text:
User talk:Rizalespe

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

title: User talk:Rizalespe


text:
18th century European scholarly societies and academies/Juridical Society of Edinburgh

Summary
Name of Society: Juridical Society of Edinburgh

Alternate Name(s):

Country: Scotland

City: Edinburgh

Active dates: 1773-1908


text:
User talk:Kahinkle

 Hello Kahinkle, 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

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title: User talk:Kahinkle


text:
18th century European scholarly societies and academies/Literary Society in Exeter

Summary
Name of Society: Literary Society in Exeter

Alternate Name(s): Society of Gentlemen at Exeter, Gentlemen of Devonshire and Cornwall

Country: England

City: Exeter

Active dates: 1792-1808

The Literary Society in Exeter was founded in 1792 by William Jackson and with the help of a couple of his friends. Meetings were held at the Globe Inn on Fore Street, each member present read an original prose or verse composition. The association published in 1792 'Poems chiefly by Gentlemen of Devonshire and Cornwall' (2 vols.), edited by Polwhele, and in 1796 'Essays by a Society of Gentlemen at Exeter.'


text:
18th century European scholarly societies and academies/Literary and Philosophical Society of Manchester

Summary
Name of Society: Literary and Philosophical Society of Manchester

Alternate Name(s): Manchester Literary and Philosophical Society, The Lit and Phil

Country: England

City: Manchester

Active dates: 1781-present

The Society was formed on February 28, 1781 and still exists today. In 1799 the Society moved into its purpose built premises at 36 George Street, Manchester, which it occupied until the building was completely destroyed in the Christmas 1940 blitz.

It's objective is "to promote the advancement of education and the widening of public interest in, and appreciation of, any form of literature, science, the arts and public affairs, provided that no activity involving party politics or controversial theology shall be included in the pursuit of these objectives."

The original members of the Society were surgeons, apothecaries and physicians until about 1861 when its membership grew to over 200 members which included engineers, manufacturers, merchants and at the beginning of the 20th century women were admitted to the Society.

The funding for the society is based on the donations of its members.


text:
User:Peter Ellis

I participate in various wikis because I'm interested, and have *some* things to say/add.

I use my own name, because I believe that gives me 'authority', whereas 'anonymity' is just that and I take all those submissions Cum grano salis.Peter Ellis 04:10, 23 July 2010 (UTC)

title: User:Peter Ellis


text:
User talk:Peter Ellis

 Hello Peter Ellis, 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

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title: User talk:Peter Ellis


text:
User:Acilladon

My name is Michael. I am from Canada.

title: User:Acilladon


text:
User talk:Sword-of-zorro

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title: User talk:Sword-of-zorro


text:
User talk:Acilladon

 Hello Acilladon, 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

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Ottoman empire course
Hi! New lesson "Mehmed II (Fatih) - The rise of the Ottoman Empire and downfall of the Byzantine Empire" was opened today. Please read this lesson and answer the quiz. Thanks... --Bermanya 18:04, 31 July 2010 (UTC)

Ottoman empire course
Hi! New lesson "16th century: Growth of the Empire, Part 1, Selim I (Yavuz)" was opened today. Please read this lesson and answer the quiz. Thanks... --Bermanya 13:38, 1 August 2010 (UTC)

Ottoman Empire course
Hi! New lesson 16th century: Growth of the Empire, Part 2, Suleiman I ("the Magnificent") was opened today. Please read this lesson and answer the quiz. Thanks... --Bermanya 14:19, 30 September 2010 (UTC)

Homework
Week V: There is homework this week.

1-) Why were revolts period of Suleiman I?
 * C:

2-) Which states were enemy of Ottoman Empire period of Suleiman I?
 * C:

3-) When did Hayreddin Barbarossa become commander of Ottoman navy?
 * C:

Please answer the questions. Good works... --Bermanya 14:32, 30 September 2010 (UTC)

Ottoman empire course
Hi! New lesson "Height of the Ottoman Empire, Part I" was opened today. Please read this lesson and answer the quiz. Thanks... --Bermanya 21:03, 30 November 2010 (UTC)

title: User talk:Acilladon


text:
Talk:University of Canberra/RCC2010/Registration

I'm probably missing something right in front of me - but could someone confirm the times of this event? Cheers, Privatemusings 03:36, 24 July 2010 (UTC)
 * It's 10am to 5pm - see University_of_Canberra/RCC_Canberra - doh! Privatemusings 03:37, 24 July 2010 (UTC)
 * Sorry I missed this Private! Hope you're ok with the times now... Leighblackall 22:29, 10 August 2010 (UTC)


text:
User talk:Chase~enwikiversity

I'd like to learn about all its portels.

welcome
 Hello Chase, 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

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Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Chase. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Chase~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Chase~enwikiversity


text:
User talk:Leonardlow

 Hello Leonardlow, 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

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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 24 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 24 July 2010 (UTC)

E-portfolio
Tx 4 your thoughts - have replied here. We could explore this more perhaps by creating a learning resource about e-portfolios. -- Jtneill - Talk - c 05:48, 12 August 2010 (UTC)

title: User talk:Leonardlow


text:
User talk:Arturgarcez

 Hello Arturgarcez, 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

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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 24 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 24 July 2010 (UTC)

title: User talk:Arturgarcez


text: File:Jimbo Deleted.png

title: File:Jimbo Deleted.png


text:
The periodic table/Beryllium

Beryllium is the fourth element on the periodic table.

Discovery
Beryllium was discovered in France by Nicolas-Louis Vauquelin in 1798, and was isolated independently by Friedrich Wöhler and A.A. Bussy in 1828.

Beryllium in Gemstones
Beryllium is found in beryls (beryllium aluminum silicate, Be3Al2(SiO3)6), crysoberyls (BeAl2O4), emeralds, and aquamarines.

Quick Facts
Name: Beryllium atom

Symbol: Be

Atomic Mass: 9.012182 amu

Classification: group 2 (alkaline earth metals)

Protons: 4

Electrons: 4

Neutrons: 5

Colour: grey

Discovered in: 1798

Density: 1.85 g/cm3

Crystal Structure: hexagonal Melting Point: 1,287 °C (1,560 K) / 1,278 °C (1,551 K)

Boiling Point: 2,469 °C (2,742 K) / 2, 970 °C (3, 243 K)

Molecular Weight: 9.01218 g·mol-1

Common Uses: gyroscopes, spacecraft, aircraft, missiles, communication satellites

Uses
Beryllium is used in producing beryllium copper, in which beryllium copper is used to combine high strength with non magnetic and non sparking qualities ( screwdrivers, pliers, wrenches, cold chisels, knives, and hammers).

Due to Beryllium's oxide having a very high melting point, beryllium is used for nuclear work. Beryllium is used in nuclear weapon designs as the very outer layer of a pit (the explosive bomb, see the wikipedia article). The layers of beryllium added onto pits create more of a "push" for the implosion (process of collapsing or squeezing on themselves) of plutonium-239.

Beryllium is also used in jewelry (from gemstone), as Emerald and Aquamarine are two varieties of beryl.

title: The periodic table/Beryllium


text:
User talk:Retropunk

 Hello Retropunk, 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

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title: User talk:Retropunk


text:
User talk:AnnieIce

 Hello AnnieIce, 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

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title: User talk:AnnieIce


text:
User talk:Lufevepe

 Hello Lufevepe, 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

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title: User talk:Lufevepe


text:
User talk:Samoojas

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title: User talk:Samoojas


text:
The periodic table/Platinum

Discovery
Platinum was discovered by astronomers Antonio de Ulloa and Don Jorge Juan y Santacilia in 1735. However, the first European reference to platinum appears in 1557 in the writings of the Italian humanist, Julius Caesar Scaliger (1484-1558). Charles Wood independently isolated the element in 1741. The alchemical symbol for platinum was made by joining the symbols of silver and gold.

Quick Facts
Name: platinum atom

Symbol: Pt

Atomic Mass: 195.08 amu

Classification: Transition Metals

Protons: 78

Electrons: 78

Neutrons: 117

Colour: silvery-white

Discovery in: 1735

Density: 21.45 g/cm3

Crystal Structure: cubic

Melting Point: 1780 °C (2041 K)

Boiling Point: 3825 °C (4098 K)

Common Uses: used in catalytic converters for automobiles, coating missile nose cones, jet engine fuel nozzles, medical treatments of cancer

title: The periodic table/Platinum


text:
The periodic table/Francium

Discovery
Francium was discovered by Marguerite Derey of the Curie Institute in Paris in 1939.

Quick Facts
Name: francium atom

Symbol: Fr

Atomic Mass: 223 amu

Classification: group 1 (alkali metal)

Protons: 87

Electrons: 87

Neutrons: 136

Colour: unknown

Discovered in: 1939

Density: 1.87 g/cm3

Crystal Structure: cubic

Melting Point: 27 °C (300 K)

Boiling Point: 677 °C (950 K)

Common Uses: scientific research (only)

title: The periodic table/Francium


text:
User:TimC~enwikiversity

Libertarian

title: User:TimC~enwikiversity


text:
User talk:SaarthakMedia

 Hello SaarthakMedia, 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

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title: User talk:SaarthakMedia


title: File:Mtg11-Fig2.svg


title: File:Mtg11-Fig.svg


text: File:Capacitortheory.jpg

title: File:Capacitortheory.jpg


text:
User:Egm6341.s10.team3.heejun/Meeting 18 transcript

 '''MTG 18: Tue. 2 Feb 10'''

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

 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:59, 11 August 2010 (UTC)

 * style = |
 * }
 * }

[[media: Egm6341.s10.mtg18.djvu | Page 18-1]]

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

HW: Continue from [[media: Egm6341.s10.mtg17.djvu | Page 17-3]]
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

(3) $$\displaystyle  f(x) = x^3 \sqrt{x} \,\,, x\in [a,b] = [0,1]$$ Find the Peano Kernel error estimates for the Composite Trapezoidal and Composite Simpson rules with $$ \displaystyle n=2,4,8,16,32,64\, and\,128.$$ Then Comment about results.
 * Reference: Table 5.4   A. p. 261

(4) $$\displaystyle f(x) = \frac{1}{1+(x-\pi)^2} \,\,, x\in [a,b] = [0,5]$$ Find the Peano Kernel error estimates for the Composite Trapezoidal and Composite Simpson rules with $$ \displaystyle n=2,4,8,16,32,64\, and\,128.$$ Then Comment about results.
 * Reference: Table 5.5   A. p. 262

(5) $$\displaystyle f(x) = \sqrt{x} \,\,, x\in [a,b] = [0,1]$$ Find the Peano Kernel error estimates for the Composite Trapezoidal and Composite Simpson rules with $$ \displaystyle n=2,4,8,16,32,64\, and\,128.$$ Then Comment about results.
 * Reference: Table 5.6   A. p. 262

(6)   Periodic functions   $$\displaystyle  f(x) = e^{cos(x)} \,\,, x\in [a,b] = [0,2\pi]$$ Find the Peano Kernel error estimates for the Composite Trapezoidal and Composite Simpson rules with $$ \displaystyle n=2,4,8,16,32,64\, and\,128.$$ Then Comment about results.
 * Reference: Table 5.7   A. p. 263
 * style = |
 * }.
 * }.

Motivation: Higher-order error analysis of Trapezoidal rule (Simple + Composite), Euler-Maclaurin series.

[[media: Egm6341.s10.mtg18.djvu | Page 18-2]]

* Corrected Trapezoidal rules (not intuitive, need mathematics)

* Chebyshev polynomial expension, Runge phenomenon  (use transfomation of variable to a periodic function to fix Runge phenomonon)

* Clenshaw-Curtis quadrature discrete cosine transform

* Richardson extrapolation Romberg integration table

Thm: Higher-order error for Trapezoidal rule

Error $$ \displaystyle E_{n}^{1} := I-\underbrace{I_{n}}_{\color{blue}{T(n) \equiv T_{n}}} $$ is a (Euler-Maclaurin) series of   even orders (even powers)  of $$ \displaystyle h := \frac{b-a}{n},\,\,  i.e.,\,\, h^{2i}\,\,\,\, (i=1,2,...) $$

[[media: Egm6341.s10.mtg18.djvu | Page 18-3]]
 * $$ \displaystyle \color{blue}{T} $$ means Trapezoidal rule (Composite)

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

&= \sum_{i=1}^{\infty} a_{i}h^{2i} \\\end{align}\ $$
 * $$ \displaystyle \begin{align} E^{1}_{n} &= a_{1}h^{2 \cdot 1} + a_{2}h^{2 \cdot 2} + ... \\
 * $$ \displaystyle \begin{align} E^{1}_{n} &= a_{1}h^{2 \cdot 1} + a_{2}h^{2 \cdot 2} + ... \\
 *   (1)
 * }.
 * }.

Richardson extrapolation

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

 * $$ \displaystyle E^{1}_{n} := I-T(n) = a_{1}h^{2} + \underbrace{a_{2}h^{4}  + ... }_{\color{blue}_{O(h^{4})}} $$
 *   (2)
 * }.
 * }.
 * }.

In this case, O means every higher order terms such as $$ \displaystyle \color{blue}{O}: a_{2}h^{4} + ... $$
 * Def. of O : known as big O notation (also known as Big Oh notation, Landau notation, Bachmann–Landau notation, and asymptotic notation in mathematics or computer science.

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

 * $$ \displaystyle E^{1}_{2n} = I-T(2n) = \underbrace{a_{1}{(\frac{h}{2})^{2}}}_{\color{blue}_{\frac{a_{1}}{4}h^{2}}} + \color{blue}{O(h^{4})} $$
 *   (3)
 * }.
 * }.
 * }.

$$ \displaystyle T(2n) $$ composite based on $$ \displaystyle T(n), $$ and $$ \displaystyle f(x_{i}),\,\,\,\, i=1,3,5,... $$

If   (3)  is multiplied by number 4,

$$ \displaystyle 4 \times \color{red}{(3)} - \color{red}{(2)} \color{black}{:} 3I - 4T(2n) + T(n) = O(h^{4})$$

[[media: Egm6341.s10.mtg18.djvu | Page 18-4]]

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

 * $$ \displaystyle \Rightarrow I = \underbrace{\frac{4T(2n) - T(n)}{3}}_{\color{blue}_{T_{1}(n)}} + O(h^{4}) $$
 *   (1)
 * }.
 * }.
 * }.

 * Question: Cancel 4th order term $$ \displaystyle a_{2}h^{4}? $$

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

 * $$ \displaystyle I-T_{1}(n) = a_{2}h^{4} + O(h^{6}) $$
 *   (2)
 * }
 * }
 * }

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

 * $$ \displaystyle I-T_{1}(2n) = a_{2} (\frac{h}{2})^{4} + O(h^{6}) $$
 *   (3)
 * }.
 * }.
 * }.

 * $$ \displaystyle 2^{4} \times \color{red}{(3)} - \color{red}{(2)} $$


text: File:Capacitortheorywithuppercaseextension.JPG


text: File:Dblintegralarea.JPG

title: File:Dblintegralarea.JPG


title: File:Integration2d.JPG


text:
User talk:SkepticUsh

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title: User talk:SkepticUsh


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User talk:Aaron pont

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title: User talk:Aaron pont


text:
The periodic table/Carbon

Discovery
Carbon has been known since prehistoric times. The name is derived from the Latin, carbo, meaning "charcoal".

Quick Facts
Name: Carbon

Symbol: C

Mass: 12.0107

Atomic Number: 6

Electron Configuration: [He] 2s2 2p2

Classification: non-metal

CAS Number: 7440-44-0:1333-86-4

Appearance: Diamond is a colourless transparent crystalline solid. Graphite is a soft black shiny solid. Fullerenes and graphene are black powders.

Discovery in: prehistoric times

Key Isotopes: 12C, 13C, 14C

Allotropes: diamond, graphite, graphene, amorphous, fullerene

Density: 3.513 g/L (diamond), 2.267 g/L (graphite)

Crystal Structure: cubic (diamond), hexagonal (graphite)

Melting Point: 3825 °C

Boiling Point: sublimes

Uses
Carbon can form strongly bonded chains terminated by hydrogen atoms. These are called hydrocarbons, and are extracted naturally as fossil fuels (coal, oil and natural gas). They are mostly used when combusted with oxygen, as a source of energy for transport, electrical energy generation and industry. A small fraction are used as feedstock for the petrochemical industries to produce polymers, fibres, paints solvents, plastics etc. Impure carbon in the form of charcoal (from wood) and coke (from coal) is used in metal smelting, especially for the iron and steel industry. Industrial diamonds are used for cutting rocks and drilling. More recently, the discovery of carbon nanotubes, other fullerenes and graphene are revolutionising developments in the electronics industry and in nanotechnology generally.

150 years ago the natural concentration of carbon dioxide in the earth’s atmosphere was 280 ppm. In 2013, as a result of burning fossil fuels, it was 390 ppm. Atmospheric carbon dioxide allows visible light in but prevents some infra-red escaping (this is the natural greenhouse effect), keeping the Earth warm enough to sustain life. However, an enhanced greenhouse effect due to human-induced rise in atmospheric carbon dioxide is being felt by living things as our climate changes.

The molecules of life are carbon-based. Living things get almost all their carbon from carbon dioxide, either from the atmosphere or dissolved in water, through photosynthesis in green plants and photosynthetic plankton. The sun’s energy splits water into oxygen (released to the atmosphere, into fresh water and the seas) and hydrogen (which joins with carbon dioxide to produce carbohydrates).

With the addition of other elements, especially nitrogen and phosphorus, some of the carbohydrates are used to form the other molecules of life, including bases and sugars for RNA and DNA, and amino acids for proteins. Life forms which do not photosynthesise have to rely on consuming other living things for their source of carbon-based molecules.

Carbon is found in the sun and other stars formed from the debris of a previous supernova, and it is built up by nuclear fusion in bigger stars. It is present in the atmospheres of many planets usually as carbon dioxide. Graphite is found naturally in many locations. Diamond is found in the form of microscopic crystals in some meteorites. Natural diamonds are found in the mineral kimberlite, sources of which are in South Africa, Arkansas and elsewhere. Diamonds are now also being recovered from the ocean floor off the Cape of Good Hope. In combination, carbon is found in all living things and as fossilised remains in the form of hydrocarbon gases, crude oil, oil shales and coal etc., and also as carbonates (eg. chalk limestone and dolomite).

Atomic Data
Atomic radius: 1.700 Å

Covalent radius: 0.75 Å

Electronegativity: 2.550

Electron affinity: 121.733 kJ mol-1

Ionisation energies

First: 1086.453 kJ mol-1

Second: 2352.629 kJ mol-1

Third: 4620.467 kJ mol-1

Fourth: 6222.711 kJ mol-1

Fifth: 37830.615 kJ mol-1

Sixth: 47277.133 kJ mol-1

Coal
Scarcity factor: 4.5 (medium risk)

Crustal abundance: 200 ppm

Reserve base distribution: 27.5%

Production concentration: 46.1%

Top 3 countries for mining:
 * 1) USA
 * 2) Russia
 * 3) China

Top 3 countries for production:
 * 1) China
 * 2) USA
 * 3) India

Diamond
Scarcity factor: 4.0 (medium risk)

Crustal abundance: 200 ppm

Reserve base distribution: 33.5%

Production concentration: 28.6%

Top 3 countries for mining:
 * 1) DRC
 * 2) Australia
 * 3) Botswana

Top 3 countries for production:
 * 1) Russia
 * 2) DRC
 * 3) Botswana

Graphite
Scarcity factor: 7.0 (high risk)

Crustal abundance: 200 ppm

Reserve base distribution: 63.6%

Production concentration: 81.8%

Top 3 countries for mining:
 * 1) China
 * 2) Czech Republic
 * 3) India

Top 3 countries for production:
 * 1) China
 * 2) Bosnia-Herzegovina
 * 3) Brazil

Oxidation States and Isotopes
Common oxidation states: 4, 3, 2, 1, 0, -1, - 2, -3, -4

Isotopes

Pressure and Temperature Data
Molar heat capacity: 6.155 J mol-1 K-1 (diamond), 8.157 J mol-1 K-1 (graphite),

title: The periodic table/Carbon


text:
User talk:Thebest000

 Hello Thebest000, 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

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title: User talk:Thebest000


text:
User:Numiri/KinderCalculus/peel

Peel
Often, we are given an equation, say 4x + 5y = 3, and be asked to "solve for y". An equation can be thought of in many ways:  conceptually, it is like a scale that must keep the balance on both sides of "=". syntactically, peeling layers off one side of the equation and putting it on the other side can be thought as peeling a layer of clothing off. One must start from the outer most layer of the equation or clothing and work inwards. "solve for y" means peeling the layers off y to leave it as a bare & naked "y = ...". In other words, we "nudify" y. (These terms are meant to be comical and innocent, not meant to be risque.  Below are alternative analogies for teachers who prefer something else.)

\begin{align} 4x+5y &= 3\\ -4x + 4x +5y &= 3-4x \qquad \text{(when we add something to one side of the scale, we must do the same to the other side to maintain the balance.)}\\ 5y &= 3 - 4x \qquad \text{(we PEel to ReVERSE the verb from + to - and moving the noun 4}x\text{ to the other side.)}\\ y&=\frac{3-4x}{5} \end{align} $$

In peeling, one must take care to avoid the "blunderwear" pitfall: reaching pass the outer layers to peel & reverse inner layers. For example, in solving for y       2 + y   x + 3 - = -      incorrectly becomes 5      7

y    x + 3 -  = - - 2,  an outbound blunderwear, or          5       7

5*x + 3 2 + y = ---,   an inbound blunderwear 7

Problems with the Standard Notation
From the point of view of a 2nd or 3rd grader, the basic notations of + - * / are confusing" due to the   non-commutivity of - and /   the equivalence of a verb and its double negative x-4 vs x+-4, 4x vs x/(1/4)   the dual context of "-" & "/" as verb and adjectives (negative & reciprocal)   inconsistent placement of + & *, eg. ( x * 1/5 ) vs ( x/5 ), ( x + -5 ) vs ( x - 5 )

For example, when asked to solve for x in 4 = x + 5 the result sometimes becomes 4 - 5 = x, or on paper when there's not enough room between the characters "4" and "=" -5 4 = x, or 4 + 5 - = x The child's focus is in getting the 2 characters "5" and "-" there, and not in their position. In the 1st expression "-" is a verb and in the 2nd it's an adjective. It's not obvious to the child why the 2nd is wrong -- it has the exact same characters as the correct answer and the child was taught that minus is the same as plus negative, and that plus is commutative.

Another point of confusion comes from nested fractions in solving for y below 1  2              2           1                                                         1 - = -    -->   1 = - y   -->  --- = y      this nested fraction is often confused for    - y  x              x           2                                                         2 -                                                       ---                               x                                                         x and the child's answer becomes 1                 x -     instead of   - 2x                2 The child has difficulty perceiving the layering here. Here is another unnecessary bit of complexity resulting from the notation. The same mechanics of a double inverse is at play here that occurs in double negative, but because the notation of multiplicative inverse 1/x is much different from that of -x, connecting these 2 ideas confuses a child.

Though reverse verbs have cleaner notation, they break the commutative symmetries of their forward origins and causes the confusion above. All in all, it's best to avoid the thorny convenience of reverse verbs and stick with forward verbs when peeling a layer. Alternatively, one can use the cleaner Dot Notation below.

The Forward-Reverse Equivalence (freq)
This pitfall comes from the asymmetries of the Standard Notation. Consider the 3 possibilities (a,b,c) below in solving for y in   x = y + z                     +---+---+ (a) |  | (b)   | v  v       | |               ...     x  = y + z

or

y + z = x                        |      ^ |     | (c) +--+   Position (b) requires the child to erase and rewrite "x" to squeeze "z" in place. The unforgiving nature of paper and cognitive load of erasing can be distracting during learning difficult concepts.  Position (c) requires rewriting to reflect across "=", again imposing a cognitive load.
 Position (a) requires the answer "-z + x" instead of "x - z". On top of the difficult lesson of Peel & Reverse, the child must also master the reverse-forward equivalence. This mastery requires work because a child must distinguish the correct form from the 7 possibilities of flanking x:

 z + - x
  z - + x
 -z + - x
 -z - + x
 -z +   x
  x + - z
  x -   z
 One cannot simply tell the child that last forms are correct but also explain why the others are wrong. Additionally, if there are other terms at "...", the child must copy the equation to a new line or erase and rewrite the expression, mentally leaving space for the "z". This is additional cognitive load.

We have a similar situation with the equivalence of divide and its forward verb version. It is this difficulty that Dot Notation is designed to avert.

Dot Notation
We propose a radical alternative notation to sidestep this confusion of standard notation.

 replace adjectives with dots

 abolish anti-verbs in favor of anti-nouns

 make verbs invisible

 Actually, this change is not too radical in that the 2nd and 3rd rules are already part of the standard notation for + * ^, though it is only used half the time. The dot notation uses these rules consistently.

This practice makes all +-*/ verbs commutative -- very easy for students. Because this notation changes the basic way that expressions are written I do not hold any hopes that it will be adopted, but it does avoid the confusions above and would be a good hypothetical exercise. Here are examples of the notation (due to typographical challenges, "*" will represent a dot). Placement of the dot and noun juxtapositions will be as follows: horizontal for times & reciprocal, and vertical for plus & negative.

We could also apply the dot notation to exponentials, log, and roots. However, the anti-verbs log and root does not translate into commutative forward verbs so we gain less in using dots here. Note that in the Dot notation x-4 and x+-4 are written the same way up to commutivity. Similarly for x/4 and x*1/4. Now, the problem with solving linear equation above disappears.

The rule for peeling becomes: as an element moves across the "=" side, take the anti-noun and keep the vertical/horizontal juxtaposition

4 = x + 5

rewrites in dot notation as

5      4 = x

moving 5 to the other side yields

*                4       5         = x    or  x =  * 4                5

there's no possibility of error by mistaken context or commutivity

Pitfalls
one common peeling mistake is to reverse too many things at the same time.

For examle,

10x + |_| = /_\

|_| = /_\ - x/10 or |_| = /_\ +

Exercises

title: User:Numiri/KinderCalculus/peel


text:
User talk:Jonathanmccallum

Welcome to Wikiversity
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title: User talk:Jonathanmccallum


title: File:Mtg11-Fig1(a).svg


title: File:Mtg11-Fig1(a)(b)(c).svg


text:
User talk:Numiri/KinderCalculus/Soar, Evert, nunti

inverse number (vumber), counter number cumber, anti-number (antinum), opposite

prelude Stairs section with replace & nudify exercise: Nudify y, given: x = 6 + y, 2x + 4y = 3


text:
User talk:Numiri/KinderCalculus/linear systems

prelude with replace & nudify exercise:

Nudify y, given:   x = 6 + y,  2x + 4y = 3


text:
User talk:Wwwversity

 Hello Wwwversity, 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

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title: User talk:Wwwversity


text:
User:Beetlebaum

I'm better known as User:JWSchmidt. I created this account so I could work on the music and learning project.

Other projects

 * Metacognition
 * Dramaturgy

Resources
existing Wikiversity drama resources
 * existing Wikiversity resources
 * Just say "Neigh!"
 * Music and learning

title: User:Beetlebaum


text:
CORDIC Hardware Implementations

Purpose

 * developing CORDIC architectures similar to DDR (Double Data Rate).

General CORDIC Description

 * [[Media:CORDIC.General.1.A.20120409.pdf | General.1.A.pdf]] - Rotation as a complex number multiplication (in CORDIC FAQ)
 * [[Media:CORDIC.General.2.A.20120607.pdf | General.2.A.pdf]] - Rotation as a geometric interpretation (in Synthesis of Arithmetic Circuits examples)
 * [[Media:CORDIC.General.3.A.20120409.pdf | General.3.A.pdf]] - A set of CORDIC equations (in Andraka's paper )
 * [[Media:CORDIC.General.4.A.20120409.pdf | General.4.A.pdf]] - Unified CORDIC

Software Simulations

 * [[Media:CORDIC.Matlab.1.A.20110715.pdf | Software.1.A.pdf]]  -   Burkardt's MATLAB implementation
 * [[Media:CORDIC.cpp.1.A.20120228.pdf | Software.2.A.pdf]]  -   Burkardt's C++ implementation

Fixed Point Software Implementations

 * [[Media:CORDIC.fixedc.1.A.20120228.pdf | Fixed.1.A.pdf]] - Dr. Dobbs Journal implementation

FPGA Hardware Implementations

 * [[Media:CORDIC.VHDL.1.A.20111110.pdf | FPGA.1.A.pdf]] - Monash Univ VHDL implementation (architecture and precision)
 * [[Media:CORDIC.VHDL.2.A.20111107.pdf | FPGA.2.A.pdf]] - Monash Univ VHDL implementation  (VHDL  detail )
 * [[Media:CORDIC.Background.2.B.20110811.pdf | FPGA.2.B.pdf]] - Andraka's paper (FPGA related)

Lookahead CORDIC

 * Lookahead CORDIC Literature Note ([[Media:Lit.Lookahead.20160723.pdf |pdf]])

Redundant CORDIC

 * Redundant Adders ([[Media:Redundant.Lookahead.20160519.pdf |pdf]])
 * Redundant CORDIC Note 1 - Tagaki ([[Media:RNS1.Tagaki.20160723.pdf |pdf]])
 * Redundant CORDIC Note 2 - Ercegovac ([[Media:RNS2.Ercegovac.20160723.pdf |pdf]])
 * Redundant CORDIC Note 3 - Timmermann - A.([[Media:RNS3.Timmermann.A.20161116.pdf |pdf]]) - B.([[Media:RNS3.Timmermann.B.20161231.pdf  |pdf]]) - C.([[Media:RNS3.Timmermann.C.20170209.pdf  |pdf]])
 * Redundant CORDIC Note 4 - Booth Encoding ([[Media:RNS4.BoothEncode.20170118.pdf |pdf]])
 * Redundant CORDIC Note 5 - Noll ([[Media:RNS5.Noll.20161022.pdf |pdf]])

Angle Recoding CORDIC

 * AR CORDIC Note 1 - Hu ([[Media:AR1.Hu.20180914.pdf |pdf]])
 * AR CORDIC Note 2 - Wu ([[Media:AR2.Wu.20180822.pdf |pdf]])
 * 0. Overview ([[Media:AR2.Wu.0.Overview.20180903.pdf |pdf]])
 * 1. Conventional CORDIC ([[Media:AR2.Wu.1.CRODIC.20180920.pdf |pdf]])
 * 2. AR (Angle Recoding) ([[Media:AR2.Wu.2.AR.20180914.pdf |pdf]])
 * 3. MVR (Modified Vector Rotation) ([[Media:AR2.Wu.3.MVR.20181003.pdf |pdf]])
 * 4. EEAS (Extended Elementary Angle Set) ([[Media:AR2.Wu.4.EEAS.20180903.pdf |pdf]])
 * 5. Generalized EEAS (Extended Elementary Angle Set) ([[Media:AR2.Wu.5.EEAS.20180823.pdf |pdf]])

 * AR CORDIC Note 3 - Swartzlander ([[Media:AR3.Swartz.20170309.pdf |pdf]])

Hybrid CORDIC

 * Hybrid CORDIC Note 1 - Sine/Cosine Generator Algorithms ([[Media:Hybrid.1.SineGen.Algo.20171206.pdf |pdf]])
 * Hybrid CORDIC Note 2 - Sine/Cosine Generator Architecture ([[Media:Hybrid.2.SineGen.Arch.20171115.pdf |pdf]])
 * Hybrid CORDIC Note 3 - ROM free modified coarse fine approach ([[Media:Hybrid.3.ROMless.20180303.pdf  |pdf]])
 * Hybrid CORDIC Note 4 - Hybrid CORDIC Alogorithms ([[Media:HB.1.Overview.20171007.pdf |pdf]])

Binary Angular Measurement

 * Let's identify the source of the prevalent statement of "50 % improvement".
 * An explanation using a uniform framework would be good.

 * [[Media:CORDIC.BAM.1.A.20120621.pdf | BAM.1.A.pdf]] - Angle Recoding CORDIC- Y. H. Hu
 * [[Media:CORDIC.BAM.2.A.20120622.pdf | BAM.2.A.pdf]] - Trellis-based Searching CORDIC - C. S. Wu
 * [[Media:CORDIC.BAM.3.A.20120607.pdf | BAM.3.A.pdf]] - Look-ahead CORDIC - C. C. Kao
 * [[Media:CORDIC.BAM.4.A.20120619.pdf | BAM.4.A.pdf]] - Redundant CORDIC - T. Vladimirova
 * [[Media:CORDIC.BAM.5.A.20120614.pdf | BAM.5.A.pdf]] - Adpative CORDIC - T. K. Rodrigues
 * [[Media:CORDIC.BAM.6.A.20120614.pdf | BAM.6.A.pdf]] - MSE Variance CORDIC - S. Y. Park
 * [[Media:CORDIC.BAM.7.A.20120614.pdf | BAM.7.A.pdf]] - Angle Approx Error & Datapath Rounding Error - C. Dick

CORDIC as a Search Algorithm

 * CORDIC as a Search Idea.3.A ([[Media:CORDIC.Idea.3.A.20120430.pdf |pdf]])
 * 5. Search ([[Media:CORDIC.Acc.Search.20160122.pdf |pdf]])

Quad Angle Tree Based CORDIC

 * CORDIC Quad Tree Angles ([[Media:QuadTree.20120601.pdf |pdf]])
 * 6 Lookahead Idea ([[Media:Idea.Lookahead.20160307.pdf |pdf]])

Minimizing Latency

 * Latency Minimizing Idea.2.A ([[Media:CORDIC.Idea.2.A.20111212.pdf |pdf]])
 * 7. Backtrack ([[Media:CORDIC.Acc.Backtrack.20160129.pdf |pdf]])

Maximizing Throughput

 * Throughput Maximizing Idea.1.A ([[Media:CORDIC.Idea.1.A.20111126.pdf |pdf]])
 * 8. Serialize ([[Media:CORDIC.Acc.Serialize.20160122.pdf |pdf]])

Bit-Serial & Bit-Parallel Trade-offs

 * Generalized Multi-Byte CORDIC Idea.4.A ([[Media:CORDIC.Idea.4.A.20120731.pdf |pdf]])
 * 9. Precision ([[Media:CORDIC.Acc.Precision.20160125.pdf |pdf]])
 * Bit-serial Redundant CORDIC ([[Media:Lit.BitSerial.20160317.pdf |pdf]])

Implementation Technical Background

 * - [ Understanding VLSI Design ]
 * - [ Understanding Low Power Design ]
 * - [ Understanding Arithmetic Circuits ]
 * - [ Understanding FPGA Design ]

Fixed Point Simulation

 * -Octave
 * 3. Octave Codes ([[Media:CORDIC.Acc.Octave.20151023.pdf |pdf]])
 * -SystemC

 * -VHDL Simulation
 * CORDIC Angle LUT ( [[Media:lut.src.20131009.pdf |scr.pdf]], [[Media:lut.out.20131009.pdf  |out.pdf]])
 * CORDIC ROM Generation and Initialization ( [[Media:c1.rom.file.vhdl.20121114.pdf |c6.rom.file.vhdl]] )
 * CORDIC BEH Simulation ( [[Media:cordic_beh.20130919.pdf |cordic_beh.pdf]] )
 * CORDIC RTL Simulation ( [[Media:cordic_rtl.20131113.pdf |cordic_rtl.pdf]] )
 * CORDIC testbench ( [[Media:cordic_tb.vhdl.20121126-2.pdf |cordic_tb.vhdl]] )

 * -VHDL Testcases

Resource Sharing

 * - Area, Speed, Power Trade-offs between architectures

CORDIC Sensor Characteristics

 * Accuracy
 * Preceision
 * Sensitivity
 * Linearity
 * Resoltion

CORDIC Accuracy & Precision
CORDIC.AccPrec ([[Media:CORDIC.AccPrec.20120423.pdf |pdf]])

C++ Codes

 * CORDIC Source ([[Media:CORDIC.20140614.pdf |pdf]])

 * Makefile ([[Media:Makefile.20140411.pdf |pdf]])
 * Core class ([[Media:Core.20140415.pdf |pdf]])
 * Angles class ([[Media:Angles.20140418.pdf |pdf]], [[Media:Angles.b1.20140908.pdf |pdf]])
 * GPData class ([[Media:GPData.20140405.pdf |pdf]])
 * Figures class ([[Media:Figures.20140405.pdf |pdf]])
 * Interfacing GHDL CORDIC simulation with C ([[Media:ghdlIF.20140404.pdf |pdf]])
 * Calling C++ cordic function from C ([[Media:CIF.20130910.pdf |pdf]])

 * batch run bash file for Angles_tb ([[Media:batch_run_angles.20130812.pdf |pdf]])
 * fig_basic ([[Media:fig_basic_all.20140210.pdf |pdf]], [[Media:notes.basic.fig.20140808.pdf  |note]])
 * fig_tscale ([[Media:fig_tscale_all.20140218.pdf |pdf]])
 * fig_uscale ([[Media:fig_uscale_all.20140217.pdf |pdf]])

Testbench Codes and Results

 * cordic testbenches ([[Media:TestBench.20140224.pdf |pdf]])
 * cordic testbench 01 (percent error)
 * cordic testbench 02 (path error)
 * cordic testbench 03 (varying tree levels)
 * fig_basic ([[Media:fig_basic_all.20140224.pdf |pdf]])
 * fig_tscale ([[Media:fig_tscale_all.20140224.pdf |pdf]])
 * fig_uscale ([[Media:fig_uscale_all.20140224.pdf |pdf]])
 * cordic testbench 04 (coarse-fine)

CORDIC Accuracy Notes

 * 1. General ([[Media:CORDIC.Acc.Note.General.20160125.pdf |pdf]])
 * 2. Statistical Analysis ([[Media:CORDIC.Acc.Note.Stat.20160122.pdf |pdf]])
 * 3. Octave Fixed Point Simulation ([[Media:CORDIC.Acc.Note.Octave.20160122.pdf |pdf]])
 * 4. Scaling K ([[Media:CORDIC.Acc.Scaling.20160218.pdf |pdf]])

 * batch run bash file for testbench 01 ([[Media:batch_run_tb01.20130211.pdf |pdf]])
 * batch run bash file for testbench 02 ([[Media:batch_run_tb02.2013.pdf |pdf]])

 * Angles_wx using wxWidgets & wxGlade ([[Media:wxWidgets.Angles_wx.20120531.pdf  |pdf]])

Test Cases
1. Powers of 2 angles testcase ([[Media:testcase1.20181227.c.pdf |code]], [[Media:testcase1.20181227.summary.pdf  |summary]])

2. Leaf and internal node angles testcase

3. Uniformly distributed angles testcase

4. Subtree angles testcase

Functional Programming Approach

 * Background ([[Media:CORDIC.HS.1.A.Background.20180928.pdf |pdf]])

Binary Tree in Prolog

 * Background ([[Media:Plog.BinTree.20140415.pdf |pdf]])

Computing Gaussian Function

 * Scale Space Filtering (Gaussian Smoothing)
 * Parallel CORDIC
 * Neural Network (Computing Exponential Function)

Related Links
See Burkardt's C++ Implementations

Rotating Vector Plotting

 * Using gnuplot_i package ([[Media:CORDIC.fixed.1.A.2012.pdf  |pdf]])
 * CORDIC Animation: Java Swing Based CORDIC Simulator

Symbolic Computation of CORDIC Equations

 * Using Maxima / wxMaxima ([[Media:maxima_test.20120411.pdf  |pdf]], [[Media:matrix.20121218.pdf  |matrix.pdf]])

Simulation in C, C++, Octave

 * CORDIC Octave Simulation ([[Media:CORDIC.m.20120420.pdf | CORDIC.m.pdf]])
 * CORDIC C++ Simulation ([[Media:CORDIC_cpp.20120424.pdf | CORDIC_cpp.pdf]])
 * CORDIC C Simulation ([[Media:CORDIC.c.20120417.pdf | CORDIC.c.pdf]], [[Media:CORDIC_tb.c.20120417.pdf  | CORDIC_tb.c.pdf]])
 * CORDIC Fixed Point C Simulation ([[Media:CORDIC.fixed.c.20120405.pdf | CORDIC.fixed.c.pdf]])

Simulation using Multiple Precision Libraries (GMP, MPFR)

 * CORDIC GMP Simulation ([[Media:cordic_gmp.20130115.pdf | cordic_gmp.pdf]], [[Media:normerror.20130115.pdf  | normerror.pdf]])

SystemC Model

 * SystemC Data Types ([[Media:my_cnt.systemc.20120703.pdf  |my_cnt.systemc]], [[Media:dtype.systemc.20120705.pdf  |dtype.systemc]])
 * Fixed point Simulation ([[Media:cordic.scfix.20120713.pdf  |cordic.scfix]])
 * Generating VHDL ROM model ([[Media:cordic.rom.2012.pdf  |cordic.rom]])

VHDL Behavioral Model

 * VHDL Behavioral Model and Testbench ([[Media:cordic_beh.20120828.pdf  |cordic_beh in one file]], [[Media:cordic.vhdl.20120322.pdf  |cordic_beh.vhdl]], [[Media:cordic_tb.vhdl.20120322.pdf  |cordic_tb.vhdl]], [[Media:cordic_pkg.vhdl.20120322.pdf  |cordic_pkg.vhdl]])
 * VHDL Data Conversion - some test pieces ([[Media:test_conv.vhdl.20120309.pdf  |test_conv.vhdl]])

VHDL Data Flow Model

 * VHDL Data Flow Model and Testbench ([[Media:cordic_rtl.20130828.pdf     | cordic_rtl in one file]], [[Media:CORDIC.rtl.vhdl.20120403.pdf     | CORDIC.rtl]])
 * c1.adder.rtl.vhdl, c2.addsub.vhdl, c3.bshift.vhdl, c4.dffreg.vhdl, c5.counter.vhdl, c6.rom.vhdl, c7.mux.vhdl, m1.disp.vhdl,
 * cordic_rtl.vhdl, cordic_pkg.vhdl, cordic_tb.vhdl

Papers and Reports

 * Background.1.A - CORDIC FAQ ([[Media:CORDIC.Background.1.20110707.pdf |1.A.pdf]])
 * Background.2.A,B - Andraka's paper ([[Media:CORDIC.Background.2.A.20110528.pdf |2.A.pdf]], [[Media:CORDIC.Background.2.B.20110811.pdf |2.B.pdf]])
 * Background.3.A - Unified CORDIC ([[Media:CORDIC.Background.3.A.20110528.pdf |3.A.pdf]])
 * Background.4.A - Synthesis of Arithmetic Circuits examples ([[Media:CORDIC.Background.4.A.20120215.pdf |4.A.pdf]])

Software Simulations

 * Burkardt's MATLAB implementation (Matlab.1.A) ([[Media:CORDIC.Matlab.1.A.20110715.pdf |pdf]])
 * Burkardt's C++ implementation (C++.1.A) ([[Media:CORDIC.cpp.1.A.20120228.pdf |pdf]])

Software Implementations

 * Dr. Dobbs Journal implementation (fixed.1.A) ([[Media:CORDIC.fixedc.1.A.20120228.pdf |pdf]])

Hardware Implementations

 * Monash Univ VHDL implementation ([[Media:CORDIC.VHDL.1.A.20111110.pdf |VHDL.1.A.pdf]], [[Media:CORDIC.VHDL.2.A.20111107.pdf |VHDL.2.A.pdf]] )

 * Some Plots

 * Threshold=0.0 ([[Media:Plots.20120517.pdf |pdf]])
 * Threshold=0.001 ([[Media:Plots.th.20120518.pdf |pdf]])
 * Quantization Effects ([[Media:plot_quantization.20130117.pdf  |pdf]])
 * Percent Error ([[Media:plots.perr.20130129.pdf |pdf]])
 * Residue Statistics (tex file:[[Media:uscale_fig.tex.20130329.pdf |pdf]], [[Media:uscale_fig.20130329.pdf  |pdf]])

 * CORDIC.AccPrec ([[Media:CORDIC.AccPrec.20120423.pdf |pdf]])
 * Angles Class Source ([[Media:Angles.20130123.pdf |pdf]])
 * Angles_wx using wxWidgets & wxGlade ([[Media:wxWidgets.Angles_wx.20120531.pdf  |pdf]])

go to [ Electrical_%26_Computer_Engineering_Studies ]

title: CORDIC Hardware Implementations


text:
Electrical & Computer Engineering Studies/Butterfly Hardware Implementations

Purpose

 * developing FFT Butterfly architectures similar to DDR (Double Data Rate).

Idea Sketch

 * Idea.1.A ([[Media:Butterfly.HW.1.A.Idea.20120211.pdf |pdf]])

Background
go to [ Electrical_%26_Computer_Engineering_Studies ]
 * Sine / Cosine Generator ([[Media:HW.FFT.1.SineGen.20170805.pdf |pdf]])
 * Z Transform Properties ([[Media:HW.FFT.2.zTrans.20200406.pdf |pdf]])


text:
Metacognition

Metacognition is commonly understood as "thinking about thinking". It refers to awareness of one's thinking such that it empowers one to regulate (change) one's thinking. Thus, metacognition is critical for human learning.

Reading

 * Multiple demonstrations of metacognition in nonhumans: Converging evidence or multiple mechanisms?
 * Assessing students' metacognitive skills

title: Metacognition


text:
Developing Data Redistribution Algorithms

Purpose

 * Developing Communication Models that can represent the characteristics about each communication link and its bandwidth.
 * Developing Data Redistribution Algorithms using AI techniques.
 * Verifying Algorithms by using NOC SystemC Simulators.

Idea Sketch

 * Idea.1.A ([[Media:Redistribution.1.A.Idea.20180129.pdf |pdf]])

Parallel Prefix Sum

 * ParaPrefix.1.A ([[Media:ParaPrefix.1.A.20131225.pdf |pdf]])
 * MPI implementation ([[Media:ParaPrefix.MPI.1.A.20140730.pdf |pdf]])
 * OpenMP implementation ([[Media:ParaPrefix.OpenMP.1.A.20140805.pdf |pdf]])
 * CUDA implementation ([[Media:ParaPrefix.CUDA.1.A.20140405.pdf |pdf]])

Sudoku Codes in Haskell
from [ Haskell_programming_in_plain_view ]
 * Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
 * Bird's Implementation
 * - Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
 * - Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
 * - Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
 * - Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

Background

 * Y. Ishikawa : "Efficient Collective Operations for Clusters in Long-and-Fast Networks"
 * R. V. de Geijn : "Collective Communications on Architectures that Support Simultaneous Communications over Multiple Links"
 * R. Rabenseifner : "Optimization of Collective Communication Operations in MPICH"

 * NoC Simulator
 * - NIRGAM (SystemC)- University of Southampton, 2007
 * - OCCN (SystemC) - ST Microelectronics, 2005
 * - TOPAZ (C++) - University of Cantabria, 2012
 * - HNoCs (OMNeT++) - Technion, 2011

 * MPI+NOC Literature to be surveyed.

 * Y. W. Lim : "Efficient algorithms for block-cyclic redistribution of arrays", 1999
 * Circulant Matrix based redistribution ([[Media:ReDist.2.A.Circulant.20131019.pdf |pdf]])

go to [ Electrical_%26_Computer_Engineering_Studies ]

* Idea.2.A ([[Media:ReDistribution.2.A.Idea.20111123.pdf |pdf]]) moved to CORDIC Hardware Implementations


text:
User talk:Peter Medoleto

 Hello Peter Medoleto, 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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 26 July 2010 (UTC)

title: User talk:Peter Medoleto


text:
User talk:Setbyserver

 Hello Setbyserver, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 26 July 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 26 July 2010 (UTC)

title: User talk:Setbyserver