DNA, the atom and the molecules, but also man-made artifacts, such as music, alphabets, etc. AI is based on formal logic and a peculiar understanding of semantic analysis which does not allow them to integrate ontologies. Foundation ontology models (vocabularies, paradigms) are erroneous in my view and I would like to show how and why. The entry words thinking and thought in Wikipedia are a mess and it is difficult to give a plausible view of the scenery, unless you have an academic position or a list of followers. But the best vantage point is outside all the disciplines which as G. Bernard Shaw has remarked are a plot against all the lay people (the outsiders to the field). Having witnessed the postings of the relevant forums I find that there is nothing substantial or illuminating in the positions they take as nothing is at stake, except careers and government funds. But I cannot see any serious interest in sorting out the verbose garbage in order to foster understanding through using a language with a tool to trace the underlying mental operations that are currently undisclosed. But I would not like to run away with my points, so I had rather stop here and would ask you to ask me questions so that I can have an "audience" for guidance Best Genezistan 15:55, 20 October 2009 (UTC)

One more point

And not only form and content come as twin concepts that are the properties of ONE object, if you are able to see them from a different angle, like the usual ambiguous, binary shapes cited everywhere, but generic and specific, abstract and concrete also go hand in hand and are a subject of the knowledge of the observer.

Genezistan 16:10, 20 October 2009 (UTC)

User pages:
http://en.wikiversity.org/wiki/User:Genezistan/Synchronization_of_thoughts/lecture_1

title: User talk:Genezistan


text:
Reflective thinking

The term reflective thinking is not found in Wikipedia but it will yield many hits on the Internet only, and is a clumsy one. The word reflection means thinking itself, so the two words together sound like reflect thinking. An overview of the subject in this sense is found in a Stanford student website.

In any case it is meant to be thinking about thinking, which has the similarly clumsy name metacognition as defined in Wikipedia.

Further examples of the phrase "reflective thinking" are also found as book titles: (examples include: Reflective Thinking by Reverend Brian Branche, Athena Press, London 2005 and In Search of Thinking: Reflective Encounters in Experiencing the World by Richard Bunzl, Sophia Books, UK, 2008). Unfortunately, they are not about thinking or cognition, but something else.

But the most important usage of the term reflective is in "reflectiveness" as identified in the key competences in a PISA document of the EU.

Quote from the PISA document referenced above:

Reflectiveness – the heart of key competencies

''An underlying part of this framework is reflective thought and action. Thinking reflectively demands relatively complex mental processes and requires the subject of a thought process to become its object. For example, having applied themselves to mastering a particular mental technique, reflectiveness allows individuals to then think about this technique, assimilate it, relate it to other aspects of their experiences, and to change or adapt it. Individuals who are reflective also follow up such thought processes with practice or action.''

''Thus, reflectiveness implies the use of metacognitive skills (thinking about thinking), creative abilities and taking a critical stance. It is not just about how individuals think, but also about how they construct experience more generally, including their thoughts, feelings and social relations. This requires individuals to reach a level of social maturity that allows them to distance themselves from social pressures, take different perspectives, make independent judgments and take responsibility for their actions.''

Reflection
Reflective thinking is a series of logical rational steps based on the scientific method of defining, analyzing, and solving a problem.

Quote:

"The reflective learning process

What is the role of reflection in the learning process?

Students sometimes view reflective writing as an annoying interruption to the serious business of developing content knowledge in their subject area. However, there are sound reasons why reflective writing is included in student assessment.

"Reflection is indicative of deep learning, and where teaching and learning activities such as reflection are missing… only surface learning can result." Biggs 1999 in King 2002

Reflective writing tasks are given to students to help students learn through reflection, precisely because of the established link between reflection and deeper learning. As well as facilitating learning and monitoring learning, the intention is to produce graduates who have acquired the habit of reflection as a means of continuing to learn and grow in their professions. Reflection can lead to:

 * personal growth
 * professional growth
 * meaningful change.

"Reflection leads to growth of the individual – morally, personally, psychologically, and emotionally, as well as cognitively".Branch & Paranjape, 2002, p. 1187

Reflection can help you to:

 * better understand your strengths and weaknesses
 * identify and question your underlying values and beliefs
 * acknowledge and challenge possible assumptions on which you base your ideas, feelings and actions
 * recognize areas of potential bias or discrimination
 * acknowledge your fears, and
 * identify possible inadequacies or areas for improvement.

Reflection can lead to greater self-awareness, which in turn is a first step to positive change – it is a necessary stage in identifying areas for improvement and growth in both personal and professional contexts. Taking time to reflect can help you identify approaches that have worked well, and in that way reinforce good practice."

http://www.monash.edu.au/lls/llonline/writing/medicine/reflective/3.xml

Comment
In order to be able to write about the subject with any level of precision you need to identify the chunk of reality that is tagged by the gliph reflective thinking. This process is also called disambiguation, an obvious step to take when not just one word, but a phrase refers to different chunks in reality.

Disambiguation is basically decontextualization, or taking a word or phrase out of its original context with an aim to include it in a collection of knowledge representations usually sorted alphabetically, like the Wikipedia or any other body of lexical knowledge. As a result of such an operation you get a headword and an annotation, usually just the meaning, which is often just a little more than a definition.

All that is about making your knowledge available to others through communication, by using a language. But thinking takes part in the mind or in the brains and is performed even without the competence to speak a human or natural language. Children and animals can think, they also have emotion and will besides reason, or rationality which is supposed to be the core device for thinking.

In fact, as emotion and will will interact with thinking, it is necessary to see thinking in reflection as something neutral and organized despite the continuous flow or stream of thoughts that we experience. John Dewey calls it the disciplined mind as a prerequisite of the acquisition of knowledge as presented by using a language. See: http://www.archive.org/details/howwethink00deweiala

Quote from Dewey:

''Discipline of mind is thus, in truth, a result rather than a cause. Any mind is disciplined in a subject in which independent intellectual initiative and control have been achieved. Discipline represents -original native endowment turned, through gradual exercise, into True and effective power. So far as a mind is disciplined, control of method in a given subject has been attained so that the mind is able to manage itself independently without external tutelage. The aim of education is precisely to develop intelligence of this independent and effective type a disciplined mind. Discipline is positive and constructive.''

''Discipline, however, is frequently regarded as something negative as a painfully disagreeable forcing of mind away from channels congenial to it into channels of constraint, a process grievous at the time but necessary as preparation for a more or less remote future. Discipline is then generally identified with drill; and Discipline drill is conceived after the mechanical analogy of driving, by unremitting blows, a foreign substance into a resistant material ; or is imaged after the analogy of the mechanical routine by which raw recruits are trained to a soldierly bearing and habits that are naturally wholly foreign to their possessors. Training of this latter sort, whether it be called discipline or not, is not mental discipline. Its aim and result are not habits of thinking, but uniform external modes of action. By failing to ask what he means by discipline, many a teacher is misled into supposing that he is developing mental force and efficiency by methods which in fact restrict and deaden intellectual activity, and which tend to create mechanical routine, or mental passivity and servility.''

''When discipline is conceived in intellectual terms (as or freedom tne habitual power of effective mental attack), it is identified with freedom in its true sense. For freedom of mind means mental power capable of independent exercise, emancipated from the leading string of others, not mere unhindered external operation. When spontaneity or naturalness is identified with more or less casual discharge of transitory impulses, the tendency of Freedom the educator is to supply a multitude of stimuli in order that spontaneous activity may be kept up. All sorts of interesting materials, equipments, tools, modes of activity, are provided in order that there may be no flagging of free self-expression. This method overlooks some of the essential conditions of the attainment of genuine freedom.'' Direct immediate discharge or expression of an impulsive tendency is fatal to thinking. Only when the thought impulse is to some extent checked and thrown back upon itself does reflection ensue. It is, indeed, a stupid error to suppose that arbitrary tasks must be imposed from without in order to furnish the factor of perplexity and difficulty which is the necessary cue to thought. Every vital activity of any depth and range inevitably meets obstacles in the course of its effort to realize itself a fact that renders the search for artificial or external problems quite superfluous. The difficulties that present themselves within the development of an experience are, however, to be cherished by the educator, not minimized, for they are the natural stimuli to reflective inquiry. Freedom does not consist in keeping up uninterrupted and unimpeded external activity, but is something achieved through conquering, by personal reflection, a way out of the difficulties that prevent an immediate overflow and a spontaneous success.

'' The method that emphasizes the psychological intellectual and natural, but yet fails to see what an important part factors are of the natural tendencies is constituted at every period of growth by curiosity, inference, and the desire to test, cannot secure a natural development. In natural growth each successive stage of activity prepares unconsciously, but thoroughly, the conditions for the manifestation of the next stage as in the cycle of a plant's growth.''

''There is no ground for assuming that "thinking" is a special, isolated natural tendency that will bloom inevitably in due season simply because various sense and motor activities have been freely manifested before; or because observation, memory, imagination, and manual skill have been previously exercised without thought. Only when thinking is constantly employed in using the senses and muscles for the guidance and application of observations and movements, is the way prepared for subsequent higher types of thinking.'' At present, the notion is current that childhood is Genesis of almost entirely unreflective a period of mere sensory, motor, and memory development, while adolescence suddenly brings the manifestation of thought and reason,

''Adolescence is not, however, a synonym for magic, mental Doubtless youth should bring with it an enlargement of the horizon of childhood, a susceptibility to larger concerns and issues, a more generous and a more general standpoint toward nature and social life. This development affords an opportunity for thinking of a more comprehensive and abstract type than has previously obtained.'' But thinking itself remains just what it has been all the time : a matter of following up and testing the conclusions suggested by the facts and events of life. Thinking begins as soon as the baby who has lost the ball that he is playing with begins to foresee the possibility of something not yet existing its recovery ; and begins to forecast steps toward the realization of this possibility, and, by experimentation, to guide his acts by his ideas and thereby also test the ideas. Only by making the most of the thought-factor, already active in the experiences of childhood, is there any promise or warrant for the emergence of superior reflective power at adolescence, or at any later period.

(c) ''In any case positive habits are being formed : if not habits of careful looking into things, then habits of hasty, heedless, impatient glancing over the surface ; if not habits of consecutively following up the suggestions that occur, then habits of haphazard, grasshopper-like guessing ; if not habits of suspending judgment till inferences have been tested by the examination of evidence, then habits of credulity alternating with flippant incredulity, belief or unbelief being based, in either case, upon whim, emotion, or accidental circumstances. The only way to achieve traits of carefulness, thoroughness, and continuity (traits that are, as we have seen, the elements of the "logical") is by exercising these traits from the beginning, and by seeing to it that conditions call for their exercise.''

''Genuine freedom, in short, is intellectual; it rests in the trained power of thought, in ability to "turn things over," to look at matters deliberately, to judge whether the amount and kind of evidence requisite for decision is at hand, and if not, to tell where and how to seek such evidence. If a man's actions are not guided by thoughtful conclusions, then they are guided by inconsiderate impulse, unbalanced appetite, caprice, or the circumstances of the moment. To cultivate unhindered, unreflective external activity is to foster enslavement, for it leaves the person at the mercy of appetite, sense, and circumstance.''

Evaluation
Reflective thinking is NOT a school subject, as critical thinking is in the UK. Reflective thinking is an emphasis on teaching to think as opposed to learning lexical knowledge. Reflective thinking is not about logic, especially not about formal logic. But it is a very useful and enlightening study. It is meant to be a multidisciplinary or complex subject, and a course in multidisciplinary studies, a theory as well as practice related to cognition, computing and language. The difficulty in writing about reflective thinking or thinking at all lies in the speed of thinking and the tendency of thoughts to flow, hence blocking the effort for self-inspection, or introspection with any tangible result to record the process apart from saying or writing a part of the ongoing stream of consciousness. (After these introductory lines some lectures on the subject broken down into a number of subpages are to follow soon.)

One possible solution to observing and grasping ideas in their transient status may be to set up a theory of thinking in terms of data and operations on those data. Everybody understands a computer model and how a PC works, so a useful metafor or a different paradigm could be a description of cognitive operations - regardless of their physical realization in the brain, which is another approach to the problem. But since I am not interested in devising new medication or drugs for manipulating the processes in the brain, or to alter consciousness, I do not find neurocognitive research particularly useful for the moment. Later it may well happen that the theoretical model and the empirical research converge and will be offering mutually beneficial insights and a suitable terminology.

It is a fact that the entries on thought, thinking and the related pages are a mess in Wikipedia, and reflect the lack of a suitable model for the description of what goes on in the mind. Usually people talk about thinking in connection with emotions and will as well, which is a mistake, as thinking as a term should be limited to reason and rationality, in other words unaffected by feelings and determination relying on reason and reasoning only. Reason and reasoning are often identified with logic, and logic is mainly thought of as formal logic with its roots in ancient philosophy and mathematical logic.

I am going to show that informal logic is better suited for the purpose of describing reflective thinking, however besides logic and philosophy we need to address a number of other disciplines to demonstrate that the subject is best understood in a multidisciplinary setting.

But before doing so, I need to admit that Reflective writing is a school subject in HE and it is claimed that reflective writing is the evidence of reflective thinking.

"In an academic context, reflective thinking usually involves:

reference to a model or theory from your subject)
 * 1) looking back at something (often an event i.e. something that happened, but could also be an idea or object)
 * 2) analyzing the event or idea (thinking in depth and from different perspectives, and trying to explain, often with
 * 1) thinking carefully about what the event or idea means for you and your ongoing progress as a learner and/or practicing professional. Reflective writing is thus more personal than other kinds of academic writing. We all think reflectively in everyday life, of course, but maybe not to the same depth as that expected in good reflective writing at university level."

See the sixth hit on the list below:

(citation needed)

Why we need reflective thinking addressed as a separate subject
If you want to refer to authoritative opinions, then the best source to quote is PISA, and the European Union Framework 7 research subjects where the idea of reflective thinking is identified as an objective in education. Both in PISA http://www.pisa.oecd.org/dataoecd/16/30/39722183.pdf and in the EU Framwework 7 http://www.oecd.org/dataoecd/47/61/35070367.pdf subject it appears that the world is ready for bringing reflective thinking and the application of reflective thinking in the fore. In the future the competition between the trends to design more intelligent devices and to educate more intelligent people may once converge and it would be possible to teach children informal logic instead of syllogisms, etc. Critical thinking has already made its way to schools but that treatment of reality is more useful in debates to support moral views and rhetoric than in science where facts matter more There is a wide gap between what we know individually and collectively, and there is no interconnectivity between the two. Reflecting our own knowledge against collective knowledge representations and pinpointing any open and unsolved problems are therefore a timely issue. I reckon that by laying down the foundations of a new ontology based on genesis, i.e. the evolution or the emergence of concepts through mental operations that are directly not observable becasue of the speed they feature in an individual which seem to be replicating the same process as humandkind has been going through over a long time, several problems may be solved, including:

 * The unification of upper (and middle) ontologies
 * The correct (non-statistics-based) solution to machine translation (NLP)
 * Harmonisation of the language of the school subjects (through an audit by using concordance programs)
 * Open ways to access any knowledge in any directions (up and down the specific - generic, concrete-abstract continuum)
 * Quantitative assessment of knowledge (intellect) (by tracing the number of levels and items on each level)
 * Practical route to life-long learning (using templates to acquire new trades)
 * Eliminating the wide gap between academically inclined and non-academically inclined students (narrowing the gap in the generalist-specialist divide)
 * Rethinking library classification systems (where relations are extended by introducing verbs)
 * Rethinking the common grounds for scientific knowledge

Reflective thinking is therefore an approach of self-observation in order to document the mental operations that take place in your mind with an aim to put them right if they show some irregularities or abuse. Introspection is not enough, you need to document your understanding in commonly accepted format which is then the basis of mutual understanding and resolution as opposed to controversion.

Thinking takes place so fast that we have no direct access or introspection of the details, what you can grasp is then output in terms of speaking aloud, making decisions or anything tangible in your behaviour. By recording it and analysing the consequences you can se clearly how you have come to a conclusion and judge it that path taken is justified.

That way the most basic mental operations the existence of which is a question of having common sense to see and use the terminology already in circulation. Interestingly enough a book with similar subject but a reverse objective was written a long time ago about the "art of becoming the upper hand" or how to reason so that you always come on top of the debate regardless of any other considerations in reason, emotion or will.

See: http://manybooks.net/titles/schopenhauera10731073110731-8.html

Genezistan 12:50, 5 December 2009 (UTC)

See my lecture on the subject of synchronizing thinking:

http://en.wikiversity.org/wiki/User:Genezistan/Synchronization_of_thoughts/lecture_1

Examples

 * Reflections on intersectionality

title: Reflective thinking


text:
User:Egm6321.f09.Team1.sallstrom

Homework 2

Homework 3

Homework 4

Homework 5

Homework 6

Homework 7

title: User:Egm6321.f09.Team1.sallstrom


text:
Talk:Taxonomy (Biology)

I've found 2 nearly identical pages, one called "Introduction To Taxonomy", one with identical name except "to" is not capitalized. I think these pages should not be 2 separate resources and their contents should be combined. --AFriedman 16:36, 11 September 2009 (UTC)
 * Yes, this is confusing. The pages should be merged and then one can be changed to a redirect.  I would say that the content should go to the "to" page, an the title with "To" should be the redirect.  --mikeu talk 17:41, 11 September 2009 (UTC)

I agree with you on which page should hold the content, and which should be the redirect. --AFriedman 17:42, 11 September 2009 (UTC)

Both these pages seem to share similar content and it seems unnecessary to have both pages. And yes, and for the merging and redirect process I too agree with the above proposal. But doesn't the "T0" page have a much more clear lineup? --Fadhee (talk) 12:24, 21 December 2012 (UTC)

Today I expanded a bit, clarified a bit, reformated some, corrected some, added & corrected/updated some links and a completed a couple references needed. Hopefully made it more useful.--Rhole2001 (discuss • contribs) 18:35, 25 April 2018 (UTC)

title: Talk:Taxonomy (Biology)


text:
Talk:Introduction To Taxonomy

Merge?
I've found 2 nearly identical pages, one called "Introduction To Taxonomy", one with identical name except "to" is not capitalized. These pages should not be 2 separate resources and their contents should be combined. --AFriedman 16:36, 11 September 2009 (UTC)

title: Talk:Introduction To Taxonomy


text:
User talk:Friedebarth

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 16:40, 11 September 2009 (UTC)

Course on your Userpage
I know you've done a lot of work on the course at your Userpage--may I suggest that you move it to a public page, so it can be more easily found and can be enjoyed by all? --AFriedman 16:43, 11 September 2009 (UTC)
 * Hm, I'm sorry, but I'd rather not. It's not complete - better said, it doesn't include a single lesson yet. And that isn't much use to anyone really, is it? However, as soon as I get the first ten lessons done, I'll definitely move it to a public page. Thanks anyway.--Friedebarth 17:45, 11 September 2009 (UTC)

The basic structure of a course really takes a lot of time to develop. The time you put in developing it is useful for people who want to add materials to specific subpages. If you moved your course to a public page, other people would be more comfortable contributing to it and would probably see it sooner. --AFriedman 18:14, 11 September 2009 (UTC)

title: User talk:Friedebarth


text:
User talk:Sarahtrueblood

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 17:29, 11 September 2009 (UTC)

Educational technology
Just curious about what you're up to with this page? Sincerely, James. -- Jtneill - Talk - c 04:31, 25 September 2009 (UTC)
 * No worries; thanks for your reply. I've reset the page back to the initial stub. -- Jtneill - Talk - c 16:24, 25 September 2009 (UTC)

pages moved

 * To see what is in your userspace click here

Here are two wikitext scripts that you can use to keep track of subpages in your userspace.

creates a page called My subpages

creates a list of all subpages in your userspace.

Keep in mind that these two scripts here on this talk page, and on your user page User:. They won't work on most Wikiversity pages.--Guy vandegrift (discuss • contribs) 20:36, 28 February 2024 (UTC)

title: User talk:Sarahtrueblood


text:
User talk:Egm6321.f09.Team1.andy

 Hello Egm6321.f09.Team1.andy, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 17:30, 11 September 2009 (UTC)

title: User talk:Egm6321.f09.Team1.andy