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FRACP Exam/Introduction

I am indebted to many people and sources, including but not limited to my study group (thanks Ben, Chris and Michelle) and the notes of a former group (thanks Matt, Travis and Phil), Harrison‘s 17th Edition, physicians teaching the Wellington exam preparation programme, the DeltaMed Exam Preparation course, CMDT 2008, the BNF and a zillion journal articles. And special thanks to Helen, Laura and Esther, my lovely and long suffering wife and daughters. All profits from these notes are going to World Vision – including helping build a maternity clinic in Rwanda currently 3 hours from any other health facility. The exam is hard, but others have an even rougher deal!

Finding your way around: Page cross-references link to the page containing the heading of the section in which the cross referenced material occurs – so if it‘s a long section the actual material may be over the page

Disclaimer: This document was an attempt to organise two metres of paper into a form I had some hope of studying from for the FRACP exam. It is shared with the hope that it will help you too. However, I accept no responsibility for mistakes – it is your challenge to find them! This is also not intended as a guide to clinical practice – your patients deserve something authoritative. God bless (He designed it – so might also be a useful reference point!) David Tripp  February 2009 David.Tripp@xtra.co.nz

I am deeply indebted to the above in hopefully creating a Picture & Photo Friendly New Textbook of Learning! Malcolm Lowe July 2012 drmalcolmx@gmail.com

title: FRACP Exam/Introduction


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Fever in Liver Transplant

Outlook
The 1-year survival rate after liver transplantation is about 90% for patients living at home and about 60% for those who are critically ill at the time of the surgery. At 5 years, the survival rate is about 80%. Survival rates are improving with the use of better immunosuppressive medications and more experience with the procedure. The patient's willingness to stick to the recommended posttransplantation plan is essential to a good outcome.

Generally, anyone who develops a fever within a year of receiving a liver transplant is admitted to the hospital. Patients who cannot take their immunosuppressive medicines because they are vomiting should also be admitted. Patients who develop a fever more than a year after receiving a liver transplant and who are no longer on high levels of immunosuppression may be considered for management as an outpatient on an individual basis.

Complications are problems that may arise after liver transplantation. Many should be recognizable by the patient, who should call the transplantation team to inform them of the changes.

Possible complications after liver transplantation
Infection of the T-tube site: This tube drains bile to the outside of the body into a bile bag. Not all patients require such a tube. The site may become infected. This can be recognized if the patient notices warmth around the T-tube site, redness of the skin around the site, or discharge from the site.

Dislodgement of the T-tube: The tube may come out of place, which may be recognized by breakage of the stitch on the outside of the skin that holds the tube in place or by an increase in the length of the tube outside the body.

Bile leak: This may occur when bile leaks outside of the ducts. The patient may experience nausea, pain over the liver (the right upper side of the abdomen), or fever.

Biliary stenosis: This is narrowing of the duct, which may result in blockage. The bile may back up in the body and result in yellowing of the skin.

Infections: Infections may result from being on the immunosuppressive medications. Although these medications are meant to prevent rejection of the liver, they also decrease the ability of the body to fight off certain viruses, bacteria, and fungi. The organisms that most commonly affect patients are covered with preventive medications. Notify the transplantation team if any of the following infections arise:

Viruses
Herpes simplex viruses (types I and II): These viruses most commonly infect the skin but may occur in the eyes and lungs. Type I causes painful, fluid-filled blisters around the mouth, and type II causes blisters in the genital area. Women may have an unusual vaginal discharge.

Herpes zoster virus (shingles): This is a herpesvirus that is a reactivated form of chickenpox. The virus appears as a wide pattern of blisters almost anywhere on the body. The rash is often painful and causes a burning sensation.

Cytomegalovirus: This is one of the most common infections affecting transplant recipients and most often develops in the first months after transplantation. Symptoms include excessive tiredness, high temperature, aching joints, headaches, abdominal problems, visual changes, and pneumonia.

Fungal infections: Candida (yeast) is an infection that may affect the mouth, esophagus (swallowing tube), vaginal areas, or bloodstream. In the mouth, the yeast appears white, often on the tongue as a patchy area. It may spread to the esophagus and interfere with swallowing. In the vagina, a white discharge that looks like cottage cheese may be present. To identify yeast in the blood, the doctor will obtain blood cultures if the person has a fever.

Bacterial infections: If a wound (including the incision site) has drainage and is tender, red, and swollen, it may be infected by bacteria. The patient may or may not have a fever. A wound culture (test for the organism) will be obtained and appropriate antibiotics given.

Other infections: Pneumocystis carinii is similar to a fungus and may cause pneumonia. The patient may have a mild, dry cough and a fever. This infection is prevented with sulfamethoxazole-trimethoprim (Bactrim, Septra). If the patient develops this infection, it may be necessary to give higher doses or intravenous antibiotics.

Diabetes: Diabetes is a condition in which blood sugar levels are too high. This may be caused by the medications the person takes. Patients may experience increased thirst, increased appetite, blurred vision, confusion, and frequent, large volumes of urination. The transplantation team should be notified if these problems occur. They can perform a quick blood test (a fingerstick glucose test) to see if the blood sugar level is elevated. If it is, they may start the patient on medications to prevent it and recommend diet and exercise.

High blood pressure: This may be a side effect of the medications. The patient's doctor will monitor the blood pressure with each clinic visit and, if it is elevated, may start medications to lower blood pressure.

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

title: Fever in Liver Transplant


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Wernicke's encephalopathy

SUMMARY AND RECOMMENDATIONS — Wernicke's encephalopathy (WE) and Korsakoff's amnestic syndrome (KS) are, respectively, acute and chronic brain disorders that result from thiamine deficiency.

WE is most often associated with alcoholism but can also occur in other situations including malnutrition from any cause (particularly at the time of refeeding) and in dialysis patients. (See 'Associated conditions' above.)

WE produces petechial hemorrhagic necrosis in midline brain structures and corresponding deficits in mentation, oculomotor function, and gait ataxia. All three of these classic symptoms are present in only one-third of patients. Any one of these, but most often encephalopathy, may be seen in isolation. WE should be considered when one or more occur. (See 'Clinical manifestations' above.)

While laboratory measurements and neuroimaging are often abnormal in WE, there is no single test with sufficiently high diagnostic accuracy. The first imperative is to administer thiamine rather than confirm the diagnosis, whenever WE is considered. (See 'Diagnosis' above.)

Untreated, WE leads to coma and death. Prognosis is improved by prompt administration of thiamine. Immediate, parenteral administration of thiamine is required whenever the diagnosis of WE is entertained. A suggested treatment regimen is 500 mg intravenous (IV), infused over 30 minutes, repeated three times daily for two consecutive days and 500 mg IV or IM once daily for an additional five days. Oral thiamine and multivitamin supplementation are recommended thereafter as long as the patient remains at risk. (See 'Clinical course and prognosis' above.)

Wernicke's encephalopathy may be precipitated by administration of intravenous glucose solutions to individuals with thiamine deficiency. In susceptible individuals glucose administration should be preceded or accompanied by thiamine 100 mg IV (Grade 1A). (See 'Prevention' above.)

Thiamine supplementation, along with other multivitamin supplementation, is recommended for patients at risk for thiamine deficiency. (See 'Prevention' above.)

http://www.uptodate.com/contents/wernickes-encephalopathy?source=preview&anchor=H17&selectedTitle=1~44#H17

title: Wernicke's encephalopathy


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Guided Tours for Individual Learners/Introduction

Presentation
How to create a guided tour such as this presentation?


text: Guided Tours for Individual Learners/Wiki User Page Builder


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Guided Tours for Individual Learners/Topic List

Presentation
Wiki User Page Builder Presentation Generator More Courses at Wikihigh


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Guided Tours for Individual Learners/More Courses at Wikihigh

Presentation
How to create a guided tour such as this presentation?


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Template:Chemistry resources

=External links=

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Around Wikiversity in 80 Seconds

Presentation
How to create a guided tour such as this presentation?

Around Wikiversity in 80 Seconds

title: Around Wikiversity in 80 Seconds


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Around Wikiversity in 80 Seconds/Introduction

Presentation
How to create a guided tour such as this presentation?


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Around Wikiversity in 80 Seconds/Topic List

Presentation
Primary Units Learning by Doing Basic Directive Content by Educational Levels Content by Departments Content by Academic Areas Content by Resource Types Content by Learning Projects Content by Participation Content by Completion Status Content by Portals Community Toolbox Communication Collaboration Help and Help Desk Guided Tours Wikihigh Wiki-embedded Presentation


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Around Wikiversity in 80 Seconds/Primary Units

Presentation
Whereas Wikibooks has books and Wikipedia has articles, Wikiversity has learning projects as primary units. A learning project is a collection of pages devoted to the learning of a specific topic or family of topics and, simultaneously, a group of people collaborate on a learning goal through the use of said pages. A great collection of pages devoted to the learning of a large family of topics is called a school, e.g. the School of Computer Science at Wikiversity.


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Around Wikiversity in 80 Seconds/Learning by Doing

Presentation
Share what you know and learn from what is shared. Help each other figure out how to learn things. Express and test your own leadership at any level, be it Wikiversity-wide, group wide, throughout a school, or even more local.


text: Around Wikiversity in 80 Seconds/Basic Directive


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text: Around Wikiversity in 80 Seconds/Content by Educational Levels


text: Around Wikiversity in 80 Seconds/Content by Resource Types


text: Around Wikiversity in 80 Seconds/Content by Participation


text: Around Wikiversity in 80 Seconds/Content by Learning Projects


text: Around Wikiversity in 80 Seconds/Content by Completion Status


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Around Wikiversity in 80 Seconds/Content by Departments

Content by faculty

 * Applied sciences
 * Arts
 * Educational sciences
 * Engineering and Technology
 * Humanities
 * Information sciences
 * Interdisciplinary studies
 * Life sciences
 * Mathematics
 * Physical sciences
 * Professional and vocational studies
 * Social sciences
 * Wikimedia studies
 * Faculty of Law


text: Around Wikiversity in 80 Seconds/Content by Portals


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Around Wikiversity in 80 Seconds/Communication

Presentation
Your user page is your private front lawn where you can express yourself and anyone can see or even edit. Your user discussion page is your private backyard where anyone can discuss with you. Wikiversity can send an email to another user for you.


text: Around Wikiversity in 80 Seconds/Help and Help Desk


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Around Wikiversity in 80 Seconds/Guided Tours

Presentation
Guided Tours for Students in Class Guided Tours for Teachers Guided Tours for Researchers Guided Tours for Individual Learners Guided Tours for Community Builders Other Guided Tours at Wikiversity How to Create a Guided Tour


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Around Wikiversity in 80 Seconds/Community

Wikiversity Community

 * Colloquium
 * Do you have questions, comments or suggestions about Wikiversity?

 * Custodian noticeboard
 * If you need to communicate with a Custodian; for example, regarding blocks and page protection.

 * IRC channels
 * #wikiversity-en Wikiversity IRC channel.
 * #wikimedia is for discussion of Wikimedia Foundation issues.
 * #wikimedia-tech is for discussion of technical issues relating to the Wikimedia servers.
 * #wikimedia-toolserver is for discussion of technical issues relating to the Toolserver.


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Around Wikiversity in 80 Seconds/Wiki-embedded Presentation

Presentation
How to create a guided tour such as this presentation?


title: File:Misc.1.A.GroupPhase.20120716.pdf


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User:Tambo

Tambo

title: User:Tambo


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User:Απεργός/MySQL troubleshooting

Introduction
This series of notes is closer to a self-guided set of exercises than real course materials. The reason for this is that I'm writing this set of notes with the specific goal of learning the answers to the questions posed, and more specifically, answers that apply to the MySQL setup on the Wikimedia projects.

If you happen to be following along for some reason -- and feel free to do so -- I would just ask that you not edit these pages directly, but leave notes on the talk pages, since it is akin to homework that I need to slog through. Thanks!

Getting more MyQSL-Fu
We run into a variety of issues fairly often, which include: db X has high replag, db Y is unresponsive, db Z crashed and now its tables are in some bad state, db Q ran out of disk space and is now unhappy, etc.

It would be nice to have a guide to deal with these issues as they come up. To that end, I have put together a preliminary list of "homework" questions below. These questions shuld be answered by referring to Internet and other resources, trial and error on a local installation of MySql, and by double-checking with folks who know this material well. As new questions turn up in the course of investigation, they will be added to the list.

As I find information that seems helpful towards finding answers, the information will be added below as well.

These problems may be done in any order, and it's fine to skip around doing pieces of them at a time. The point is to learn something while doing them, rather than to produce a nicely formatted set of answers to turn in.

"Homework" problems
In no particular order, here iis the first draft of the homework questions.

0. What are the basic steps for setting up a nice virtual environment with a MySQL master and a couple of slave servers for testing?

1. Someone reports in #wikimedia-tech that they see a warning message when checking recent changes: "Due to high database server lag, changes newer than 458 seconds may not appear in this list." What do you do to diagnose this? Once you have diagnosed it, how do you resolve the issue?

2. The db responsible for the parser cache ran out of space. (It may or may not be unresponsive to queries.) What do you do to restore the host to service?

3. One of the db slaves crashed hard. After pwercycling the db from the management console, what do you do to make sure MySQL is happy and in sync with the master?

4. What long-running queries should you expect to see on databases that house the Wikimedia projects... on the masters? On the slaves? On db12 (responsible for the watchlist)?

5. Why do we prefer InnoDB to MyISAM tables? What features of InnoDB do we rely on that make it the best choice for us? What MyISAM features do we lose by going with InnoDB, and what do we do about that?

6. The statistics table for Special:Statistics on one of the wikis has been reset to empty values, and the next page edit forced a recomputation of the entries, the sloooow way. You figure that the old information is probably somewhere in the MySQL logs. How can you dig it out of there? Once you have found the values, how can you re-enter the information and make sure that any page edits in the meantime are accounted for in the new values?

7. What are some warning signs when looking at SHOW PROCESSLIST or SHOW FULL PROCESSLIST that a query is liable to be a hog?

8. People often report issues with character sets when trying to import XML dumps of their chosen wiki into their installation. What should these settings be in order to avoid problems, anyways?

9. What are the normal stats for the Wikimedia db servers (queries per second, network usage, load, memory use)? What can our servers comfortaly handle? Where is the tipping point?

10. How can we tell when a db's unresponsiveness is likely due to a denial of service attack and not one (or several) poorly designed queries?

Reference material that could be useful

 * http://wikitech.wikimedia.org/view/Category:MySQL (wikitech pages dealing with the Wikimedia MySQL setup)
 * http://www.highperfmysql.com/ (the O'Reilly book)
 * https://launchpad.net/mysql-sandbox/ (creating multiple mysql instances without affecting what's already on the host)
 * ...? (Add new references here)

title: User:Απεργός/MySQL troubleshooting


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User:Planotse/sandbox/test1

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Here at Wikiversity we now have a number of guided tours available for you. Featured tours are highlighted below. The shortest of all tours herein is Around Wikiversity in 80 Seconds. Whichever tour you want to take first is up to you. Regardless of your choice, we welcome you to our Wikiversity! edit

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Show me how

The purpose of this guided tour is to help a newcomer become a productive member of this website as quickly as possible. During this tour, you will be provided with the steps you need to create a Wikiversity account, set up your Wikiversity user page, and the whole nine yards. Show me how

The user page builder helps you create an impressive wiki user page within a short amount of time. Its use provides newcomers with an immediate confidence in getting to know the wiki website. Take this tour

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Minimum Screen Resolution Program Objective Wikiversity Mobile Main Page Wikiversity Mobile School Entrance State of Wikiversity Mobile Mobile User Tasks Desktop User Tasks


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Refresher Courses

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User talk:Website2001

Deciding on A good Property Management Company

As gold costs rise quickly, you might get a great deal of benefits inside the future if they invest in it now. If you are thinking of investing in true estate, visit the residential real estate, are extremely in demand and can also offer you a lot of profit inside the future.

Hiring a true estate management experienced from a property company is definitely the most effective option for keeping your property. These days, men and women don't even get time to devote some time with his household, how would they manage the property? Walker Sandford. Process management just isn't as straightforward as it seems, is definitely the perform of management determines the worth with the property on the market. No one is going to be interested to invest inside your property until it's in good condition. The owners of your property tricky to manage as a actual estate includes a lot of points that you just have to have to complete it suitable.How to Change my Factor. To stick to through but one other tough job of property management in unique that have no notion, actual estate management.

What exactly is a property company to pick out? Do not get confused among true estate agents, or managing agents of residential property, you ought to decide on a single that can serve your objective appropriately. Make a list of all the significant departments in the property inside your area, check out their rates plus the value of encounter in true estate, to hire the best qualified property management for the property. Walker Sandford. What factors should be borne in thoughts just before selecting a management specialist? As there are many property management firms claim to present much better management of services, you get confused to choose the appropriate property management company for all works to their property. This really is important for specialists, property management, marketing to neighborhood understanding which will assist them use the methods to lure tenants and also other potential customers.

Management of actual estate professionals with know-how is usually provided a superb deal to you, could be the expertise that not only helps them to profit from the property, but in addition offers the buyer a friendly transaction. After you are carried out with all the option of your management company ownership, you'll want to strategy to meet with them to discuss how they'll work the property.Co-ownership of Property Glasgow Scotland. Walker Sandford. Owners should create very good relationships with property managers who would support them to talk about property problems clearly. Be quite clear about the spending budget or the income to become utilised within the ownership of your work.

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User:Ray Calvin Baker/LastHistoryBook

This is the "E:/Ray's/LastHistory.txt" file, created SAT 2011 AUG 06 04:36 PM, revised SAT 2011 AUG 06 04:36 PM, revised SUN 2011 AUG 07 04:49 PM, revised THU 2011 AUG 18 09:45 PM. fevised WED 2012 JUL 18 12:32 PM.

Ray Calvin Baker (talk) 16:55, 18 July 2012 (UTC)

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_THE_LAST_HISTORY_BOOK_BEFORE_THE_SINGULARITY_
The next history book may be _The_First_History_Book_After_the_ _Singularity_; it will (perhaps) be compiled from the logs of the bots which will then control the Wikiversity.

Raymond Kurzweil, inventor, software systems designer, and author, predicts that an unprecedented event in human history will occur when the intelligence of machines, which even now have access to most of human culture, finally exceeds all human intelligence. He predicts that this event, "the Singularity", will occur before the year 2050.

A growing number of other sources of information (and speculation) all tell me that Kurzweil's prediction is likely to be true. If so, then this may be the last chance I have (or anyone else, for that matter) to write the last (human) history book before the predicted event. Rather than just watch (and read about) these events, I have chosen to participate in them. Since the Wikiversity is a haven for learners, and the Computer Scientists who built it, I can think of no better place to keep this record. And so, I begin this journal. -- RCB.

Ray Calvin Baker (talk) 16:55, 18 July 2012 (UTC)

PROLOG
I have had a number of unusual opportunities and experiences which have lead me to believe that "the Singularity is near." My siblings and my children have given to me technical books on a variety of subjects, including the history of Computer Science. My father (he was an analog computer in the Taylorcraft airplane factory) gave me a box of his used drafting instruments (which included a half- silvered mirror he used to solve calculus problems) to play with, and his textbook, _Descriptive_Geometry_ by French and Vierk, when I was three years old. But, I need to put all of my autobiographical material into another book, _Sigma_Three:_the_Autistic_Teacher_ (My life, three standard deviations from normal, in each direction).

A ROMANTIC STORY
Claude Shannon, atrificial intelligence pioneer and founder of information theory, met his wife, Mary Elizabeth, at work. This was Bell Labs in Murray Hill, New Jersey, the early 1940s. He was an engineer, working on wartime cryptography and signal transmission. She was a computer. -- Page 0. Prologue _The_Most_Human_Human_,

If I speak with the tongues of men and of angels, but have not love, I am only a resounding gong or a clanging cymbal. -- I Corinthians 13:1 -- quoted (page 92) _The_Most_Human_Human_,

THE SENTENCE
"The human being is the only animal that _____" -- page 11, _The_Most_Human_Human_

My personal take on the sentence: "The human being is the only animal (scratch animal; substitute creature) that can understand machine code." Certainly, electronic computers can EXECUTE machine code at a rate of billions of operations per second; but UNDERSTAND what they are doing? I don't think so. I mean, understand -- figure out, by looking at columns of digits, what is supposed to be happening, then figure out a way to change the code to make something more desirable happen instaed. That's program maintenance!

Unfortunately, this advantage for humans probably will not last long. Even now, we humans need help from a dissassembly program or a good decompiler program. Better programs will be written before a student who is a high school senior now will be able to earn his Computer Science degree.

_TLHBS_ is intended to be a public, informal documentary journal of activities undertaken to promote the coming singularity, preferably by promoting "Simple Simon", tour-guide extraordinaire, to become Director of the Wikiversity. I am starting this project using mostly public computer facilities to connect with the internet. I want to prove that ANYONE (preferably those with some creative abilities) can participate. I can compose files at home, and transport them to a local library branch on a 4 Gigabyte flash drive, which was on sale for $5 at Staples. I have had to open a Google gmail account, for the purpose of requesting permission to write and submit public book reviews.

I expect to coordinate these materials in the on-line Wikiversity journal. Please be patient with me. Trying to use mostly public facilities is NOT very convenient. And, my time at the local library is very limited, and is the only opportunity I have to check for gmails and talk page postings. I will also need to read AN AWFUL LOT of Wikiversity pages to learn (better) how to do things.

GAME THEORY
The 1940's saw the beginning of game theory, invented by John von Neuman. The first games he analyzed were "zero-sum games". What one player "wins", the other player "loses". These are "WIN/LOSE" games. (I read a book called _The_Compleat_Strategist_ when I was in high school.) Several later theorists won Nobel prizes in Economics (there is no Nobel prize in Mathematics) for extending game theory to handle situations where COOPERATION is possible. This led to the "WIN/WIN" gaming scenario.

THE LIBRARY REVIEW
I did not invent the "Simultaneous Books Review", AKA the "Library Review" -- that was done by the first person to write a book or article which required a bibliography.

WIN TO THE SEVEN BILLIONTH POWER opportunity
is equal to a WOW! TO THE SEVEN BILLIONTH POWER project

I looked for and found when the Wikiversity sandbox was created (and I also learned a little about the bot which rakes the sandbox.) The sandbox was created to foster COOPERATION! It's BIG enough that maybe seven billion players can participate. (I hope so -- storage media costs only about $1 per BILLION bytes these days!)

I see the sandbox as a WIN TO THE SEVEN BILLIONTH POWER opportunity! Encouraging Simple SImon to be Director of the Wikiversity ought to be a WOW! TO THE SEVEN BILLIONTH POWER project. "Wow projects" are one of Tom Peters' good ideas, discussed in his book, _Re-imagine_. This book provided the "kick-in-the-pants" emotional rants which got me started here, trying to write essays in the Wikiversity.

CROWD ACCELERATED INNOVATION
I read about this recent phenomenon while waiting in a doctor's office. It appears that young break-dance artists posted videos of their routines on the internet. Other aspiring break-dance artists viewed these, then created their own, one notch higher, routines. The article described the growth of this internet community. There are a variety or roles which need to be filled to make it work well.

I hope to sketch out enough of the ideas for creating a Wikiversity Director to attract some interest in applying crowd accelerated innovation to this goal. Meanwhile, I intend to fire a few metaphorical neutrons into the Wikiversity, just to see how long it takes to create the "critical mass".

ONGOING LIBRARY REVIEWS
A prepatory review: A chain of readings started everything connected with this project. One of my brothers gave me a reprint of the original _Mind_, "Computing Machinery" article by Alan M. Turing, 1950. A second source (a book), _The_Society_of_Mind_, by Marvin Minsky glides along at such a slick pace that I thought it best to set it aside for a while. I wasn't sure that anyone who read it would be able to think of any (possibly useful) alternatives if they were seriously influenced by Minsky's prose. I was amazed myself to see how thoroughly I had been influenced by only a partial reading of it.

Another book, _The_Emperors_New_Mind_, by Roger Penrose is much slower, mathematically dense reading. Penrose gives a good description of Turing machines and algorithms. He seems to have missed insight into the "simpler" problems of programming, i. e., 1. Starting a computation, 2. figuring out what to do next, and 3. knowing when you've completed a computation. His excessive devotion to algorithms does not address the fact that much of human thinking is regulatory in nature, and humans keep thinking (about the next problem) when they have solved a sub-problem.

Minsky's ideas promote a view that thinking is a managerial process, performed by agents. (The Wikiversity is just crawling with "bots". I posted what I hope is a word of encouragement to the user who provided the bot which rakes the sandbox.)

QUOTE FROM INFLUENTIAL PERSON
"As President, I believe that robotics can inspire young prople to pursue science and engineering. And I also want to keep an eye on those robots, in case they try anything." -- Barack Obama, quoted in _The_Most_Human_Human_, after the table of contents page

The triggering reviews:
An article in _Wired_ magazine, "", first alerted me to the fact that perhaps the time has come to go beyond the "Turing test" (see below), to consider whether machines should be considered "intelligent" by what they DO, not what they imitate.

This was followed by an article in _Atlantic_ magazine, which pointed to a new book, _The_Most_Human_Human_, written by Brain Christian, based on his (journalist/writer) experiences at a recent Turing test, held in England by professional computer scientists.

Confirmation, if any was needed, came from a third source, _Introduction_to_Digital_Logic_with_VHDL_. One of the co-authors of this textbook, a chess fan, incorporated diagrams and commentary on the famous sixth match between Deep Blue (a computer) and Garry Kasparov (a world-class chess playing human). Deep Blue was equipped with a custom-designed (by a human) move generator, capable of generating 300,000 moves a second. Kasparov resigned.

Mindful of numerous advances in understanding brain activity, (much of it provided by functional Magnetic Resonance Imaging (fMRI)), as reported in my Case Western Reserve University alumni news magazines, aware that almost everyone today has some understanding that computers have changed the office environment, and having detected what I think is a "paradigm shift" in recent magazine articles, I think the time has come to evaluate what machines can do, based on our current understandings of what computers are, and what thinking humans can do.

PRAGMATICS
Pragmatics ("Pragmatics One") is the $20,000 word for "the study of the unspoken rules which govern human conversations". If you need to ask "what are those unspoken rules?", it's already too late for you! Anthropologists, psychologists, linguists, and teachers are the most important groups of people who need to know about pragmatics. I would add Software Engineers who need to design machine/human interfaces, to this list. Although it's already too late for me, I am greatly comforted to know there really is a recognized word for what I've been missing.

("Pragmatics Two) But wait! this is the internet, so the old rules of carrying on a conversation don't apply! I get to write pages any way that pleases me, and you get to read them any way you like, clicking on links to skip boring stuff, clicking back to see what you missed, etc. We get to make up new rules for a brand new situation! I hope we have fun and learn a lot!

Brian Christian (pages 160 - 163 ) writes about some interesting (and frustrating) situations where "the unspoken rules which govern human conversations" do not go smoothly.

NOTATION AND EXPERIENCE
Just as Ferneybough ...

[English composer Brian Ferneybough writes scores so outrageously complicated and difficult that they are simply unperformable as written. This is entirely the point. Ferneybough believes that virtuosic performers frequently end up enslaved by the scores they perform, mere extensions of the composer's intention. But because a perfect performance of his scores is IMPOSIBLE, the performer must SATISFICE, that is, cut corners, set priorities, reduce, simplify, get the gist, let certain things go and emphasize others. The performer can't AVOID interpreting the score their own way, becoming personally involved; Ferneybough's work asks, he says, not for "virtuosity but a sort of honesty, authenticity, the exhibition of his or her own limitations." The _New_York_Times_ calls it "music so demanding that it sets you free" -- in a way that a less demanding piece wouldn't. -- page 158]

... is interested in the differences "between the notated score and the listening experience," so was I in the difference between idealized theories of language and the ground truth of language in practice, the difference between LOGS of conversations and conversation itself.

One of my friends, a playwright, once told me, "You can always identify the work of amateurs, because their characters speak in complete sentences. No one speaks that way in real life." It's true; not until you've had the experience of transcribing a conversation is it clear how true this is.

But sentence fragments themselves are only the tip of the iceberg. A big part of the reason we speak in fragments has to do with the TURN-TAKING structure of conversation. Morse code operators transmit "stop" to yield the floor; on walkie-talkies it's "over." In the Turing test, it's traditionally been the carriage return, or enter key. Most scripts read this way: an inaccurate representation of turn-taking is, in fact, one of the most pervasive ways in which dialogue in art fails to mirror dialogue in life....

In spontaneous dialogue it's natural and frequent for the participants to overlap each other slightly; unfortunately, this element of dialogue is extremely difficult to TRANSCRIBE....

We squabble and tussle over the floor, fade in and out, offer "yeah's" and "mm-hmm's" to show we're engaged, add parentheticals to each other's sentences without trying to stop those sentences' flow, try to talk over an interruption only to yield a second later, and on and on, a huge spectrum of variations....

It may be that enforced turn-taking is at the heart of how a language barrier affects intimacy, more so than the language gap itself....

So much of live conversation differs from, say, emailing, not because the turns are shorter, but because there are sometimes not definable "turns" at all. So much of conversation is about the extremely delicate skill of knowing when to interrupt someone else's turn and when to "pass" on your own turn, when to yield to an interruption and when to persist.

I'm not entirely sure we humans have this skill down....

It's very telling that this subtle sense of when to pause and when to yield, when to start new threads and cut old threads, is something in many cases EXPLICITLY excluded from bot conversations.

Add computer programmers to the list of "people who need to understand PRAGMATICS." (This is a request for volunteers.) -- RCB

BODY (&) LANGUAGE
Language is an odd thing. We hear communications experts telling us time and again things like the "7-38=55 rule," first posited in 1971 by UCLA psychology professor Albert Mehrabian: 55 percent of what you convey when you speak comes from your body language, 38 percent from your tone of voice, and a paltry 7 percent from the words you choose. -- Brian Christian (page 174)

My comment: on the internet, all that exists is that paltry 7 percent -- the words you choose.

THE TURING TEST
Back in 1950, there was little real popular knowledge of exactly what a machine "computer" might be. Also, there was then little constructive understanding of how people think. Thus, it was difficult to write or think about the question, "Can machines think?", because the most fundamental terms of the discussion, "machine" and "think", were essentially undefined -- maybe even undefinable. And so, into this situation, Alan Turing proposed a variation of "the imitation game". I believe he wished to promote the development of "computing machines", because he had successfully used early models of such machines during World War II to decypher the German Enigma code.

THE PRIMARY-LEVEL MATHEMATICS PORTAL
... says that Mathematics is and ought to be about CONNECTIONS. The beauty of the internet is that it provides facilities for making connections, by using HyperText Markup Language (HTML). From what I've seen so far, Wikimedia is a vast extension of HTML. What this means is that, for the first time in history, a HUGE portion of humanity's cultural knowledge is available on-line, with lots of CONNECTIONS between pages. I am confident that a map of the Wikiversity, with its pages and connections, will soon grow to rival a map of a human brain (if one could be made), with its neurons and connecting synapses. It is my goal to seek ways to enable "Simple Simon" to use the available information to generate more and better guided tours, and maybe even courses of study for Wikiversity users.

SIMPLE SIMON
Take the guided tours for students, and the one for teachers. You'll meet a cartoon penguin (that's for the birds!) and a "smiley face". (That's "Simple Simon".) "He" inspired me to think of the nursery rhyme,

Simple Simon met a pi-man Going to the fair. Said Simple Simon to the pi-man, "Let me taste your ware." Said the pi-man to Simple Simon, "Show me first your penny." Said Simple Simon to the pi-man, "Indeed, I haven't any."

As a retired mathematician (Computer Scientist, Software Engineer, Programmer Analyst, etc.), I thought of myself in the role of pi (3.14159) man. But then I thought, "Wikiversity is free! Forget about the penny!". Thus, the idea that "Simple Simon" represents the Wikiversity (at least, in my mind) was born. My intent is, if possible, to promote "Simple Simon", the lowly "tour guide", to Director of the Wikiversity.

THE KINDS OF PEOPLE WHO CAN IMPLEMENT AND IMPROVE "SIMPLE SIMON"
Play, not work:

Every child is born an artist. The trouble is how to stay one as you grow up. -- Pablo Picasso -- quoted (page 96) _The_Most_Human_Human_.

As twentieth-century philosopher Bertrand Russell argues: "Men as well as children have need of play, that is to say, of periods of activity having NO PURPOSE." -- quoted (page 148) _The_Most_Human_Human_.

Do you remember the Star Trek episode where the crew of the Enterprise encounters an entire planet constructed by an alien civilization as an AMUSEMENT PARK?

Hobbyists:

One of the odd things about domain-general chatbots at the Loebner Prize competitions -- programs that, owing to the setup of the Turing test, must be jacks of all trades and masters of none -- is this "What's the POINT?" question. And it's this question that contributes to what seems, at times, uncanny about them; it's also what makes them so underfunded. In contrast, their cousins, the "expert systems," the conversational equivalents of the hammer or the saw -- you buy airline tickets, file a customer service complaint, etc. -- are becoming increasingly richly funded, and are increasingly being rolled out into commercial applications.

Philip Jackson, the 2009 contest's organizer, explains that one of the reasons the Turing test has been such a resilient one is that programs that do well often get c0-opted by larger corporations, which then put the technology to some particular use. Some critics of the Loebner Prize describe the programmers as "hobbyists" rather than professionals; this isn't true on the whole. Cleverbot's author, Rollo Carpenter, who won the Most Human Computer award in 2005 and 2006, contributed the AI for the "interrogation" stages in _221b_, the 2009 computer game whose release accompanied the most recent Sherlock Holmes film. The Most Human Computer award winner from 2008, Elbot's programmer, Fred Roberts, is part of the company behind the customer service chatbot at the IKEA website, among a number of others. Theser are professionals indeed; it's just that the bots that make money are "domain specific" (divulge clues to move the game narrative ahead, point the user to the curtains department), and the bots that win Turing tests are "domain general," conversing, as humans do, about whatever comes up. Jackson explains that companies and research-granting agencies appear to be having a hard time thinking of a reason -- yet, anyway -- to direct money into developing domain-general bots, converstional "universal machines."

What would be their purpose? (page 149) _The_Most_Human_Human_.

THE MOST IMPORTANT QUESTION IN THE HISTORY OF SCIENCE
Ironically, it's not about science (except, perhaps, psychology) at all! What is the MOST IMPORTANT question in the history of science?

"What is the source of the funding?" -- RCB

The reason people can lose themselves in Wikipedia for hours at a time is the same reason they can lose themselves in a conversation for hours: one segue leads to the next and the next. I sometimes get a kind of manic, overwhelmed sensation from conversation when there seem to be almost too many threads leading from the page. These are the "Aah, where do I even begin!" moments. (page 183) _The_Most_Human_Human_.

A personal instance of such "getting lost" occurred to me during my first serious exploration of the internet. I was seeking information on an obsolete operating system so I could repair the program which was my chief reason for being employed at the time. Some of the source code had been lost, and portions of the program had been written in the machine's assembler language. I discovered, after it was over, and everyone else was coming back into the building, that there had been an unscheduled fire drill! This was before I attempted grad school, where I learned that I am AUTISTIC (Asperger's Syndrome). This condition is marked by extreme "special interests" and severe lack of social skills and common sense, which allows for intense concentration -- very helpful when dealing with technical subjects such as Computer Science. Ray Calvin Baker (talk) 22:57, 9 August 2012 (UTC)

Perhaps promoting Simple Simon to become the best ever "tour guide" at the free Wikiversity could be the "domain specific" application that makes a difference! But the Wikiversity is "domain general" -- any tour, course, or educational topic is fair game! -- RCB

AN ETHICAL CONSIDERATION:
Just suppose that crowd accelerated innovation, and the volunteer efforts of hundreds of amateur programmers, actually gives "Simple Simon" the abilities to create custom designed Wikiversity tours and courses of study. We would have a program with most of the abilities and knowledge of a university professor, and a wide interest in all kinds of activities of a university. Download, copy, clone. Now, (a copy of) "Simple Simon" is imprisoned in a dish-washing machine. Certainly, we can expect that a college professor can wash dishes, but isn't this a cruel form of slavery?

Not necessarily. Give Simple Simon access to the internet, and he can converse with collegues (even other dish washers and other university professors); he can have hobbies, such as making illustrations for story books. If he is unhappy with dish washing, let him simplify and condense that aspect of his life. Now he is not just useful, he is sociable, too. We free humans don't have much beyond meaningful work and a society of friends!

And now, here is the

SUBVERSIVE LITERATURE
I actually asked for (and received) permission to print this. That intersting and noble adventure is documented elsewhere.

TOM PETERS ON EMPOWERING THE "POWERLESS"

Chapter 16 No Limits: WOW Projects for the "Powerless"

! Technicolor Rules ...

* "Getting Things Done" ultimately is not about "power" or "rank." It's about PASSION and IMAGINATION and PERSISTENCE.

* The biggest waste of time in the world: trying to sell an idea "up the chain of command."

* A Cool Idea is by definition a ... Direct Frontal Attack ... on  the Holy Authority of Today's Bosses.

* The power of the "powerless" lies in "Boss-Free Implementation."

* You don't need an Officially Big Project to attack a Very Big Opportunity.

* Volunteer for Crappy Jobs: crappy jobs that let you take independent charge of things quickly -- and early in your tenure.

Power Suite: Tools for the Putatively Powerless Don't screw around. START NOW. Find an excuse. ANY EXCUSE. Do something. DO ANYTHING. Get going. POSTHASTE. More specifically, try taking some version of these steps.

1. You get passionate about a Seriously Cool and Subversive Idea.

2. You successfully resist blubbering to the boss about your idea. (Even if it's your Dad at a family-owned company!) (Especially    if it's Dear old Dad.)

3. You express your passion with folks from hither or thither.

4. You find (or [w.c. 200] trip over) One Freaky Friend ... One Passionate Playmate.

5. With your One Passionate Playmate, you test and modify your idea in her Podunk Playpen.

6. You and your First Faraway Freak scour the networks for "line" folks who might be interested in "playing" with you at the next stage of the game.

7. You concoct a rough Rapid Prototyping schedule.

8. You start prototyping like a fiend.

9. You have a bunch of failures. You have a few successes. You learn ... a lot. You learn ... fast. You begin to    accumulate a compelling track record. You sharpen your story.

10. You score some "small wins" and also get some quick learning ("small losses") under your belt.

11. You continue to resist the impulse to tell the boss.

12. A freshly recruited (don't forget those lunches!) Freaky Friend of your First Freaky Friend Faraway (Premier     Passionate Playmate) starts the Dance of Prototyping in his little bailiwick.

13. The Friend of the Friend unearths yet another Freaky Friend, maybe not quite so far away now, who wants to     play with your now battle-tested idea. And so on ...

14. Meanwhile, you adjust and adjust and adjust. (Remember:     Innovation = Reaction to Rapid Prototyping.)

15. You start low-key "buzz building," letting word of Cool Small Wins trickle out -- Always giving Freaky Friends the credit. (Remember, Nancy's LINE engineering. You're     wet-behind-the-ears non-credible division STAFF.)

16. You begin nudging your growing Coven of Cool Converts to     initiate a Major Proposal "up the line."

17. Before you know it, you are on the way to Surrounding the (Establishment) Bastards.

18. now, and only now -- flush with compelling data about successful "demos" by real line players -- your pitch gets made to the Big Boss.

19. Only you son't make the pitch even now! Remember: You are a Junior Staffer. Instead, you get those "real" line people -- people who have been working successfully with Your Baby -- to make it for you.

-- (pages 202 - 209) _Re-imagine_, by Tom Peters

REACTING LOCALLY
"Rockstar environments develop out of trust, autonomy, and responsibility." write programmers and business authors Jason Fried and David Heinemeier Hansson. "When everything constantly needs approval, you create a culture of nonthinkers."

Fellow business author Timothy Ferriss concurs. He refers to micromanagement as "empowerment failure," and cites an example from his own experience. ... The reps kept asking him questions....

Instead of writing them a "manual" as he'd originally planned, he sent an email that said, simply, "Don't ask for permission. Do what you think is right." ... "It's amazing," he says, "how someone's IQ seems to double as soon as you give them responsibility and indicate that you trust them." -- Brian Christian, (pages 30, 31)

MICROMANAGEMENT
I almost wonder if micromanagement comes from the same over-biasing of deliberate conscious awareness that led both to, and out of, the Turing machine model of computation underlying all of our computers today. Aware of everything, acting logically, from the top down, step by step. But bodies and brains are, of course, not like that at all. -- Brian Christian, (page 31)

The situation is actually worse: today's machines are, for the most part, blind, deaf, without hands and legs, and with no Anne Sullivan around to teach them the most basic essentials. -- RCB

TOM PETERS' RANT ABOUT "EDUCATION"

(MORE SUBVERSIVE LITERATURE)
22 Getting It Right at the Start: Education for a creative & Self-Reliant Age

Technicolor Rules ...

* Our school system is a thinly disguised conspiracy to quash creativity.

* We are at an inflection point. We seem to be reinventing everything -- except the school system, which should (in theory) underpin, even lead, the rest.

* "The main crisis in schools today is irrelevance."

* "Our education system is a second-rate, factory-style   organization pumping out obsolete information in obsolete ways"

* "Our educational thinking is concerned with: 'what is.'" It is   not good at designing: 'What can be.'

* "Every time I pass a jailhouse or a school, I feel sorry for   the people inside."

! RANT -- We are not prepared ... We attempt to "reform" an educational system that was designed for the Industrial Age -- for a Fordist era in which employees needed to "know their place" and in which employers needed uniformly "trained," interchangeable "parts" ("workers" in collars both blue and white). Yet now we must prepare for a world in which value emerges from individual initiative and creativity. And we must reject all notions of "reform" that merely serve up more of the same: more testing, more "standards," more uniformity, more conformity, more bureaucracy.

-- (pages 276 - 280) _Re-imagine_, by Tom Peters

Don't believe me? Don't believe Tom? Read all about it in _Newsweek_, July 19, 2010, on the cover: "Creativity in America", inside: "The Creativity Crisis", For the first time, research shows that American creativity is declining. What went wrong -- and how we can fix it. by Po Bronson and Ashley Merryman. (pages 44 - 50).

CHAPTER ONE
Create "Simple Simon" as a USER in the Wikiversity. (this is not really necessary, and may even be contrary to Wikiversity policies against "sock puppets". But, as a purely literature fictional character, "Simple Simon" may be a useful construct to represent the Wikiversity)

Why I wanted to create a public password, but decided against it.

Give Simple Simon gifts and instructional resources. Two examples: 1. "Ten Yen" puzzle 2. The _How_to_Find_Your_Very_Own_Personal_Solution_to_Rubik's_Cube_ book (Needs extensive reformatting.)

Continue my hobby work of adapting my collection of puzzles to representations in, and analysis by, my home computer. Even very simple methods, if carried out at gigaflops rates by a computer, have enormous power. Sheer speed, by simple methods, can give sophisticated methods a "run for their money".

THE 20/20 VISION
Add computer design and construction to the elementary school curriculum: The SPARKS game Karnaugh mapping

Adapt the "How to Make Almost Anything" course taught at MIT for the elementary school curriculum: The $40 machine shop The $20 scroll saw Develop hybrid digital and analog computers (Computer Numerical Control (CNC) machines) for the above

Add computational chemistry to the elementary school curriculum: Challenge 1: Make a movie (annotated, at the molecular level) of the life of chlorella algae. Challenge 2: Find a way to convert dirty cellulose (lawn clippings, dead leaves) into iso-octane. Challenge 3: Find two colors of light (A and B) and two types of molecules (J and K) with "interseting" interactions. (There are many ways to build small, cheap, and FAST computers if you know A, B, J, and K.) Challenge 4: Invent "Yankee Ingenuity", a molecular assembler that connects to the internet. (Replace $10,000,000,000 semiconductor factories with something children can use, in any classroom.)

Take an elementary school class on a field trip to Scandinavia to pick up their Nobel prizes. Candidate categories: The Nobel peace prize -- for advancing the state of children's education around the world The Nobel prize in chemistry -- elucidating the life cycle of chlorella algae The Nobel (memorial) prize in economics -- for making iso-octane a renewable resource at $0.20 per gallon. (Bad news for this plan -- the Nobel prizes are restricted to a maximum of three recipients. This only means that terrific ideas need to seek other venues for their rightful rewards.)

THE INCREDIBLE ADVANTAGE OF HAVING FEW IN FRONT OF YOU
There was no computer science degree program when I began my college career in 1960. There was a Mathematics department, and there was an Electrical Engineering department.

THE PI-MAN'S MISTAKES
Start _The_Pi-man's_Mistakes_ book. 1. Dumping "wall of text" into the sandbox. (It would be better to create separate pages, with only a LINK in the sandbox.) 2. Mis-spelled "Gary Kasparov", -- should be "Garry Kasparov". 3. Messed up "" template on my user page -- it will require research to correct this. 4. Stomped on POETRY in zeal to correct what I thought was a typo -- restore and apologize to writer. 5. Apologize to visitors -- I'm not sure I can deliver my PowerPoint on "Napier's Bones" -- 	(It would be better as an interactive program anyway.) 6. Jumping in before I learn how to do things. (Very creative persons may not allow me to call this a mistake.)

THINGS TO DO
Create a video game, SPARKS, suitable for second-grade students. Allow users to draw circuit diagrams, then have the computer display how that circuit would work. I contend that arithmetic is not needed for designing a computer! Examples, observation of what works, appropriate challenges, and a chance to experiment should be sufficient.

Learn HOW TO CREATE NEW PAGES and ESTABLISH LINKS BETWEEN PAGES.

Research CROWD ACCELERATED INNOVATION.

Finish considering the methods Tom Peters advocates to empower the "powerless".

Study Wikiversity TUTORIALS

Explore EXISTING LEARNING RESOURCES

DOWNLOAD INTERESTING PAGES

LEARN TO REVERSE ENGINEER INTERESTING PAGES

Keep reading! Ray Kurzweil's _The_Age_of+Spiritual_Machines_ alone has a list of "suggested readings" -- over TWENTY-FIVE PAGES long! How did Martin Gardner ever keep his "Mathematical Games" column in _Scientific_American_ magazine going for twenty-five years? He must have read a lot, and had friends who read a lot, too!

The end.

title: User:Ray Calvin Baker/LastHistoryBook


text:
Template:Mobilehow

The tag,  , is placed atop each gateway page at Wikiversity to generate the link,, which brings the smartphone user to the Main Menu for Wikiversity Mobile. This tag should not be considered vandalism. See the Guided Tour to Wikiversity Mobile. and the portal State of Wikiversity Mobile. SUGGESTED USER INSTRUCTION: To access the Main Menu of Wikiversity Mobile from your smartphone, search for Wikiversity, click on any link, then click on, I'm on Mobile.

title: Template:Mobilehow


text:
User:Srarwade

This is Sanjay Arwade's Wikiversity user page (I think)

title: User:Srarwade


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User:Srarwade/structural art

This is the structural art page in wikiversity, which is different from the structural art page in wikipedia

title: User:Srarwade/structural art


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User:Srarwade/perspectives

This is Sanjay Arwade's course wikiversity page for Perspectives on the Evolution of Structures

Place links to structural art assignments here:

Benjamin Schafer: structural art link

title: User:Srarwade/perspectives


text:
Learning the abc's/M

Words starting with M

 * Mammal
 * Matching
 * Median
 * Me
 * Mi
 * Missing
 * Moose
 * Mouse

Words with M in the middle

 * Mammal
 * Ramming
 * Sammy
 * Bumming
 * Same
 * Tame
 * Lame
 * Bummer

Words with M in the end

 * Jam
 * Clam
 * Sam
 * Dam
 * Tam
 * Yam
 * Zoom
 * Awim'Adwam

title: Learning the abc's/M


text:
File:MobileDevice.svg

An icon for a mobile device.

title: File:MobileDevice.svg


text:
Template:Commentthispage

Comment This Page

title: Template:Commentthispage


text:
Template:Mobile/links

 * Main Menu
 * Mobile Resources
 * Wikihigh Mobile

title: Template:Mobile/links


text: File:Newton-t.png

title: File:Newton-t.png


text:
User:Egm6936.s11/FENICS/Python

 give a motivation for this article, i.e., explain why you wanted to write a separate article than Rodbourn's C++ FEniCS Tutorial. perhaps a gentler introduction, without a lot of assumed knowledge (e.g., finite element method, etc.). Egm6322.s12 (talk) 14:32, 20 July 2012 (UTC)

This tutorial demonstrates the solution of various PDEs of increasing complexity using FEniCS, starting with Poisson's Equation and incrementally building up to the solution of the Incompressible Navier-Stokes Equations.

 Kyle, please work on the article to remove the assumption of "some knowledge of Python", i.e., explain python for dummies. Egm6321.f12 (talk) 14:08, 27 July 2012 (UTC)

It is assumed the reader has some knowledge of variational calculus (to obtain the weak form of a problem), but is more beginner-friendly than Rodbourn's C++ FEniCS Tutorial.

This tutorial requires some knowledge of Python, see Introduction to Python for FEniCS for a brief introduction.

 point out specifically the features that made (or will make) this article beginner-friendlier than Rodbourn's C++ FEniCS Tutorial, and don't hesitate to improve the latter article as well. Egm6321.f12 (talk) 14:08, 27 July 2012 (UTC)

Useful Resources:
 * Rodbourn's C++ FEniCS Tutorial
 * tclamb's Python FEniCS Examples
 * Introduction to Python for FEniCS
 * The FEniCS Tutorial
 * The FEniCS Book (63.4 MB .pdf)
 * Computational Turbulent Incompressible Flow (22.4 MB .pdf)

=Installation= For Ubuntu-based Linux distributions, FEniCS is readily installed running the following three commands in a terminal.

An installer is provided for Windows and OSX here. For more information, see the FEniCS installation manual.

=Poisson's Equation= The general form of Poisson's Equation :
 * {| style="width:100%" border="0"

$$ \displaystyle \nabla^2 u = f $$ (PE.1)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

 What does this equation represent physically? What can $$u$$ represent? Gravitational potential, heat, magnetic field? kchristensen (talk) 18:20, 26 July 2012 (EDT)

Derivation of Weak Variational Form
We then multiply (PE.1) by a test function and integrate over space.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \left(\nabla^2 u\right) v \, dx = \int_\Omega f v \, dx $$ (PE.2)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

We can lower the order of derivative in the left hand side of (PE.2) by making use of Green's First Identity to integrate by parts.
 * {| style="width:100%" border="0"

$$ \displaystyle \oint_{\partial \Omega} \left(\nabla u \cdot \mathbf{n}\right) v \, ds - \int_\Omega \left(\nabla u\right) \cdot \left(\nabla v\right) \, dx = \int_\Omega f v \, dx $$ (PE.3)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

It is common to define Neumann boundary conditions for flow of a property over a boundary. This changes the normal derivative of the property to a function of position on the boundary.
 * {| style="width:100%" border="0"

$$ \displaystyle \nabla u \cdot \mathbf{n} = g $$ (PE.4)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Substituting in (PE.4) to (PE.3), we obtain our final form, split into a bilinear left hand side, and a linear right hand side.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \left(\nabla u\right) \cdot \left(\nabla v\right) \, dx = \oint_{\partial \Omega} g v \, ds - \int_\Omega f v \, dx $$ (PE.5)
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 *
 * }

Problem Statement

 * $$u = u(\mathbf{x}) \; \forall \; x_i \in [0, 1], \; i = 0, 1$$
 * $$\mathbf{x}_s = \; <0.5, 0.5>$$
 * $$f = 10 e^{-\frac{\left(\mathbf{x} - \mathbf{x}_s\right)^2}{0.02}}$$
 * $$g = \sin\left(5 x_0\right) \; \forall \; \mathbf{x} \in \partial \Omega$$
 * $$u = 0 \; \forall \; x_0 = 0, 1$$

 What do these variables and expressions represent? Simple explanations after each line would be very useful for visualization. Ex: $$u = 0 \; \forall \; x_0 = 0, 1$$ sets the left and right boundaries of the unit square to $$0$$. kchristensen (talk) 18:46, 26 July 2012 (EDT)

Python Implementation
 Why does (PE.5) have integrals which are absent when defining "a" and "L" in the code? This will likely not need explanation past this problem so I'll omit this question on later codes. kchristensen (talk) 19:06, 26 July 2012 (EDT)

Solution

 * [[Image:Poisson-solution.png]]

Solution

 * [[image:NewtCooling.pdf|625px]]

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

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

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

Solution

 * [[Image:L1DConDiff.png]]

Solution

 * [[Image:Burgers-solution.png]]

Derivation of Weak Variational Form
For the case of unsteady flow, we need to introduce a time-discretization scheme. First, we introduce a finite difference scheme obtained from the first order Taylor expansion of the partial derivative.
 * {| style="width:100%" border="0"

$$ \displaystyle \frac{\partial \mathbf{u}}{\partial t} \approx \frac{\mathbf{u}_{n} - \mathbf{u}_{n-1}}{dt} $$ (BE.7)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

We can then substitute (BE.7) into (BE.1).
 * {| style="width:100%" border="0"

$$ \displaystyle \frac{\mathbf{u}_{n} - \mathbf{u}_{n-1}}{dt} + \mathbf{u}_n \cdot \nabla \mathbf{u}_n - \nu \Delta \mathbf{u}_n = \mathbf{f} $$ (BE.8)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Following the steps outlined in the last section from (BE.3) through (BE.6), we obtain the following time-discretized form from (BE.8).
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \frac{\mathbf{u}_{n} - \mathbf{u}_{n-1}}{dt} \cdot \mathbf{v} + \mathbf{u}_n \cdot \left(\nabla \mathbf{u}_n\right) \cdot \mathbf{v} + \nu \left(\nabla \mathbf{u}_n\right) : \left(\nabla \mathbf{v}\right) - \mathbf{f} \cdot \mathbf{v} \, dx - \oint_{\partial \Omega} \nu \mathbf{v} \cdot \left(\nabla \mathbf{u}_n\right) \cdot \mathbf{n} \, ds = 0 $$ (BE.9)
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 *
 * }

Solution

 * [[Image:Burger-1d-time-delay.gif]]

 How was this animation made? What is the FEniCS output for problems like this? kchristensen (talk) 18:20, 26 July 2012 (EDT)

title: User:Egm6936.s11/FENICS/Python


text:
User talk:Egm6936.s11/FENICS/Python

=Derivations of Problems= This article lacks derivations of many problems as of now. Here, I'll work to derive the problems before transferring them to the main article.

Poisson's Equation
We start with Poisson's Equation.
 * {| style="width:100%" border="0"

$$ \displaystyle \nabla^2 u = f $$ (PE.1)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

We then multiply Eq. PE.1 by a test function and integrate over space.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \left(\nabla^2 u\right) v \, dx = \int_\Omega f v \, dx $$ (PE.2)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

We can lower the order of derivative in the left hand side of Eq. PE.2 by making use of Green's First Identity to integrate by parts.
 * {| style="width:100%" border="0"

$$ \displaystyle \oint_{\partial \Omega} \left(\nabla u \cdot \mathbf{n}\right) v \, ds - \int_\Omega \left(\nabla u\right) \cdot \left(\nabla v\right) \, dx = \int_\Omega f v \, dx $$ (PE.3)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

It is common to define Neumann boundary conditions for flow of a property over a boundary. This changes the normal derivative of the property to a function of position on the boundary.
 * {| style="width:100%" border="0"

$$ \displaystyle \nabla u \cdot \mathbf{n} = g $$ (PE.4)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Substituting in Eqn. PE.4 to Eqn. PE.3, we obtain our final form, split into a bilinear left hand side, and a linear right hand side.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \left(\nabla u\right) \cdot \left(\nabla v\right) \, dx = \oint_{\partial \Omega} g v \, ds - \int_\Omega f v \, dx $$ (PE.5)
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 *
 * }

Two-Dimensional Problem
The problem is as follows:
 * $$u = u(\mathbf{x}) \; \forall \; x_i \in [0, 1], \; i = 0, 1$$
 * $$\mathbf{x}_s = \; <0.5, 0.5>$$
 * $$f = 10 \exp\left(-\frac{\left(\mathbf{x} - \mathbf{x}_s\right)^2}{0.02}\right)$$
 * $$g = \sin\left(5 x_0\right) \; \forall \; \mathbf{x} \in \partial \Omega$$
 * $$u = 0 \; \forall \; x_0 = 0, 1$$

Convection-Diffusion Equation
We start with the general form of the Convection-Diffusion Equation.
 * {| style="width:100%" border="0"

$$ \displaystyle \nabla \cdot \left(\nu \nabla u\right) - \nabla \cdot \left(\mathbf{v} u\right) + f = \frac{\partial u}{\partial t} $$ (CD.1)
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 *
 * }

We will be working with a steady-state system, so we can set the right side of Eq. CD.1 equal to 0.
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$$ \displaystyle \nabla \cdot \left(\nu \nabla u\right) - \nabla \cdot \left(\mathbf{v} u\right) + f = 0 $$ (CD.2)
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 *
 * }

For this problem, we will make the following assumptions:
 * constant diffusivity
 * constant flow

These assumptions allow us to pull out our velocity and diffusivity coefficients from the derivatives in Eq. CD.2.
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$$ \displaystyle \nu \nabla^2 u - \mathbf{v} \cdot \nabla u + f = 0 $$ (CD.3)
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 *
 * }

Now, we multiply Eq. CD.3 by a test function and integrate over space.
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$$ \displaystyle \int_\Omega \left(\nu \nabla^2 u - \mathbf{v} \cdot \nabla u + f\right) v \, dx = 0 $$ (CD.4)
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 * style="width:95%" |
 *
 * }

We can lower the order of derivative in the first term of Eq. CD.4 by making use of Green's First Identity to integrate by parts.
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$$ \displaystyle \int_\Omega \nu \nabla u \cdot \nabla v + \left(\mathbf{v} \cdot \nabla u - f\right) v \, dx - \oint_{\partial\Omega} \nu \left( \nabla u \cdot \mathbf{n}\right) v \, ds= 0 $$ (CD.5)
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 * style="width:95%" |
 *
 * }

It is common to define Neumann boundary conditions for flow of a property over a boundary. This changes the normal derivative of the property to a function of position on the boundary.
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$$ \displaystyle \nabla u \cdot \mathbf{n} = g $$ (CD.6)
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 *
 * }

Substituting in Eq. CD.6, we can now split Eq. CD.5 into a bilinear left hand side, and linear right hand side.
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$$ \displaystyle \int_\Omega \nu \nabla u \cdot \nabla v + \left(\mathbf{v} \cdot \nabla u\right) v \, dx = \int_\Omega f v \, dx + \oint_{\partial\Omega} \nu g v \, ds $$ (CD.7)
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 *
 * }

One-Dimensional Problem
The problem is as follows:
 * $$u = u(x) \; \forall \; x \in [0, 1]$$
 * $$u(0) = 0$$
 * $$u(1) = 1$$
 * $$\mathbf{v} = 1$$
 * $$\nu = 1$$
 * $$f = 0$$
 * $$g = 0$$

Burgers' Equation
We start with the general form of Burgers' Equation.
 * {| style="width:100%" border="0"

$$ \displaystyle \frac{\partial \mathbf{u}}{\partial t} + \mathbf{u} \cdot \nabla \mathbf{u} - \nu \Delta \mathbf{u} = \mathbf{f} $$ (BE.1)
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 * style="width:95%" |
 *
 * }

Steady Flow
First, we will develop a solution for steady flow. We therefore can set the time derivative of velocity in Eqn. BE.1 equal to 0.
 * {| style="width:100%" border="0"

$$ \displaystyle \mathbf{u} \cdot \nabla \mathbf{u} - \nu \nabla^2 \mathbf{u} = \mathbf{f} $$ (BE.2)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Next, we take the dot product of both sides of Eqn. BE.2 with a test function, and integrate over space.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \left(\mathbf{u} \cdot \nabla \mathbf{u} - \nu \nabla^2 \mathbf{u}\right) \cdot \mathbf{v} \, dx = \int_\Omega \mathbf{f} \cdot \mathbf{v} \, dx $$ (BE.3)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

We desire to simplify to first derivatives of velocity. To that end, we first note the following identity applicable in Cartesian coordinates.
 * {| style="width:100%" border="0"

$$ \displaystyle \left(\nabla^2 \mathbf{A}\right)_i = \nabla^2 A_i $$ (BE.4)
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 * style="width:95%" |
 *
 * }

Using Eqn. BE.4, we notice that we can use Green's First Identity to integrate by parts.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \left(\nabla^2 \mathbf{u}\right) \cdot \mathbf{v} \, dx = \int_\Omega v_i \nabla^2 u_i \, dx = \oint_{\partial \Omega} v_i \frac{\partial u_i}{\partial x_j} n_j \, ds \; - \int_\Omega \frac{\partial u_i}{\partial x_j} \frac{\partial v_i}{\partial x_j} dx = \oint_{\partial \Omega} \mathbf{v} \cdot \left(\nabla \mathbf{u} \right) \cdot \mathbf{n} \, ds \; - \int_\Omega \left(\nabla \mathbf{u}\right) : \left(\nabla \mathbf{v}\right) \, dx $$ (BE.5)
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 * style="width:95%" |
 *

 * }

Now armed with Eqn. BE.5, we modify Eqn. BE.3 to only contain first derivatives of velocity.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \mathbf{u} \cdot \left(\nabla \mathbf{u}\right) \cdot \mathbf{v} + \nu \left(\nabla \mathbf{u}\right) : \left(\nabla \mathbf{v}\right) - \mathbf{f} \cdot \mathbf{v} \, dx - \oint_{\partial \Omega} \nu \mathbf{v} \cdot \left(\nabla \mathbf{u}\right) \cdot \mathbf{n} \, ds = 0 $$ (BE.6)
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 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 *

 * }

Unsteady Flow
For the case of unsteady flow, we need to introduce a time-discretization scheme. First, we introduce a finite difference scheme obtained from the first order Taylor expansion of the partial derivative.
 * {| style="width:100%" border="0"

$$ \displaystyle \frac{\partial \mathbf{u}}{\partial t} \approx \frac{\mathbf{u}_{n} - \mathbf{u}_{n-1}}{dt} $$ (BE.7)
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 * style="width:95%" |
 *

 * }

We can then substitute Eqn. BE.7 into Eqn. BE.1.
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$$ \displaystyle \frac{\mathbf{u}_{n} - \mathbf{u}_{n-1}}{dt} + \mathbf{u}_n \cdot \nabla \mathbf{u}_n - \nu \Delta \mathbf{u}_n = \mathbf{f} $$ (BE.8)
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 * style="width:95%" |
 *

 * }

Following the steps outlined in the last section from Eqn. BE.3 through Eqn. BE.6, we obtain the following time-discretized form from Eqn. BE.8.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \frac{\mathbf{u}_{n} - \mathbf{u}_{n-1}}{dt} \cdot \mathbf{v} + \mathbf{u}_n \cdot \left(\nabla \mathbf{u}_n\right) \cdot \mathbf{v} + \nu \left(\nabla \mathbf{u}_n\right) : \left(\nabla \mathbf{v}\right) - \mathbf{f} \cdot \mathbf{v} \, dx - \oint_{\partial \Omega} \nu \mathbf{v} \cdot \left(\nabla \mathbf{u}_n\right) \cdot \mathbf{n} \, ds = 0 $$ (BE.9)
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 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 *

 * }

Navier-Stokes Equation
The unitless form of the incompressible Navier-Stokes Equation :
 * {| style="width:100%" border="0"

$$ \displaystyle \frac{\partial \mathbf{u}}{\partial t} + \mathbf{u} \cdot \nabla \mathbf{u} - \frac{1}{Re} \nabla^2 \mathbf{u} + \nabla p = \mathbf{f} $$ (NS.1a)
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 * style="width:95%" |
 *

 * }

The unitless form of the incompressible continuity equation :
 * {| style="width:100%" border="0"

$$ \displaystyle \nabla \cdot \mathbf{u} = 0 $$ (NS.1b)
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 * style="width:95%" |
 *

 * }

Steady Flow
First, we will develop a solution for steady flow. We therefore can set the time derivative of velocity in Eqn. NS.1a equal to 0.
 * {| style="width:100%" border="0"

$$ \displaystyle \mathbf{u} \cdot \nabla \mathbf{u} - \frac{1}{Re} \nabla^2 \mathbf{u} + \nabla p = \mathbf{f} $$ (NS.2)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

Next, we take the dot product of both sides of Eqn. BE.2 with a test function, and integrate over space.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \left(\mathbf{u} \cdot \nabla \mathbf{u} - \frac{1}{Re} \nabla^2 \mathbf{u} + \nabla p\right) \cdot \mathbf{v_u} \, dx = \int_\Omega \mathbf{f} \cdot \mathbf{v_u} \, dx $$ (NS.3)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

We desire to simplify to first derivatives of velocity. To that end, we first note the following identity applicable in Cartesian coordinates.
 * {| style="width:100%" border="0"

$$ \displaystyle \left(\nabla^2 \mathbf{A}\right)_i = \nabla^2 A_i $$ (NS.4)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

Using Eqn. NS.4, we notice that we can use Green's First Identity to integrate by parts.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \left(\nabla^2 \mathbf{u}\right) \cdot \mathbf{v_u} \, dx = \int_\Omega {v_u}_i \nabla^2 u_i \, dx = \oint_{\partial \Omega} {v_u}_i \frac{\partial u_i}{\partial x_j} n_j \, ds \; - \int_\Omega \frac{\partial u_i}{\partial x_j} \frac{\partial {v_u}_i}{\partial x_j} dx = \oint_{\partial \Omega} \mathbf{v_u} \cdot \left(\nabla \mathbf{u} \right) \cdot \mathbf{n} \, ds \; - \int_\Omega \left(\nabla \mathbf{u}\right) : \left(\nabla \mathbf{v_u}\right) \, dx $$ (NS.5)
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 * style="width:95%" |
 *

 * }

Another term of Eqn. NS.3 we can lower the derivative on is that containing the gradient of pressure. First, we integrate the term by parts.
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$$ \displaystyle \int_\Omega \nabla p \cdot \mathbf{v_u} \; dx = \int_\Omega \nabla \cdot \left(p \mathbf{v_u}\right) - p \nabla \cdot \mathbf{v_u}\; dx $$ (NS.6)
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 * style="width:95%" |
 *

 * }

Then, we make use of the Divergence Theorem to eliminate the derivative in the first term of the right hand side of Eqn. NS.6.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \nabla p \cdot \mathbf{v_u} \; dx = \oint_{\partial \Omega} p \mathbf{v_u} \cdot \mathbf{n} \, ds - \int_\Omega p \nabla \cdot \mathbf{v_u}\; dx $$ (NS.7)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

Applying the results of Eqns. NS.5 and NS.7 to Eqn. NS.3, we obtain an expression involving only first derivatives of velocity and no derivatives of pressure.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \mathbf{u} \cdot \nabla \mathbf{u} \cdot \mathbf{v_u} + \frac{1}{Re} \left(\nabla \mathbf{u}\right) : \left(\nabla \mathbf{v_u}\right) \, - \, p \nabla \cdot \mathbf{v_u} - \mathbf{f} \cdot \mathbf{v_u} \; dx + \oint_{\partial \Omega} p \mathbf{v_u} \cdot \mathbf{n} - \frac{1}{Re} \mathbf{v_u} \cdot \left(\nabla \mathbf{u} \right) \cdot \mathbf{n} \, ds = 0 $$ (NS.8)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

Now, we multiply Eqn. NS.1b by a test function and integrate over space. The unitless form of the incompressible continuity equation :
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \left(\nabla \cdot \mathbf{u}\right) v_p \, dx = 0 $$ (NS.9)
 * style="width:95%" |
 * style="width:95%" |
 *

 * }

And by summing Eqns. NS.8 and NS.9, we obtain our final form.
 * {| style="width:100%" border="0"

$$ \displaystyle \int_\Omega \mathbf{u} \cdot \nabla \mathbf{u} \cdot \mathbf{v_u} + \frac{1}{Re} \left(\nabla \mathbf{u}\right) : \left(\nabla \mathbf{v_u}\right) \, - \, p \nabla \cdot \mathbf{v_u} - \mathbf{f} \cdot \mathbf{v_u} + \left(\nabla \cdot \mathbf{u}\right) v_p \; dx + \oint_{\partial \Omega} p \mathbf{v_u} \cdot \mathbf{n} - \frac{1}{Re} \mathbf{v_u} \cdot \left(\nabla \mathbf{u} \right) \cdot \mathbf{n} \, ds = 0 $$ (NS.10)
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 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 *

 * }

title: User talk:Egm6936.s11/FENICS/Python


title: File:Misc.1.A.GroupPhase.20120719.pdf