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Introduction to Computers/Future Peripherals

Course Navigation

Computers are continually evolving as technology becomes more advanced, cheaper, and more efficient. In this section we explore what could become the technology of tomorrow.

Gesture Recognition
Gesture Recognition is a way for computers to understand human body language using mathematical algorithms. Gestures can be from bodily motion or state, but are usually from the face or hand. Current focuses in the field include emotion recognition from the face and hand gesture recognition. Many approaches have been made using cameras and computer vision algorithms to interpret sign language. However, the identification and recognition of posture, gait, proxemics, and human behaviors is also the subject of gesture recognition techniques.

Gesture recognition can be seen as a way for computers to begin to understand human body language, thus building a richer bridge between machines and humans than primitive text user interfaces or even GUIs (graphical user interfaces), which still limit the majority of input to keyboard and mouse.

Gesture recognition enables humans to interface with the machine (HMI) and interact with it naturally without any mechanical devices. Using the concept of gesture recognition, it is possible to point a finger at the computer screen so that the cursor will move accordingly. This could potentially make conventional input devices such as mouse, keyboards and even touch-screens redundant. Gesture recognition can be conducted with techniques from computer vision and image processing.

The literature includes ongoing work in the computer vision field on capturing gestures or more general human pose and movements by cameras connected to a computer.

Gesture recognition and pen computing: In some literature, the term gesture recognition has been used to refer more narrowly to non-text-input handwriting symbols, such as inking on a graphics tablet, multi-touch gestures, and mouse gesture recognition. This is computer interaction through the drawing of symbols with a pointing device cursor (see discussion at Pen computing).

Using 2 video stereo cameras together with a positioning reference allows people to interact naturally without the use of mechanical devices, an example of this is the XBOX Kinect system.

Uses
Gesture recognition is useful for processing information from humans which is not conveyed through speech or type. As well, there are various types of gestures which can be identified by computers:

 * Sign language recognition. Just as speech recognition can transcribe speech to text, certain types of gesture recognition software can transcribe the symbols represented through sign language into text.
 * For socially assistive robotics. By using proper sensors (accelerometers and gyros) worn on the body of a patient and by reading the values from those sensors, robots can assist in patient rehabilitation. The best example can be stroke rehabilitation.
 * Directional indication through pointing. The use of gesture recognition to determine where a person is pointing is useful for identifying the context of statements or instructions. This application is of particular interest in the field of robotics.
 * Control through facial gestures. Controlling a computer through facial gestures is a useful application of gesture recognition for users who may not physically be able to use a mouse or keyboard. Eye tracking in particular may be of use for controlling cursor motion or focusing on elements of a display.
 * Alternative computer interfaces. Foregoing the traditional keyboard and mouse setup to interact with a computer, strong gesture recognition could allow users to accomplish frequent or common tasks using hand or face gestures to a camera.
 * Immersive game technology. Gestures can be used to control interactions within video games to try and make the game player's experience more interactive or immersive.
 * Virtual controllers. For systems where the act of finding or acquiring a physical controller could require too much time, gestures can be used as an alternative control mechanism. Controlling secondary devices in a car, or controlling a television set are examples of such usage.
 * Affective computing. In affective computing, gesture recognition is used in the process of identifying emotional expression through computer systems.
 * Remote control. Through the use of gesture recognition, "remote control with the wave of a hand" of various devices is possible. The signal must not only indicate the desired response, but also which device to be controlled.

Input devices
The ability to track a person's movements and determine what gestures they may be performing can be achieved through various tools. Although there is a large amount of research done in image/video based gesture recognition, there is some variation within the tools and environments used between implementations:
 * Depth-aware cameras. Using specialized cameras such as time-of-flight cameras, one can generate a depth map of what is being seen through the camera at a short range, and use this data to approximate a 3d representation of what is being seen. These can be effective for detection of hand gestures due to their short range capabilities.
 * Stereo cameras. Using two cameras whose relations to one another are known, a 3d representation can be approximated by the output of the cameras. To get the cameras' relations, one can use a positioning reference such as a lexian-stripe or infrared emitters.
 * Controller-based gestures. These controllers act as an extension of the body so that when gestures are performed, some of their motion can be conveniently captured by software. Mouse gestures are one such example, where the motion of the mouse is correlated to a symbol being drawn by a person's hand, as is the Wii Remote, which can study changes in acceleration over time to represent gestures.
 * Single camera. A normal camera can be used for gesture recognition where the resources/environment would not be convenient for other forms of image-based recognition. Although not necessarily as effective as stereo or depth aware cameras, using a single camera allows a greater possibility of accessibility to a wider audience.

Challenges
There are many challenges associated with the accuracy and usefulness of gesture recognition software. For image-based gesture recognition there are limitations on the equipment used and image noise. Images or video may not be under consistent lighting, or in the same location.

Items in the background or distinct features of the users may make recognition more difficult. The variety of implementations for image-based gesture recognition may also cause issue for viability of the technology to general usage. For example, an algorithm calibrated for one camera may not work for a different camera. The amount of background noise also causes tracking and recognition difficulties, especially when occlusions (partial and full) occur. Furthermore, the distance from the camera, and the camera's resolution and quality, also cause variations in recognition accuracy.

In order to capture human gestures by visual sensors, robust computer vision methods are also required, for example for hand tracking and hand posture recognition or for capturing movements of the head, facial expressions or gaze direction.

Gorilla arm
"Gorilla arm" was a side-effect that destroyed vertically-oriented touch-screens as a mainstream input technology despite a promising start in the early 1980s.

Designers of touch-menu systems failed to notice that humans are not designed to hold their arms in front of their faces making small motions. After more than a very few selections, the arm begins to feel sore, cramped, and oversized—the operator looks like a gorilla while using the touch screen and feels like one afterwards. This is now considered a classic cautionary tale to human-factors designers; "Remember the gorilla arm!" is shorthand for "How is this going to fly in real use?".

Gorilla arm is not a problem for specialist short-term-use uses, since they only involve brief interactions which do not last long enough to cause gorilla arm.

Emotion Recognition
Technology is constantly evolving; it seems that every time something new emerges, something better is not far behind! Computers are our main source of technology and humans consistently try to improve them. A glimpse into the future shows the possibility of computers that can interact with human beings. Research shows that in order to create a computer with 'artificial intelligence', that is, one that can interact with humans, the machine would need to be able to read human emotion. Many theories have come about as to how this would be possible, but the most popular one seems to be a camera attached to the computer that would read the facial expressions of its user. The computer would turn the facial expression into a formula that the device could read and interpret. Of course this idea is still in its research stages and requires time to formulate.

DirecTV
DirecTV (trademarked as "DIRECTV") is a direct broadcast satellite (DBS) service. DirecTV transmits digital satellite television and audio to households across North and South America. Satelittes such as direcTV are becoming more and more popular as they make it possible for the users to never leave the comfort of their home to enjoy the most recent video releases.

3D screen
Three-dimensional printing is a method of converting a virtual 3D model into a physical object. 3D printing is a category of rapid prototyping technology. 3D printers typically work by 'printing' successive layers on top of the previous to build up a three dimensional object. 3D printers are generally faster, more affordable and easier to use than other additive fabrication technologies.

3D printing
3D Printing is the method of converting a virtual 3D model into a physical object. It is categorized as a type of rapid prototyping technology. These printers work by printing multiple layers on top of the previous layer to build a three dimensional object. 3D printing is generally built for speed, low cost, and ease-of-use, making it suitable for visualizing a design when dimensional accuracy and mechanical strength of prototypes are less important.

3D Printing technology is currently being considered and studied by firms for use in tissue engineering applications in which the organs and body parts are built using inkjet techniques. Source: http://en.wikipedia.org/wiki/3D_printing

Course Navigation


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User:Archestratus

First Flat File Database
First lesson from "Introduction to Databases"

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

title: User:Archestratus


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User:Suresh Gottimukkala

Before writing a Test plan first as a part of QA Team we need to sit along with the application sponsor and the development team and need to know the application from the scratch. Following are the very basic questions which we need to ask for the client/Dev team before starting up your Test Plan:

• What’s the application expected to do? • What’s a typical expected user experience? (positive and negative) • What’s the application architecture? • What’s the expected traffic volume in terms of unique, concurrent users? • Will the traffic be dependent on time of day? • What type of data will be downloaded from the site and from where? (text only, images, a web service?) • How will the application’s functions influence performance? (i.e., the viewing of images, interactive web service functions, etc.) • What’s the profile of the expected user? Company employee with high-speed access or a home user with an older OS, browser and dial-up connection? • Will the application be hosted on a company intranet or accessed via the Internet? • What and who in the test/QA and development group will handle the security issues and testing? 3 • What is the current development status of the application and the new builds schedule? This directly affects the test plan schedule. • What’s the application’s release schedule? • When will the development team train the QA and test team on the application’s specifics? This is key to understanding the application and leads to better troubleshooting, faster problem solving and improves communication with the development team. Will be continued soon

title: User:Suresh Gottimukkala


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Health informatics

Health Informatics

Health Informatics is concerned with the collection, storage, manipulation and transmission of medical and health data in order to produce information and knowledge which leads to improved health care for all sectors of society. Health Informatics necessarily involves:
 * an understanding of how computer systems work and what they are capable of,
 * an appreciation of how individuals and organizations “know” things, and
 * an understanding of information systems, as health care is often provided by large organizations.

To become familiar with health informatics, it is useful to have experience with Health Datasets.

Resources
Health Informatics World Wide - a comprehensive index of Health Informatics/Medical Informatics resources. University of Otago: Dept. of Health Informatics - a multi-disciplinary post-graduate teaching and research program. Essential Information Management Skills – a small sample from the University of Otago’s Health Informatics Introductory Course.

title: Health informatics


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User talk:HInformatics

 Hello HInformatics, 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! Jtneill - Talk - c 10:57, 27 October 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Username
By all means use User:HInformatics, but you may find it handier to just use something more like your name since you may contribute to multiple projects once you work out how much fun Wikiversity is. Sincerely, James -- Jtneill - Talk - c 10:57, 27 October 2009 (UTC)

title: User talk:HInformatics


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User:Katrinamiyamoto

=Freshman Seminar=

Always Wanted To Schedule

 * Topic

< >
 * Research Component

<>
 * week 1

 * week 2

 * week 3

 * week 4

 * week 5

 * week 6

 * week 7

 * week 8

Midterm Assignment 1: Taste & Aesthetics
Sculpture Analysis: I Hate it, Now I Love It

Not because it was the first sculpture I saw, but the sculpture I honestly did not like was the ‘Stinger” by Tony Smith. I did not like it because it reminded me of math. According to me, math has one answer-there is no if, ands, or buts. The sculpture represented that feeling of being trapped with only one way out, and you hope it’s a good out. Yesterday my host family took me to the U-district, thinking I would be interested in the shopping area. But even now the first thought that comes to my mind when I reminisce on that date was when I saw a hummingbird trapped under the roof of the play area. It was sad to watch (Okay, I know what you’re thinking! Maybe if the hummingbird was smarter it only had to fly a little lower to see that there are no walls) That hummingbird struggled for a good ten minutes before it escaped. Watching it reminded me of the moment that I stepped inside the “Stinger” and that instant uncomfortable feeling I got just by being inside it’s enclosure. Trapped… Tony Smith is an American Sculptures who’s artistic style reflects that of the minimalist. Most of his most famous works can be seen all over the U.S. as far west as Hawaii to east of New York. My most favorite sculpture of his is called the Free Ride built in 1962. It is a simple sculpture that draws your eye from left to right (as we read) to create the illusion that you are going up. It is a free ride because you only need to look at it to get the sensation that you are moving up. I later realized the significance of the broken pieces a couple yards down the path as a “breakthrough.” You could pick your way out if you had the will power to do so.

Final Presentation

 * Topic (10%)

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 * Research (20%)

<>

 * 1) Internet site:
 * 2) Book:
 * 3) Scholarly Journal:
 * 4) Other (interview, TV show,etc):

 * Your accomplishment (20%)

<>

 * Project Review (50%)
 * 1)What went well
 * 2)What went poorly
 * 3)Future strategies

title: User:Katrinamiyamoto


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Wifi id

WiFi universal card (2004 year)
It is a thin plastic card like a credit card by which you pay for all kinds of shopping. Confirmation of a payment is going by providing your secret number. On this way a seller will locate your card by WiFi Terminal (news from WiFi Alliance) http://www.wi-fi.org and will make a request to your bank. And further the situation is the same like with simple card.

Also this card could be programmed as a door key of houses, cars and etc. Also this card could be like a passport too, so any government department will not ask you to show the passport. They will have your information on the screen already.

To the end, in the future you will have an ID WiFi card and you will able to use all the things what belong to you without any losing of the time. Day by day, year by year you will start to forget the locks and complicated openings of doors. Sometimes it is very problematically. The electronic system will do it for you, then you will have more time to spend more effectively.

Links

 * http://www.reuters.com/article/pressRelease/idUS77301+16-Apr-2009+BW20090416
 * http://www.future-store.org/fsi-internet/html/en/1869/index.html
 * http://www.wi-fi.org

title: Wifi id


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Flexible retail trade

Maximum effect retailing (2004 year)
During many centuries a skillful seller was a witty man or woman which was at his or her store and was proposing a wares to a customer. With an electronic progress we have a chance to be more efficient and flexible. This progress moves a part of functions of a seller to an electronic devices like EPL (Electronic Price Labels) and to a special effects which help to attract a buyer.

EPL helps to make retailing business more flexible and cut costs on peripherals. And the main is what with EPL any shop could trade the goods like on stock exchange. Retail Expert will be like a stock broker in operation room who is making decisions about the prices depending from demand and supply and market conditions.

EPL (Electronic Price Labels)
It is the small LCD panels which are injected to a trading shelves, where a buyer will see the prices, sizes in stock and additional information(how to use, wash, quality and etc.).

Links

 * http://www.elabelsys.com/overview.htm

title: Flexible retail trade


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User:Egm6321.f09.team4.sls.equations

= Equation Scratch Pad =

Scratch #1

 * Both equations together:

 * $$ \begin{align}

x_{1}\left(t\right) &= C_{1}\cdot e_{11}\left(t\right)\cdot \text{exp}\left[ \int_{0}^{t} p_{1}\left(\tau\right) d\tau \right] + C_{2}\cdot e_{21}\left(t\right)\cdot \text{exp}\left[ \int_{0}^{t} p_{2}\left(\tau\right) d\tau \right] \\

x_{2}\left(t\right) &= C_{1}\cdot e_{12}\left(t\right)\cdot \text{exp}\left[ \int_{0}^{t} p_{1}\left(\tau\right) d\tau \right] + C_{2}\cdot e_{22}\left(t\right)\cdot \text{exp}\left[ \int_{0}^{t} p_{2}\left(\tau\right) d\tau \right]

\end{align} $$

 * Each equation in separate picture:

 * $$ \begin{align}

x_{1}\left(t\right) &= C_{1}\cdot e_{11}\left(t\right)\cdot \text{exp}\left[ \int_{0}^{t} p_{1}\left(\tau\right) d\tau \right] + C_{2}\cdot e_{21}\left(t\right)\cdot \text{exp}\left[ \int_{0}^{t} p_{2}\left(\tau\right) d\tau \right] \end{align} $$

 * $$ \begin{align}

x_{2}\left(t\right) &= C_{1}\cdot e_{12}\left(t\right)\cdot \text{exp}\left[ \int_{0}^{t} p_{1}\left(\tau\right) d\tau \right] + C_{2}\cdot e_{22}\left(t\right)\cdot \text{exp}\left[ \int_{0}^{t} p_{2}\left(\tau\right) d\tau \right] \end{align} $$

 * Each equation after transformation to normalized eigenvectors:

 * $$ \begin{align}

x_{1}\left(t\right) &= C_{1}\cdot \text{exp}\left[ \int_{0}^{t} \bar{p}_{1}\left(\tau\right) d\tau \right] + C_{2}\cdot \text{exp}\left[ \int_{0}^{t} \bar{p}_{2}\left(\tau\right) d\tau \right] \end{align} $$

 * $$ \begin{align}

x_{2}\left(t\right) &= C_{1}\cdot \bar{e}_{12}\left(t\right)\cdot \text{exp}\left[ \int_{0}^{t} \bar{p}_{1}\left(\tau\right) d\tau \right] + C_{2}\cdot \bar{e}_{22}\left(t\right)\cdot \text{exp}\left[ \int_{0}^{t} \bar{p}_{2}\left(\tau\right) d\tau \right] \end{align} $$

Egm6321.f09.team4.sls: Tue Oct 27, 2:25 PM (EST)

Scratch #2
$$ \begin{align} C_{1} \cdot e_{11}\left(t\right) \cdot &\text{ exp}\left[ \int_{0}^{t} p_{1}\left(\tau\right) d\tau \right] \\ &= C_{1} \cdot \text{exp}\left[ f_{1}\left(t\right) + f_{2}\left(t\right) \right] \end{align} $$

$$ \begin{align} \text{where:  } &\ \\ &f_{1}\left(t\right) = \int_{0}^{t} p_{1}\left(\tau\right) d\tau \\ &f_{2}\left(t\right) = \text{ln}\left[ e_{11}\left(t\right) \right] \end{align} $$

Scratch #3

 * LTV eigen-relation:

 * $$ \begin{align}

A \ \vec{\varepsilon}_{i} - \lambda_{i}\ \vec{\varepsilon} = \dot{\vec{\varepsilon}} \end{align} $$

 * $$ A $$ matrix in canonical form:

 * $$ \begin{align}

A^{2x2} = \left[ \begin{array}{cc} 0 & 1 \\                  -a_{0} & -a_{1} \\ \end{array} \right] \end{align} $$

 * $$ \begin{align}

A\left(t\right) = \left[ \begin{array}{cc} 0 & 1 \\                  -0.2 & t-0.5 \\ \end{array} \right] \end{align} $$

 * $$ \begin{align}

A\left(t\right) = \left[ \begin{array}{cc} -1-t^{2} & -2.5 \\ -0.7-2.5t & -2-t \\ \end{array} \right] \end{align} $$

 * $$ \begin{align}

x = \left[ \begin{array}{c} x_{1} \\ x_{2} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\dot{x} = A\ x \end{align} $$

 * $$ \begin{align}

x_{2} = \dot{x}_{1} \end{align} $$

 * $$ \begin{align}

\bar{\varepsilon}_{1} = \left[ \begin{array}{c} 1 \\ \bar{e}_{12} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\bar{\varepsilon}_{2} = \left[ \begin{array}{c} 1 \\ \bar{e}_{22} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\bar{p}_{1} = \ldots \end{align} $$

 * $$ \begin{align}

\bar{p}_{2} = \ldots \end{align} $$

 * $$ \begin{align}

\varepsilon_{1} = \left[ \begin{array}{c} 1 \\ e_{12} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\varepsilon_{2} = \left[ \begin{array}{c} 1 \\ e_{22} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\varepsilon_{1} = \left[ \begin{array}{c} 1 \\ p_{1} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\varepsilon_{2} = \left[ \begin{array}{c} 1 \\ p_{2} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\varepsilon_{1}\left(t\right) = \left[ \begin{array}{c} e_{11}\left(t\right) \\ e_{12}\left(t\right) \end{array} \right] \end{align} $$

 * $$ \begin{align}

\varepsilon_{2}\left(t\right) = \left[ \begin{array}{c} e_{21}\left(t\right) \\ e_{22}\left(t\right) \end{array} \right] \end{align} $$

 * $$ \begin{align}

\bar{\varepsilon}_{1,III}\left(t\right) = \left[ \begin{array}{c} 1 \\ \bar{e}_{12}\left(t\right) \end{array} \right] \end{align} $$

 * $$ \begin{align}

\bar{\varepsilon}_{2,III}\left(t\right) = \left[ \begin{array}{c} 1 \\ \bar{e}_{22}\left(t\right) \end{array} \right] \end{align} $$

 * $$ \begin{align}

\bar{\varepsilon}_{1,IV}\left(t\right) = \left[ \begin{array}{c} \bar{\bar{e}}_{11}\left(t\right) \\ 1 \end{array} \right] \end{align} $$

 * $$ \begin{align}

\bar{\varepsilon}_{2,IV}\left(t\right) = \left[ \begin{array}{c} \bar{\bar{e}}_{21}\left(t\right) \\ 1 \end{array} \right] \end{align} $$

 * $$ \begin{align}

p_{1}\left(t\right) \end{align} $$

 * $$ \begin{align}

p_{2}\left(t\right) \end{align} $$

Scratch #4
Scalar Polynomial Differential Operators (SPDO) :

 * For scalar system:

 * $$ \begin{align}

y^{\left(n\right)}+ &\alpha_{n}\left(t\right)y^{\left(n-1\right)} + \dots + \alpha_{2}\left(t\right)\dot{y}+\alpha_{1}\left(t\right)y = \\ &\beta_{m+1}\left(t\right)u^{\left(m\right)} + \dots + \beta_{2}\left(t\right)\dot{u} + \beta_{1}\left(t\right)u \end{align} $$

 * Define two SPDO's (one for each side):

 * $$ \begin{align}

D_{\alpha} &= \delta^{n} + a_{n}\left(t\right)\delta^{n-1} + \dots + a_{2}\left(t\right)\delta + a_{1}\left(t\right) \\ &= \left(\delta - \lambda_{n}\left(t\right)\right)\dots\left(\delta - \lambda_{2}\left(t\right)\right)\left(\delta - \lambda_{1}\left(t\right)\right) \end{align} $$

 * $$ \begin{align}

D_{\beta} &= \beta_{m+1}\left(t\right)\delta^{m}+\dots+\beta_{2}\left(t\right)\delta+\beta_{1}\left(t\right) \\ &= \beta_{m+1}\left(\delta - \gamma_{m}\left(t\right)\right)\dots\left(\delta - \gamma_{2}\left(t\right)\right)\left(\delta - \gamma_{1}\left(t\right)\right) \end{align} $$

 * Then, the scalar LTV system can be expressed as:

 * $$ \begin{align}

D_{\alpha} \cdot y = D_{\beta} \cdot u \end{align} $$

Vector Polynomial Differential Operators :

 * For the following MIMO system:

 * $$ \begin{align}

\dot{\vec{x}} &= A\left(t\right)\vec{x} + B\left(t\right)\vec{u} \\ \vec{y}      &= C\left(t\right)\vec{x} + D\left(t\right)\vec{u} \end{align} $$

 * Define a VPDO for $$A\left(t\right)$$:

 * $$ \begin{align}

\mathcal{P}_{A} = I \cdot \delta - A\left(t\right) \end{align} $$

 * This allows the LTV MIMO system to be rewritten as:

 * $$ \begin{align}

\mathcal{P}_{A}\cdot \vec{x} &= B\left(t\right)\vec{u} \\ \vec{y} &= C\left(t\right)\vec{x} + D\left(t\right)\vec{u} \end{align} $$

Scratch #5

 * Mode-Vector (see Wu - 1982):

 * $$ \begin{align}

m_{i}\left(t\right) = \exp \left[ \int_{t_{0}}^{t} p_{i}\left(\tau\right) \text{d}\tau\right] \cdot \vec{\varepsilon}_{i}\left(t\right) \end{align} $$

 * This is the mode vector associated with the i^{th} x-eigenpair of $$A\left(t\right)$$:

 * $$ \begin{align}

\left\{ p_{i}\left(t\right), \vec{\varepsilon}_{i}\left(t\right) \right\} \end{align} $$

 * The system described by $$A\left(t\right)$$ is stable if and only if:

 * $$ \begin{align}

\left|\left|m_{i}\left(t\right)\right|\right| < \infty \qquad \forall\ t>t_{0},\quad \forall\ i=1,\dots,n \end{align} $$

 * The system described by $$A\left(t\right)$$ is asymptotically stable if and only if the system is stable, and:

 * $$ \begin{align}

\left|\left|m_{i}\left(t\right)\right|\right| \to 0 \text{ as } t \to \infty,\quad \forall\ i=1,\dots,n \end{align} $$

Scratch #6

 * Case 1:

 * $$ \begin{align}

\vec{\varepsilon}_{1} = \left[ \begin{array}{c} 1 \\ \bar{e}_{12} \end{array} \right] \end{align} $$, $$ \begin{align} \vec{\varepsilon}_{2} = \left[ \begin{array}{c} \bar{e}_{21} \\ 1 \end{array} \right] \end{align} $$

 * Case 2:

 * $$ \begin{align}

\vec{\varepsilon}_{1} = \left[ \begin{array}{c} \bar{e}_{11} \\ 1 \end{array} \right] \end{align} $$, $$ \begin{align} \vec{\varepsilon}_{2} = \left[ \begin{array}{c} 1 \\ \bar{e}_{22} \end{array} \right] \end{align} $$

 * Case 3:

 * $$ \begin{align}

\vec{\varepsilon}_{1} = \left[ \begin{array}{c} 1 \\ \bar{e}_{12} \end{array} \right] \end{align} $$, $$ \begin{align} \vec{\varepsilon}_{2} = \left[ \begin{array}{c} 1 \\ \bar{e}_{22} \end{array} \right] \end{align} $$

 * Case 4:

 * $$ \begin{align}

\vec{\varepsilon}_{1} = \left[ \begin{array}{c} \bar{e}_{11} \\ 1 \end{array} \right] \end{align} $$, $$ \begin{align} \vec{\varepsilon}_{2} = \left[ \begin{array}{c} \bar{e}_{21} \\ 1 \end{array} \right] \end{align} $$

Scratch #7

 * $$ \begin{align}

\varepsilon_{1} = \left[ \begin{array}{c} 1 \\ p_{1} \\ \dot{p}_{1}+p^{2}_{1} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\varepsilon_{2} = \left[ \begin{array}{c} 1 \\ p_{2} \\ \dot{p}_{2}+p^{2}_{2} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\varepsilon_{3} = \left[ \begin{array}{c} 1 \\ p_{3} \\ \dot{p}_{3}+p^{2}_{3} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\varepsilon_{1} = \left[ \begin{array}{c} 1 \\ e_{12} \\ e_{13} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\varepsilon_{2} = \left[ \begin{array}{c} 1 \\ e_{22} \\ e_{23} \end{array} \right] \end{align} $$

 * $$ \begin{align}

\varepsilon_{3} = \left[ \begin{array}{c} 1 \\ e_{32} \\ e_{33} \end{array} \right] \end{align} $$

 * $$ \begin{align}

p_{1} = e_{12} \end{align} $$

 * $$ \begin{align}

p_{2} = e_{22} \end{align} $$

 * $$ \begin{align}

p_{3} = e_{32} \end{align} $$

 * $$ \begin{align}

\left(n^{2}+n\right) \end{align} $$

 * $$ \begin{align}

\left(n^{2}-n\right) \end{align} $$

 * $$ \begin{align}

\left(n\right) \end{align} $$

Scratch #8

 * $$\begin{align}

\hat{\theta} = \arg\max_{\theta}\left[ \mathcal{L}\left(\theta\right) \right] \end{align} $$

 * $$ \begin{align}

\mathcal{L}\left(\theta\right) = \log\left[ p\left(Y|\theta\right) \right] \end{align} $$

 * $$ \begin{align}

\mathcal{L}\left(\theta\right) = \log\left[ \int p\left(X,Y|\theta\right) dX \right] \end{align} $$

 * $$ \begin{align}

\text{, where} \end{align} $$

 * $$ \begin{align}

Y_{k} = \frac{1}{\sqrt{N}} \sum_{t=0}^{N-1} y_{t} z_{k}^{-t} \end{align} $$

 * $$ \begin{align}

U_{k} = \frac{1}{\sqrt{N}} \sum_{t=0}^{N-1} u_{t} z_{k}^{-t} \end{align} $$

 * $$ \begin{align}

N_{k} = \frac{1}{\sqrt{N}} \sum_{t=0}^{N-1} n_{t} z_{k}^{-t} \end{align} $$

 * $$ \begin{align}

P\left(Y|\theta\right) = \frac{P\left(X,Y|\theta\right)}{P\left(X|Y,\theta\right)} \end{align} $$

 * $$ \begin{align}

\log\left[P\left(Y|\theta\right)\right] = \log\left[P\left(X,Y|\theta\right)\right] - \log\left[P\left(X|Y,\theta\right)\right] \end{align} $$

 * $$ \begin{align}

\log\left[P\left(Y|\theta\right)\right] = \log\left[P\left(X,Y|\theta\right)\right] - \log\left[P\left(X|Y,\theta\right)\right] \end{align} $$

 * $$ \begin{align}

Y_{k} = C\ X_{k} + V_{k} \end{align} $$

$$ \begin{align} V_{k} \end{align} $$

title: User:Egm6321.f09.team4.sls.equations


text:
User:Dc987/Observer

= Observer in the QM universe =

... This is a rough draft ...

Introduction
Despite the many successes of quantum mechanics generally physicists are still suspicious to its many properties. Words like “spooky action at a distance”, "collapse of the wave function" dominates well established entanglement and decoherence terms. Inherent non-locality and non-causality of the quantum mechanics is still looked upon with suspicion. More or less obvious fact that the macro scale systems are ruled by the same laws as the micro scale is still not quite obvious to many. There are more than ten popular interpretations of quantum mechanics, ranging from the orthodox Copenhagen interpretation to the freakish Many-Minds one. Only recently one of the corner-stone of quantum mechanics - the measurement problem have been more or less satisfactory resolved by the modern Decoherence interpretation of the quantum mechanics.

And still there are some ghosts left. Observers. Apparently they have magical properties. No. They are not governed by the same micro-scale laws. They can "collapse wave functions". They can stay above it all and do "measurements". They can bring causality and locality into the intrinsically non-local and non-casual world. And obviously they insist that they own history is the central one and the only one existing. Strangely, sometimes they can also explain how a quantum computer performs several operations in parallel.

From the bird perspective the universe is defined by the universal wave function. Mathematically this wave function can be formulated in several ways, namely the path-integral formulation (generalizing the action principle) or the Schrödinger equation (generalizing the conservation principles).

From this view there is only a state space. There is no time. There is no space.

The observer perspective is different. The entanglement produces time and space. The decoherence (again entanglement) produces the familiar classical mechanics. But still, ultimately, the observer experience is derived from the quantum level.

Every classical observer have a beginning. From the very first particle entangling with the environment the observer decreases its own internal entropy. The level of the total entanglement with the environment grows with the time, resulting in a more and more complex and well defined observer. At some point, if the conditions are right, the complexity increases to a level when we can consider the observer to be alive.

The evolution of the observer is not deterministic, the only part that is defined is the entanglement with the environment. The entanglement is final, it never goes away with the time evolution. The environment that is not yet entangled with the observer does not have any limits on the possible states, in fact the observer entangles with the every possible eigenstate, having different experience in every specific case.

The probabilities to experience one or the other outcome of every event can be derived from the path-integral formulation - the action principle on all possible paths. The most probable experience would correspond to the minimum action path.

The entanglement of the observer with the environment comes at a price however, with the time, entangling more and more with the environment possible future space state configurations are becoming more and more limited. Ultimately, at the end, the entanglement with the environment reaches its maximum, limiting the configuration of the observer to one exact eigenstate of the universal wave function. At this point the evolution of the observer finally is deterministic, being the evolution of the universal wave function itself.

Definition of an observer
To approach the definition of the observer we need to start from a few assumptions:
 * All isolated systems evolve according to the Schrodinger equation (1);
 * Decoherence is the mechanism by which the classical limit emerges out of a quantum (2);

Assuming that, we can give a generic definition to the universe and an observer (in that universe) in terms of the QM:
 * The universe - a closed system with the corresponding state vector $$|U\rangle \,$$.
 * The observer - an open system with the corresponding state vector $$|O\rangle \,$$.

In the classical limit the observer can also be described in classical terms as an open or continuous classical system.

The classical behavior emerges from the quantum due to the decoherence.

Probability
Lets define $$P \,$$ as the probability of an observer to find itself in some specific state of the universe $$|U\rangle \,$$.

According to the postulates of the QM:
 * $$P(t) = \langle O|U(t)\rangle \langle U|O\rangle \,$$.
 * $$i\hbar\frac{\partial}{\partial t} U(t) = \hat H U(t) \,$$

Given the initial conditions on U at the time $$t = 0$$ the state vector U should evolve according to the Schrödinger equation, the evolution of the state vector is deterministic. As a result of that at any given moment of $$t$$ we can consider U(t) as a constant and calculate the probability $$P(t) \,$$. This probability would only be a function of time and the state vector $$|O\rangle \,$$.

This dependence on time makes sense, consider the observer consisting of atoms - the probability of such an observer to find itself in the universe in a state |U> very early in the evolution when it consists mainly of photons is very low. The observer consisting of biomoleculas have much higher probability of finding itself in the state of the universe that have stars and planets in it. In other words - the anthropic principle.

Via integrating $$P(t) \,$$ by time we can find the total probability $$P \,$$. Now this probability is only a function of the state $$|O\rangle \,$$.

Probability of an observer to find itself in the universe in the state |U> is a function only of the state |U> of the observer itself.

$$P = F(|O\rangle ) \qquad (3); \,$$.

Time evolution
Living observer evolves with the subjective time and continuously observes the 'collapse' of the wave function of the universe resulting in observing of some observables of some certain states |U>. Given the observer finds itself in some universe at the subjective time T with the state |U> let us consider the probability P' of it finding itself in the universe with the state |U'> at the subjective time T+dt.

Generally this probability P' depends on the state |U>, but again, considering the semi-classical observer we may find that this probability mostly depends on the |O> - subspace of |U> - the state of the observer itself.

P` = F(|O>)   (4);

-- In summary the probability of an observer to find itself in some specific state of the universe depends entirely on the state of observer itself. The probability to observe some specific events in the subjective future again mostly depends on the state of the observer itself. --

Path-integral formulation of the QM is a likely way to analyze the probability distributions for the observer. It is intuitive that the action principle should define the most probable path of the observer.

Consequences for the classical observer
Generally the observer can NOT be described in the classical terms. But the observer functioning in the high temperature noisy environment can be described in semi-classical terms. 'Described' = we can associate a bit string describing the classical state of the observer. This bit string K in terms gives us some boundary conditions on |O>.

Coarsely, for the observer consisting of atoms, this bit string S should contain positions of atoms, atomic numbers and their state. Part of that bit string would include the memory of the observer MEM. Lets consider some substring of MEM - M.

It is interesting that the bit string M imposes some strong boundary conditions on |O> and in its terms on |U>. For example consider the string "the world is made of atoms" in the memory of the observer and its effect on probability P of the observer finding itself early in the state of the universe with no stars evolved. Considering the boundary conditions on |O> the bit string M can also affect the probability P' (see (4)).

P = F(M), P' = F(M)  (5);

It is reasonable to suggest that P would be higher for some state |U> where M is more frequent.

Experiments
Some rough ideas: some bit string M in the memory of the observer and the and the probability for the observer to receive that string;
 * Correlation between the frequency of occurences of

into the memory of the observer and the probability for the observer to receive that string (consider enthropy/energy);
 * Correlation between the length of the new random bit string added

 * Interference effects of the MEM with itself;

(e.g. color or shape preference).
 * Anthropic bias observation selection effects

title: User:Dc987/Observer


text:
User:Nsaa

See my user page at w:en:User:Nsaa

title: User:Nsaa


text:
User:Melpomenon

I'm currently a student at the University of Copenhagen, majoring in Sociology of Religion (minor in cultural and social anthropology) and working as a scientific assistant on the European Values Survey. Among my main interests are
 * "The Social Other as a Strategy of Dominance" (article forthcoming)
 * Integration and conflict
 * The social construction of the sacred
 * Modern European Christianity
 * Civil religion
 * Power

title: User:Melpomenon


text: File:Confg.svg

title: File:Confg.svg


text:
User talk:Fulcaveda26

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User talk:MaccerTW

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User talk:Ank269

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User talk:Vassoler

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User:Egm6936.f09/Multiphase flow simulation

--EGM6936.f09.ku 10:08, 28 October 2009 (UTC)

Lattice Boltzmann methods (wikipedia)

APS/DFD has a session on Multiphase Flows. Kaustav Sengupta, Gustaaf Jacobs, and Farzad Mashayek gave a talk titled "Large-eddy simulation of particle-laden flow over a backward-facing step using a spectral multidomain method" in DFD 2008.

APS/DFD 2009, which will be in November, has 6 Multiphase Flows sessions. Session GK has several interesting talks such as "GK.00003: Multiscale Issues in DNS of Multiphase Flows". Session LL has several interesting talks such as "LL.00006: An Eulerian Numerical Method for Fluid-Solid Interaction".

References:

Usta, O. B., Ladd, A. J. C., and Butler, J. E. (2005), Lattice-Boltzmann simulations of the Dynamics of Polymer Solutions in Periodic and Confined Geometries, J.Chem. Phys. 122:094902.


text:
User:Shanata/Organic chemistry/Polarity

Polarity is a chemistry concept that describes a molecule that contains a separation of charge. Polar molecules can be identified by finding the relative electronegativity of the atoms in a given molecule.

title: User:Shanata/Organic chemistry/Polarity


text:
User:Armani1513

Hi Wikiversity,

Virtually I am fond to create T.V Products such as Entertainment T.V shows, Informative Programs, Films, Reports as well commercials here I need to learn about excellent storyboards preparation keeping hope "Wikiversity" would be help full for me.....

Regards, Armani

title: User:Armani1513


text:
Physics/Essays/Fedosin/Maxwell-like gravitational equations

In the weak gravitational field approximation, Maxwell-like gravitational equations are a set of four partial differential equations that describe the properties of two components of gravitational field and relate them to their sources, mass density and mass current density. These equations are presented in the same form as gravitoelectromagnetism and Lorentz-invariant theory of gravitation. They are used here to show that gravitational waves determine the speed of gravity which is close to the speed of light just as speed of electromagnetic waves determine the speed of light.

History
Due to McDonald, the first who used Maxwell equations to describe gravitation was Oliver Heaviside. The point is that in weak gravitational field the standard theory of gravitation could be written in the form of Maxwell equations with two gravitational constants.

In the 80-ties Maxwell-like equations were considered in the Wald book of general relativity. Since the 90s this approach has been used by Sabbata, Lano, Sergey Fedosin.

The ways of experimental determination of gravitational waves properties are developed in papers of Raymond Y. Chiao.

Maxwell-like equations can be found in many other recent works:

Field equations
Field equations in Lorentz-invariant theory of gravitation and field equations in a weak gravitational field according to the Einstein field equations for general relativity have the form:
 * $$~ \nabla \cdot \mathbf{\Gamma } = -4 \pi G \rho, $$

 * $$~ \nabla \times \mathbf{\Gamma } = - \frac{\partial \mathbf{\Omega}} {\partial t}, $$

 * $$~ \nabla \cdot \mathbf{\Omega} = 0, $$

 * $$~ \nabla \times \mathbf{\Omega} = \frac{1}{c^2_{g}} \left( -4 \pi G \mathbf{J} + \frac{\partial \mathbf{\Gamma }} {\partial t} \right) = \frac{1}{c^2_{g}} \left( -4 \pi G \rho \mathbf{v}_{\rho} + \frac{\partial \mathbf{\Gamma }} {\partial t} \right), $$

where:
 * $$~ \mathbf{\Gamma } $$ is gravitational field strength or the gravitational acceleration,
 * $$~ G $$ is the gravitational constant,
 * $$~ \mathbf{\Omega}$$ is the gravitational torsion field or simply torsion,
 * $$~ \mathbf{J}$$ – mass current density,
 * $$~ \rho $$ – the moving mass density,
 * $$~ \mathbf{v}_{\rho} $$ – speed of mass current density,
 * $$~ c_{g}$$ – speed of gravity.

From these equations the wave equations are derived:

 * $$ ~\nabla^2 \mathbf{\Gamma }- \frac {1}{c^2_{g}}\frac{\partial^2 \mathbf{\Gamma }} {\partial t^2} =-4 \pi G \nabla \rho - \frac {4 \pi G }{ c^2_{g}} \frac{\partial \mathbf{J}} {\partial t}, $$

 * $$ ~\nabla^2 \mathbf{\Omega }- \frac {1}{c^2_{g}}\frac{\partial^2 \mathbf{\Omega }} {\partial t^2} = \frac {4 \pi G }{ c^2_{g}} \nabla \times \mathbf{J}. $$

These equations describing gravitoelectromagnetism are the gravitational analogs to Maxwell's equations for electromagnetism.

Gravitational constants
Proceeding from the analogy of both gravitational and Maxwell's equations, the following values can be entered: $$~\varepsilon_g = \frac{1}{4\pi G } = 1.192708\cdot 10^9 \, \mathrm {kg \cdot s^2 \cdot m^{-3}} $$ as the gravitoelectric permittivity (like electric constant);

$$~\mu_g = \frac{4\pi G }{ c^2_{g}}$$ as the gravitomagnetic permeability (like vacuum permeability). If the speed of gravitation is equal to the speed of light, $$~ c_{g}=c,$$ then $$~\mu_g = 9.328772\cdot 10^{-27} \mathrm {m / kg}, $$ and

 * $$~\frac{1}{\sqrt{\mu_g\varepsilon_g}} = c = 2.99792458\cdot 10^8 \, \mathrm {m/s}. $$

The gravitational characteristic impedance of free space for gravitational waves would then be defined as:

 * $$~\sqrt{\frac{\mu_g}{\varepsilon_g}} = \rho_{g} = \frac{4\pi G }{c_g}. $$

If $$~ c_{g}=c,$$  then the gravitational characteristic impedance of free space is equal to:

 * $$~ \rho_{g0} = \frac{4\pi G }{c} =2.796696\cdot 10^{-18} \, \mathrm {m^2/(s\cdot kg)} $$.

As in electromagnetism, the characteristic impedance of free space plays the dominant role in all radiation processes. One example being, a comparison of the radiation impedance of gravitational wave antennas to the value of said impedance in order to estimate the coupling efficiency of antennas to free space. The numerical value of this impedance is extremely small, therefore it became exceedingly difficult even unto the present to construct receivers with proper impedance matching.

Wave equations in vacuum
The gravitational vacuum wave equation is a second-order partial differential equation that describes the propagation of gravitational waves through vacuum in absence of matter. The homogeneous form of the equation, written in terms of either the gravitational field strength $$~ \mathbf{\Gamma } $$ or the gravitational torsion field $$~ \mathbf{\Omega}$$, has the form:

 * $$ ~\nabla^2 \mathbf{\Gamma }- \frac {1}{c^2_{g}}\frac{\partial^2 \mathbf{\Gamma }} {\partial t^2} = 0, $$

 * $$ ~\nabla^2 \mathbf{\Omega }- \frac {1}{c^2_{g}}\frac{\partial^2 \mathbf{\Omega }} {\partial t^2} = 0. $$

For waves in one direction the general solution of the gravitational wave equation is a linear superposition of flat waves of the form
 * $$~ \mathbf{\Gamma }( \mathbf{r}, t ) =  f(\phi( \mathbf{r}, t ))  =  f( \omega t  -  \mathbf{k} \cdot \mathbf{r}   )  $$

and
 * $$~ \mathbf{\Omega }( \mathbf{r}, t ) =  q(\phi( \mathbf{r}, t ))  =  q( \omega t  -  \mathbf{k} \cdot \mathbf{r}) $$

for virtually any well-behaved functions $$~ f $$ and $$~ q $$ of dimensionless argument $$~\phi, $$ where
 * $$~ \omega $$ is the angular frequency (in radians per second),
 * $$~ \mathbf{k} = ( k_x, k_y, k_z) $$ is the wave vector (in radians per meter), and $$~ \Gamma =c_g \Omega. $$

Considering the following relationships between inductions and strengths of gravitational fields:

 * $$~\mathbf{\Omega } = \mu_g \mathbf{H_g}, \qquad \Omega=\frac {\Gamma }{c_g}, $$

 * $$~\mathbf{D_g} = \varepsilon_g\mathbf{ \Gamma }, $$

where $$~\mathbf{D_g}$$ is gravitational displacement field, $$~\mathbf{ H_g}$$ is torsion (gravitomagnetic) field strength, we could obtain the following interconnected values:
 * $$~\sqrt{\mu_g}H_g = \sqrt{\varepsilon_g}\Gamma. $$

This equation determines the wave impedance (gravitational characteristic impedance of free space) in a standard form similar to the case of electromagnetism:
 * $$~\rho_g = \sqrt{\frac{\mu_g}{\varepsilon_g}}=c_g \mu_g = \frac{\Gamma }{H_g}. $$

In practice, without exception the total dipole gravitational radiation of each system of bodies, when viewed from infinity tends to zero, due to mutual compensation of emissions of individual bodies. As a result, the main components of the emission of gravitational radiation are quadrupole and higher harmonics. With this in mind, the wave equation in Lorentz-invariant theory of gravitation, calculated in the quadrupole approximation, are sufficiently accurate approximations to the results of general relativity and covariant theory of gravitation.

If in the system of bodies, are bodies with an electric charge which radiate electromagnetically, the balance is disrupted along with some uncompensated dipole gravitational radiation.

Gravitational LC circuit
As a model of LC circuit, consider the case of motion of an ideal liquid fluid in a closed pipe under influence of gravitational and other forces. Suppose that this circuit has a tubular coil through which passes a fluid, due to its rotation creates a torsion field in the space and passes portion of its energy to the field. The tubular coil plays the role of spiral inductance in electromagnetism. In another part of the circuit is a section that accumulates the liquid. For the possibility of fluid motion in two opposite directions in this circuit, on both sides of the section are pistons with springs. This allows for periodical conversion fluid motion energy into energy of compression springs,which is approximately equated to changes in the gravitational energy of the fluid. The pistons with springs act like a capacitor in a circuit, and gravitational voltage $$~ V_g $$ is then equal to the difference of gravitational potentials, and the gravitational mass current $$~ I_g $$  is equivalent to the mass of liquid per unit time through a section of the pipe.

Gravitational voltage on gravitational inductance $$~ L_g $$ is:
 * $$~V_{gL} = -L_g \cdot \frac{d I_{gL}}{d t}. $$

Gravitational mass current through gravitational capacitance $$~ C_g $$ is:
 * $$~I_{gC} = C_g \cdot \frac{d V_{gC}}{d t}. $$

Differentiating these equations with respect to the time variable, we obtain:
 * $$~\frac{d V_{gL}}{d t} = -L_g \frac{d^2I_{gL}}{dt^2}, \qquad \frac{d I_{gC}}{d t} = C_g \frac{d^2V_{gC}}{dt^2}.$$

Considering the following relationships for gravitational voltages and currents:
 * $$~V_{gL} = V_{gC}=V_g; \qquad I_{gL} = I_{gC}=I_g, $$

we obtain the following differential equations for gravitational oscillations:
 * $$~\frac{d^2 I_g}{dt^2} + \frac{1}{L_g C_g}I_g = 0, \qquad \frac{d^2 V_g}{dt^2} + \frac{1}{L_g C_g}V_g = 0.  $$

Furthermore, considering the following relationships between gravitational voltage and mass of the liquid:
 * $$~m = C_g V_g $$

and mass current with flux of torsion field:
 * $$~\Phi = L_g I_g $$

the above oscillation equation for $$~ V_g $$ could be rewritten in the form:
 * $$~\frac{d^2 m}{dt^2} + \frac{1}{L_g C_g}m = 0. $$

This equation has the partial solution:
 * $$~m(t) = m_0 \sin (\omega_{g}t), $$

where
 * $$~\omega_{g} = \frac{1}{\sqrt{L_g C_g}} $$

is the resonance frequency in absence of energy loss, and
 * $$~\rho_{LC} = \sqrt{\frac{L_g}{C_g}}= \frac {V_{g0}}{I_{g0}} $$

then describes the gravitational characteristic impedance of LC circuit, which is equal to the ratio of the gravitational voltage amplitude to the mass current amplitude.

Gravitational induction
According to the second equation for gravitational fields, after a change in time of $$~\mathbf{\Omega }$$ there appears a circular field (rotor) of $$~\mathbf{\Gamma }$$, having the opportunity to lead in the rotation of matter:
 * $$\nabla \times \mathbf{\Gamma } = -\frac{\partial \mathbf{\Omega } }{\partial t }. \qquad\qquad (1) $$

If the vector field $$~\mathbf{\Omega }$$ crosses a certain area $$~ S $$, then we can calculate the flux of this field through this area:
 * $$~\Phi = \int   \mathbf{ \Omega }\cdot \mathbf{n }ds,  \qquad\qquad (2) $$

where $$~\mathbf{n} $$ – The normalized vector to the element area $$~dS$$.

To find the partial derivative in the equation $$(2)$$ with respect to time with a minus sign and integrate over the area, taking into account the equation $$(1)$$:

 * $$~ -\int \frac{\partial \mathbf{\Omega} }{\partial t} \cdot \mathbf{n }ds = -\frac{\partial \Phi }{\partial t}= \int  [\nabla \times \mathbf{\Gamma }] \cdot \mathbf{n }ds = \int \mathbf{\Gamma }\vec d\ell.  \qquad\qquad (3)  $$

Thi integration formula used the Stokes theorem, replacing the integration of the rotor vector over the area on the integration of this vector over a closed circuit. On the right side of $$(3)$$ is a term, equal to the work on transfer of a unit mass of matter on a closed loop $$~\ell$$, covering an area $$~S$$. As a parallel comparison to electromagnetism, this work could be called gravitomotive force. In the middle of $$(3)$$ is the time derivative of flux such that$$~\Phi $$. According to $$(3)$$, gravitational induction occurs when the flux of fields through a certain area changes and is expressed in the occurrence of rotational forces acting on particles of matter. The direction of motion of the matter will be such that field $$~\mathbf{\Omega}$$ of the matter will be sent in the same direction as the initial torsion field which created the circulation of the matter (this is in contrast to Lenz's_law in electromagnetic theory).


text: User talk:Lets remove wikademia org from spam-blacklist nao. OK


text:
User:Stretcherbearer

Stretcher-Bearer. A Band dedicated to no buget,experimental, Dada/ Surrealist/Psychedelic/Progressive music. dabbling in Genres such as Rock, electronic, Noise, Spoken Word, dark humor, etc... The name Came about from an intrest in primative battlefield medicine, especially from an intrest in the history of the First World War. Influences on Art and music stem directly from that era.

title: User:Stretcherbearer


text:
The sojourn in the lands of my ancestors by may angel

THE CASK OF AMONTILLADO           levern hill

Montresor tells the story of the night that he took his revenge on Fortunato, a fellow nobleman. Angry over some unspecified insult, he plots to murder his friend during Carnival when the man is drunk, dizzy, and wearing a jester's motley. He baits Fortunato by telling him he has obtained what he believes to be a pipe of Amontillado (about 130 gallons), a rare and valuable sherry wine. He claims he wants his friend's expert opinion on the subject. Fortunato goes with Montresor to the wine cellars of the latter's palazzo, where they wander in the catacombs. Montresor offers De Grave, a wine, to Fortunato; at one point, Fortunato makes an elaborate and — to the narrator's eyes — grotesque gesture with an upraised wine bottle. When Montresor appears not to recognize the gesture, Fortunato asks, "You are not of the masons?" Montresor says he is, and when Fortunato, disbelieving, requests a sign, Montresor displays a trowel he had been hiding. Montresor warns Fortunato, who has a bad cough, of the damp, and suggests they go back; Fortunato insists on continuing, claiming that "[he] shall not die of a cough." During their walk, Montresor mentions his family coat of arms: a foot in a blue background crushing a snake whose fangs are embedded in the foot's heel, with the motto Nemo me impune lacesst (No one attacks me with impunity). When they come to a niche, Montresor tells his victim that the Amontillado is within. Fortunato enters and, drunk and unsuspecting, does not resist as Montresor quickly chains him to the wall. Montresor then declares that, since Fortunato won't go back, he must "positively leave [him]." Montresor walls up the niche, entombing his friend alive. At first, Fortunato, who recovers from his drunken state faster than Montresor anticipated he would, shakes the chains, trying to escape. The narrator stops working for a while so he can enjoy the sound. Fortunato then screams for help, but Montresor mocks his cries, knowing nobody can hear them. Fortunato laughs weakly and tries to pretend that he is the subject of a joke and that people will be waiting for him (including the Lady Fortunato). As the murderer finishes the topmost row of stones, Fortunato wails "For the love of God, Montresor!" Montresor replies, "Yes, for the love of God!" He listens for a reply but hears only the jester's bells ringing. Before placing the last stone, he drops a burning torch through the gap. He claims that he feels sick at heart, but dismisses this reaction as an effect of the dampness of the catacombs. In the last few sentences, Montresor reveals that it has been 50 years since the murder, he has never been caught, and Fortunato's body still hangs from its chains in the niche where he left it. The murderer, seemingly unrepentant, ends the story by remarking: In pace requiescat


text:
User:Rselledge

Online Early Childhood Special Education Resources for Parents and Teachers

title: User:Rselledge


text:
Autism spectrum/Online resources

{| cellpadding="10" cellspacing="5" style="width: 900px; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #969696; border: 2px solid black; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Grade Level: Preschool
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Subject: Online Resources
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Sub-Subject: Autism
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Length/Duration: 30 minutes
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Technologies Used: Links to various websites useful in the Preschool Special Day Class
 * }
 * }

Autism is one of the most commonly known disabilities, and is unfortunately becoming more prevalent in special education classrooms. Many kids who are diagnosed with autism receive home services in addition to preschool. Often, ABA therapy is a service kids with autism receive. ABA therapy, also known as Behavioral Therapy utilizes procedures derived from the principles of behavior in order to systematically improve behaviors. Used in conjunction with ABA therapy is Discrete Trial Training (DTT). DTT is a teaching technique used to develop many skills, including cognitive, communication, play, social and self-help skills. The teaching strategy involves breaking skills into the smallest steps and teaching each step of the skill intensively until it is considered "mastered".

Kids receiving ABA therapy usually see their therapist between 4 and 25 hours a week, depending on their age and severity of the diagnosis. When they are not doing therapy, these kids are at home or school like any other child.

Many of the skills focused on during ABA therapy can be done with parents or teachers as well. Below are some online resources that include online games for kids, print outs for teachers, and educational resources for parents.

{| cellpadding="5" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #e4c8cd; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Learning Emotions
Learning to read emotions is something kids with autism often struggle with. This is often found in ABA programs in the form of flash cards or therapist impersonation. It can be a fun game for many kids, looking at different faces and then making faces of their own. This is an online game that kids can play independently to further their emotional learning.
 * http://do2learn.com/games/feelingsgame/index.htm
 * http://www.do2learn.com/subscription/product_details/cd_Faceland.php

Social Stories
Social stories are very popular in special education classrooms. They can be made up by a teacher or parent, or found in many book and online resources. They can be tailored to any situation and student and used many times.
 * http://www.autism4teachers.com/autism4teachers_013.htm
 * http://www.sandbox-learning.com/

Prepositions
Prepositions is another common skill worked on with preschool age students. Focusing on where you are in relation to a person or thing can be challenging to some kids.
 * http://englishflashgames.blogspot.com/2008/06/prepositions-of-place-game.html

Animals
Identifying types of animals and their sounds is a fun for preschoolers and is something they are expected to know. Some kids with disabilities have trouble identifying sounds a pictures, and then generalizing that information into different settings.
 * http://www.fisher-price.com/us/littlepeople/clubhouse/games.asp?section=animalsounds&gameID=LP_AnimalSounds
 * http://funschool.kaboose.com/preschool/amazing-animals/

Pre-Academic Skills
Some parents may want to introduce their child to some pre-academic writing, math and letter skills. These games are appropriate for a preschool aged child, but are used in early elementary grades as well.
 * http://www.avenscorner.com/Games.aspx
 * http://www.starfall.com/
 * http://handwritingworksheets.com/print-k/make-pk-all.htm

PECS/Boardmaker Templates
PECS is a widely used system of communication used quite often in the life of a child with autism. There are a lot of online resources that have pre-made templates for social situations, schedule strips and specific categories and groups of pictures. These resources are great because they are free, opposed to the program that create these pictures, Boardmaker, is not free. Some of the images on the sites are not Boardmaker/Mayer-Johnson images, but images used in everyday life.
 * http://pdictionary.com/
 * http://prekese.dadeschools.net/BMD/activityspecific.html
 * http://trainland.tripod.com/pecs.htm

Technology Guides
Although technology can often be intimidating, it is incredibly helpful to parents and teachers when used purposefully and appropriately. These resources can educate and guide users to reviews, articles, and links to websites for kids of all ages and disabilities.
 * http://teach-nology.com/
 * http://www.childrenssoftware.com/

Extras
This site is a comprehensive guide to many useful educational sites. Some have a focus on autism and other disabilities, and some have been created for the general population.
 * http://www.angelfire.com/pa5/as/asteachersites.html

Resources:
 * Educational Technologies
 * Educational Technology Lesson Plans

 * }

title: Autism spectrum/Online resources


text:
User:Mardjar

Postgraduate student in High Energy Physics.

title: User:Mardjar


text:
Draft talk:Operating system/Operating Systems/Scheduling

Every process that needs to be be executed, must reside in RAM and process that need to be executed must have CPU access. In single processor systems, the CPU can handle only one task at a time, so whats if there are to many proceeses that are ready to be executed? The answer is that the operating system then schedules the process accordingly, so that the processor will be able to execute all the process. "Sceduling is an activity that will be done by the opearting system component called the Scheduler. The purpose of the scheduler, is to choose processes from the list of ready processes". Dispatcher id: the component of the Operating System that dispatches the ready process to the processor, so that it can be executed.

Scduling alrothims are listed below:

a)First Come First Serve.

b) Shortest Job First.

c) Prioirty Based Scheduling.

d) Round Robin.

Lets see, one by one, what we mean by these algorthims.

a) First Come First Serve: As meaning suggests, the process that will come first will be served first by the processor. This algrothim is simple and can be easily implemented. To implement this FIFO is maintained. FIFO(First in; First Out). The process site in front of ready queue(The queue contains processes that can be executed by CPU) will be executed first. But the disadvanttage of this algorithm is that average wating time for any process is longer.

b)Shortest Job First: : As the name suggests the processor executes the job which requires the shortest execution time. Even when there are 24 or more processes in the ready queue the processor would pick the 24th process if it was the one that needed less time.

c)Priority based scheduling:: c)Round robin::

Retrieved from "http://en.wikiversity.org/wiki/Operating_Systems/Scheduling"


text:
User talk:Coolio93

 Hello Coolio93, 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.
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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! --Mu301Bot 07:18, 29 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 29 October 2009 (UTC)

title: User talk:Coolio93


text:
Talk:C Programming/Basic Output/Exercise 1

I tried my hand at this one, and was quite confused as to why my executable program "paused before outputting the quotedtext to the screen... any suggestions? I use the Eclipse IDE from Sun if it makes a difference. The only thing that I could come up with was how it compiles (MinGW).

my source:

[ http://softlayer.dl.sourceforge.net/project/poequotedemo/qtr.c] --Rsrblm1 08:36, 29 October 2009 (UTC)


text:
Physics/Essays/Fedosin/Selfconsistent gravitational constants

Self-consistent gravitational constants are complete sets of fundamental constants, which are self-consistent and define various physical quantities associated with gravitation. These constants are calculated in the same way as electromagnetic constants in electrodynamics. This is possible because in the weak field equations of general relativity are simplified into equations of gravitoelectromagnetism, similar in form to Maxwell's Equations. Similarly, in the weak field approximation equations of covariant theory of gravitation turn into equations of Lorentz-invariant theory of gravitation (LITG). LITG equations are Maxwell-like gravitational equations, which are similar to equations of gravitoelectromagnetism. If these equations are written with the help of self-consistent gravitational constants, there is the best similarity of equations of gravitational and electromagnetic fields. Since in 19-th century there was no International System of Units, the first mention of gravitational constants was possibly due to Forward (1961).

Definition
Primary set of gravitational constants is:

1. First gravitational constant: $$~c_g $$, which is the speed of gravitational waves in vacuum;

2. Second gravitational constant: $$~\rho_{g} $$, which is the gravitational characteristic impedance of free space.

Secondary set of gravitational constants is:

1. Gravitoelectric gravitational constant (like electric constant): $$~\varepsilon_g = \frac{1}{4\pi G } = 1.192708\cdot 10^9 \mathrm {kg \cdot s^2 \cdot m^{-3}}, $$ where $$~ G $$ is the gravitational constant.

2. Gravitomagnetic gravitational constant (like vacuum permeability): $$~\mu_g = \frac{4\pi G }{ c^2_{g}}.$$ If the speed of gravitation is equal to the speed of light, $$~ c_{g}=c,$$ then $$~\mu_{g0} = 9.328772\cdot 10^{-27} \mathrm {m / kg}. $$

Both, primary and secondary sets of gravitational constants are selfconsistent, because they are connected by the following relationships:

 * $$~\frac{1}{\sqrt{\mu_g\varepsilon_g}} = c_g, $$

 * $$~\sqrt{\frac{\mu_g}{\varepsilon_g}} = \rho_{g} = \frac{4\pi G }{c_g}. $$

If $$~ c_{g}=c,$$  then gravitational characteristic impedance of free space be equal to:
 * $$~ \rho_{g0} = \frac{4\pi G }{c} =2.796696\cdot 10^{-18} \mathrm {m^2/(s\cdot kg)}. $$

In Lorentz-invariant theory of gravitation the constant $$~ \rho_g $$ is contained in formula for vector energy flux density of gravitational field (Heaviside vector):
 * $$~ \mathbf{H} = -\frac{ c^2_g }{4 \pi G } \mathbf{\Gamma }\times \mathbf{\Omega} = -\frac{ c_g }{\rho_g }\mathbf{\Gamma }\times \mathbf{\Omega},$$

where:
 * $$~ \mathbf{\Gamma }$$ is gravitational field strength or gravitational acceleration,
 * $$~ \mathbf{\Omega}$$ is gravitational torsion field or simply torsion field.

For plane transverse uniform gravitational wave, in which for amplitudes of field strengths holds $$ ~ \Gamma = c_g \Omega $$, may be written:
 * $$~H = \frac{ \Gamma^2 }{\rho_g }.$$

A similar relation in electrodynamics for amplitude of flux density of electromagnetic energy of a plane electromagnetic wave in vacuum, in which $$ ~ E = c B $$, is as follows:
 * $$~S = \frac{ E^2 }{Z_0 },$$

where $$~ \mathbf {S} = \frac {\mathbf{E}\times \mathbf{B} }{\mu_0} = \frac {c}{Z_0}\mathbf{E}\times \mathbf{B} $$ – Poynting vector, $$~ E $$ – electric field strength, $$~ B $$ – magnetic flux density, $$~ \mu_0 $$ – vacuum permeability, $$~ Z_0 = c \mu_0 $$ – impedance of free space.

Gravitational impedance of free space $$~\rho_{g0} $$ was used in paper to evaluate the interaction section of gravitons with the matter.

Connection with Planck mass and Stoney mass
Since gravitational constant and speed of light are included in Planck mass $$ m_P = \sqrt {\frac {\hbar c} {G}} \ $$, where ~ \hbar – reduced Planck constant or Dirac constant, then gravitational characteristic impedance of free space can be represented as:
 * $$~ \rho_{g0} = \frac{2h}{m_{P}^2} $$,

where $$~ h$$ – Planck constant.

There is Stoney mass, related to  elementary charge $$ ~ e $$ and electric constant $$~ \varepsilon_0$$:
 * $$~m_S = e\sqrt{\frac{\varepsilon_g}{\varepsilon_0}} = \frac{e}{\sqrt{4\pi G \varepsilon_0}} $$.

Stoney mass can be expressed through the Planck mass:
 * $$~m_S = \sqrt{\alpha}\cdot m_P $$,

where $$~ \alpha $$ is the electric fine structure constant.

This implies another expression for gravitational characteristic impedance of free space:
 * $$~ \rho_{g0} = \alpha \cdot \frac{2h}{m_{S}^2} $$.

Newton law for gravitational force between two Stoney masses can be written as:
 * $$~F_g = \frac{1}{4\pi \varepsilon_g}\cdot \frac{m_{S}^2}{r^2}= \alpha_g \cdot \frac{\hbar c}{r^2}. $$

Coulomb's law for electric force between two elementary charges is:
 * $$~F_e = \frac{1}{4\pi \varepsilon_0}\cdot \frac{e^2}{r^2}= \alpha \cdot \frac{\hbar c}{r^2}. $$

Equality of $$~F_g$$ and $$~F_e$$ leads to equation for the Stoney mass $$~m_S = e\sqrt{\frac{\varepsilon_g}{\varepsilon_0}},$$ that was stated above. Hence the Stony mass may be determined from the condition that two such masses interact via gravitation with the same force as if these masses had the charges equal to the elementary charge and only interact through electromagnetic forces.

Connection with fine structure constant
The electric fine structure constant is:
 * $$~\alpha = \frac{e^2}{2\varepsilon_0 hc}.$$

We can determine the same value for gravitation so: $$~\alpha_g = \frac{m_{S}^2}{2\varepsilon_g hc}=\alpha ,$$ with the equality of the fine structure constants for both fields.

On the other hand, the gravitational fine structure constant for hydrogen system at the atomic level and at the level of star is also equal to fine structure constant:
 * $$~\alpha = \frac{G_s M_p M_e}{\hbar c}=\frac {G M_{ps} M_{\Pi } }{\hbar_s C_s}=\frac {1}{137.036}$$,

where $$~G_s $$ – strong gravitational constant, $$~M_p $$ and $$~M_e $$ – the mass of proton and electron, $$~ M_{ps} $$ and $$~ M_{\Pi } $$ – mass of the star-analogue of proton and the planet-analogue of electron, respectively, $$~ \hbar_s $$ – stellar Dirac constant, $$~ C_s $$ – characteristic speed of stars matter.

Strong gravitational torsion flux quantum
The magnetic force between two fictitious elementary magnetic charges is:
 * $$F_m = \frac{1}{4\pi \mu_0}\cdot \frac{ q_m^2}{r^2} = \beta \cdot \frac{\hbar c}{r^2}, \ $$

where $$ q_m = \frac{h}{e} \ $$ is the magnetic charge, $$ \beta = \frac {\varepsilon_0 h c}{2 e^2} = \frac {\pi \hbar}{c \mu_0 e^2}$$ is the magnetic coupling constant for fictitious magnetic charges.

The force of gravitational torsion field between two fictitious elementary torsion masses is:
 * $$F_{\Omega} = \frac{1}{4\pi \mu_{g0}}\cdot \frac{m_{\Omega }^2}{r^2} = \beta_g\cdot \frac{\hbar c}{r^2}, \ $$

where $$\beta_g = \frac {\varepsilon_g h c}{2 m_S^2} = \frac {\pi \hbar}{c \mu_{g0} m_S^2} \ $$ is the gravitational torsion coupling constant for the gravitational torsion mass $$ m_{\Omega } \ $$.

In the case of equality of the above forces, we shall get the equality of the coupling constants for magnetic field and gravitational torsion field:
 * $$\beta = \beta_g = \frac{1}{4\alpha}, \ $$

from which the Stoney mass $$ m_S \ $$ and the gravitational torsion mass could be derived:
 * $$ m_S = e \cdot \sqrt {\frac{\mu_o}{\mu_{g0}}} = \frac{e}{\sqrt {4 \pi \varepsilon_0 G}}. \ $$

 * $$ m_{\Omega } = q_m \cdot \sqrt {\frac{\mu_{g0}}{\mu_o }} = \frac{h \sqrt {4 \pi \varepsilon_0 G}}{e }=\frac {h}{m_S} . \ $$

Instead of fictitious magnetic charge $$ q_m= h/e $$ the single magnetic flux quantum $Φ_{0} = h/(2e) ≈ 2.068 Wb$ has the real meaning in quantum mechanics. On the other hand at the level of atoms the strong gravitation operates and we must use the strong gravitational constant. So we believe that the strong gravitational torsion flux quantum there should be important:

 * $$ \Phi_\Gamma = \frac{h }{2 e }\sqrt {\frac {4 \pi \varepsilon_0 G_s M_e}{M_p}} = \frac{h}{2 M_p} = 1.98 \cdot 10^{-7}$$ m2/s,

which is related to proton with its mass $$ M_p $$ and to its velocity circulation quantum.


text: Category:Physical constants

title: Category:Physical constants


text:
Category:Physical quantities

This category identifies Physical quantities which are necessary defined quantities, measured, manipulated, generally used by Physicists, Engineers, Chemists, etc.

title: Category:Physical quantities


text: File:7.A.Force Sensor.pdf

title: File:7.A.Force Sensor.pdf


text: File:8.A.Pressure Sensor.pdf

title: File:8.A.Pressure Sensor.pdf


text: File:9.A.Ultrasound Sensor.pdf

title: File:9.A.Ultrasound Sensor.pdf