text:
UTPA STEM/CBI Courses/Magic Blue Bottle

Course Title: Physical Chemistry

Lecture Topic: Magic Blue Bottle

Instructor: Aijie Han

Institution: University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * understand the mechanism of the reaction
 * identify reversible or irreversible reaction
 * set up a crude manometer

 * Sub Objectives- The objectives will require that students be able to:
 * understand the reason of the color change
 * establish the ability to think ways to verify their guess and ideas

 * Difficulties- Students may have difficulty:
 * Since the color changes from blue to colorless, and colorless or blue, the students will assume that it is a reversible process.
 * The students will have difficulty to find out what is the reason of the color change.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * The cut apple becomes brown quickly because of the oxidation by the oxygen in the air.
 * The ion is rusted with color change.

Model of Knowledge

 * Concept Map
 * Understanding the oxidation-reduction reaction
 * Identify the oxidizing and reducing agents
 * Understanding the reversible and irreversible reactions

 * Content Priorities
 * Enduring Understanding
 * oxidation-reduction reaction
 * oxidizing and reducing agents
 * reversible and irreversible reactions
 * Important to Do and Know
 * The indicator, methylene blue shows blue color when it is oxidized, while it changes to colorless when it is reduced.
 * The oxygen is the oxidizing agent for the reaction.
 * The unknown solid (glucose) is the reducing agent for the reaction.
 * Worth Being Familiar with
 * the working principle of a manometer
 * The rate of the coloration step is faster than the rate of the decoloration step
 * The more shakes of the solution, the deeper blue color of the solution.

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * prepare the solution
 * group questions for possibles sources of the coloration suggested
 * Homework (individual)
 * do experiments to verify or disprove the suggested possibilities about the coloration
 * set up a simple manometer to test the pressure change when the color change happens
 * Summative Assessment
 * report
 * presentation

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Understand the oxidation-reduction reaction
 * Understand the reversible and irreversible reactions
 * Identify the oxidizing and reducing agents
 * set up a simple manometer
 * establish the ability to find ways to verify their ideas
 * predict the mechanism behind the phenomenon

THE CHALLENGE

In our ordinary life, the fresh cut apples become brown very quick. What happens?

GENERATE IDEAS

The apple is bad. The apple is oxidized. The apple is oxidized by the air. The apple is oxidized by the oxygen in the air.

MULTIPLE PERSPECTIVES

The professor will introduce the knowledge of methylene blue, the oxidation-reduction reaction, the reversible and irreversible reactions, and the reaction mechanism. In order to give the students a better understanding of the topic, the students will use online information and handout from the instructor.

RESEARCH & REVISE

Students will be provided with the chemicals for the experiment. They will be divided into groups and be asked to prepare the experiment. During the experiment, the students will follow the procedures provided by the instructor and answer some questions to direct the results.

For instance, in order to verify the oxidization agent for the reaction is oxygen, the students will replace the air by nitrogen or natural gas. For instance, in order to observe the pressure change when the oxygen is consumed during the reaction, the student will set up a simple manometer.

TEST YOUR METTLE

Students will receive feedback on their experiment and will be asked with some questions to see whether they undnerstand the process. GO PUBLIC

Students will submit a report and present their work.

Pre-Lesson Quiz
1) Which of the following is oxidized in the following reaction? Fe + Ag2O -> FeO + 2Ag A.	Ag B.	Ag2O C.	Fe D.	FeO E.	2Ag

2) Which of the following is reduced in the following reaction? Cu(NO3)2 + Zn -> Zn(NO3)2 + Cu A.	Cu(NO3)2 B.	N C.	O D.	Zn E.	NO3

3) Which one of these equations describes a redox reaction? A.	2Al(s) + 3H2SO4(aq) -> Al2(SO4)3(aq) + 3H2(g) B.	2KBr(aq) + Pb(NO3)2(aq) ->  2KNO3(aq) + PbBr2(s) C.	CaBr2(aq) + H2SO4(aq) ->  CaSO4(s) + 2HBr(g) D.	H+(aq) + OH- (aq) ->  H2O(l) E.	CO32- (aq) + HSO4-(aq) ->  HCO3- (aq) + SO42- (aq)

4) Which of these equations does not represent an oxidation-reduction reaction? A.	3Al + 6HCl -> 3H2 + AlCl3 B.	2H2O -> 2H2 + O2 C.	2NaCl + Pb(NO3)2 ->  PbCl2 + 3NaNO3 D.	2NaI + Br2 -> 2NaBr + I2 E.	Cu(NO3)2 + Zn ->  Zn(NO3)2 + Cu

5) What element is oxidized in the chemical reaction H2SO4 + Cd(OH)2 -> 2H2O + CdSO4? A.	H B.	S C.	O D.	Cd E.	This is not a redox reaction.

Test Your Mettle Quiz
1) What element is reduced in the chemical reaction Cu + 2H2SO4 -> CuSO4 + SO2 + 2H2O? A.	Cu B.	H C.	S D.	O E.	H2O

2) Identify the reducing agent in the chemical reaction 5Fe2+(aq) + MnO4-(aq) + 8H+(aq) -> 5Fe3+(aq) + Mn2+(aq) + 4H2O(l). A.	Fe2+ B.	MnO4- C.	H+ D.	Mn2+ E.	Fe3+ 3)Identify the reducing agent in the chemical reaction Cd + NiO2 + 2H2O -> Cd(OH)2 + Ni(OH)2. A.	Cd B.	NiO2 C.	H2O D.	Cd(OH)2 E.	Ni(OH)2

4) In the chemical reaction 5H2O2 + 2MnO4- + 6H+ -> 2Mn2+ + 8H2O + 5O2, the oxidizing agent is: A.	H2O2 B.	MnO4- C.	H+ D.	Mn2+ E.	O2 5) Identify the oxidizing agent in the chemical reaction 2MnO4- + 5H2SO3 -> 2Mn2+ + 5SO42- + 4H+ + 3H2O. A.	MnO4- B.	H2SO3 C.	Mn2+ D.	SO42- E.	H+

title: UTPA STEM/CBI Courses/Magic Blue Bottle


text:
UTPA STEM/CBI Courses/Probability and Statistics/Statistics

Course Title: Contemporary Mathematics

Lecture Topic: Statistics

Instructor: Roger Knobel

Institution: The University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the end of this unit, students will be able to:
 * Compute the mean and standard deviation of a data set.
 * Use the mean and standard deviation to make inferences.

 * Sub Objectives- The objectives will require that students be able to:
 * Use a calculator to perform basic statistics computations.

 * Difficulties- Students may have difficulty:
 * Computing the mean of a data set given as a frequency table.
 * Computing the standard deviation of a data set.
 * Interpreting the meaning of standard deviation.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Make sense of basic statistics used in news reports.
 * Identify misleading or unfounded claims made by people or organizations.

Model of Knowledge

 * Concept Map
 * Bar graphs
 * Frequency tables
 * Mean of a data set
 * Standard deviation of a data set

 * Content Priorities
 * Enduring Understanding
 * Understand the standard deviation as the spread of data values away from the mean of the data values.
 * Be aware that knowing the mean of a data set can provide very limited information when making decisions.
 * Important to Do and Know
 * Be able to compute the mean of a data set summarized in a frequency table.
 * Be able to compute the standard deviation of a data set summarized in a frequency table.

 * Worth Being Familiar with
 * Chebyshev's Inequality for general distributions
 * Empirical Rule for normal distributions

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Short in-class problem sets.
 * Homework (individual)
 * On-line quiz or homework problems
 * Longer homework problems.
 * Summative Assessment
 * Questions on the unit and final exams.

Legacy Cycle
OBJECTIVE

By this unit, students will be able to:
 * Compute the mean, median, and mode of a data set.
 * Compute the standard deviation of a data set.
 * Use the mean, median, mode, and standard deviation to make inferences.

The objectives will require that students be able to:
 * Use a calculator to perform basic statistics computations.

THE CHALLENGE

You are about to register for an important course required for your graduation. There are two sections of the course, one taught by Dr. Smith and the other by Dr. Jones. Both instructors are known to be very good; a friend of yours took the class from Dr. Jones last semester and tells you that at the end of the semester, the class average was 75%. You ask another friend who took Dr. Smith, who tells you that the class average was 80%. Which class will you register for, and why?

GENERATE IDEAS

Collect, compare, and contrast reasons for selecting each instructor.

MULTIPLE PERSPECTIVES

 * Use a spreadsheet to show different data sets that have the same mean.
 * Give examples from the news that reference only the mean.
 * Class lecture on mean, median, mode, and standard deviation.

RESEARCH & REVISE

Reading from the textbook.

TEST YOUR METTLE

Ask students to construct possible data sets for each of the instructors in the Challenge Question, creating a scenario in which Dr. Jones might be preferred, and another scenario in which Dr. Smith is preferred.

GO PUBLIC

Unit or final exam question(s).

Pre-Lesson Quiz

 * 1) What is the mean of the data set {3, 6, 1, 1, 15, 4, 4}?
 * 2) Create a frequency bar graph of the data set {3, 6, 1, 1, 15, 4, 4}
 * 3) A data set consists of the value 10 with frequency 3, 12 with frequency 2, 5 with frequency 6, and 8 with frequency 1. Write out the data set as a list of numbers. What is the mean of this data set?

Test Your Mettle Quiz

 * 1) A recent study estimated the mean length of fish in Lake Willow to be 12" with a standard deviation 8", and the mean length of fish in Lake Sunshine to be 15" with a standard deviation of 3". From experience you've estimated that there are the same number of fish in both lakes, but you really hope to catch a record size fish. The two lakes are in opposite directions; which lake would you choose to fish, and why?
 * 2) Construct a bar graph, mean, and standard deviation for each of the following data sets.
 * {5, 8, 1, 3, 3, 6, 2, 5, 10, 5}
 * {4, 6, 6, 3, 4, 3, 5, 6, 5, 5}

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


text:
User:Louisa~enwikiversity/Sample user page

Louisa


text:
User talk:Louisa~enwikiversity

 Hello Louisa, 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. -- Grunny ( talk ) 01:28, 6 March 2010 (UTC)

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 Louisa. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Louisa~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 23:42, 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) 06:14, 19 April 2015 (UTC)

title: User talk:Louisa~enwikiversity


text:
Healthy lifestyle/Love/Term

A term begins and ends as a string of characters. Terms of Use

title: Healthy lifestyle/Love/Term


text:
Psychological distress

Psychological distress (or mental distress) is a non-specific term used to describe an overall negative emotional state.

Strengths and Difficulties Questionnaire
An observer screening tool:

 * 1) Goodman, R. (1997) The Strengths and Difficulties Questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38, 581 -586.
 * 2) Goodman, R., Meltzer, H. & Bailey, V. (1998) The Strengths and Difficulties Questionnaire: a pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry, 7, 125 -130.
 * 3) Goodman, R., Ford, T., Simmons, H., et al (2000) Using the Strengths and Difficulties Questionnaire (SDQ) to screen for child psychiatric disorders in a community sample. British Journal of Psychiatry, 177, 534 -539.

The everyday feeling questionnaire

 * 1) Uher, R., & Goodman, R. (2010). The everyday feeling questionnaire: The structure and validation of a measure of psychological well-being and distress. Social Psychiatry and Psychiatric Epidemiology, 45, 413-423. doi: 10.1007/s00127-009-0074-9

title: Psychological distress


text: File:Clen Curt Results.png

title: File:Clen Curt Results.png


text:
User talk:Wardell

 Hello Wardell, 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 08:18, 6 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 6 March 2010 (UTC)

title: User talk:Wardell


text:
User talk:Brian W~enwikiversity

 Hello Brian W, 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.
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 * 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 08:18, 6 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 6 March 2010 (UTC)

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 Brian W. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Brian W~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 23:31, 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:Brian W~enwikiversity


text:
Expert system

see also: rule engines

An expert system is a computer program that creates the judgment and behavior of a human or an organization that has expert knowledge and experience in a particular field. Expert systems use human knowledge to solve problems that normally requires human intelligence. This expert knowledge is stored as data or rules within the computer and is called when needed to solve problems. Expert systems differ from conventional programs that perform tasks using decision-making logic, basic algorithms and border conditions. The program knowledge is typically fixed and must be changed as knowledge advance. Expert systems are part of a general category of computer application known as artificial intelligence. To design an expert system, one needs a knowledge engineer, an individual who studies how human experts make decisions and translates the rules into terms that a computer can understand. Advantages: . Provides steady answers recurring decisions, processes and task . Holds and maintains important levels of information . Can work round the clock . Can serve more users at a time Disadvantages: . Cannot make creative responses as human expert would in unusual situation . Errors may occur in the knowledge base, and lead to wrong decision . Cannot get used to changing environments, unless knowledge base is changed . Lacks common sense needed in some decision making

Application: . Diagnosis and Troubleshooting of Devices and Systems of All Kinds . Planning and Scheduling . Arrangement of artificial objects from subassemblies . Knowledge publishing Benefits: . A speed-up of human professional or semi-professional work . Within companies, major internal cost savings . A good example of a new product . Better quality of decision making An expert system is typically composed of at least three primary components. These are the inference engine, the knowledge base, and the rule base.

title: Expert system


text:
User:Томми Нёрд

In wikiversity I work on language courses and self-preparation papers (and a bit of vash-programming). Томми Нёрд Томми Нёрд

title: User:Томми Нёрд


text:
User talk:Vyacheslav~enwikiversity

 Hello Vyacheslav, 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. --Ottava Rima (talk) 15:33, 6 March 2010 (UTC)

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 Vyacheslav. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Vyacheslav~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 23:46, 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) 06:25, 19 April 2015 (UTC)

title: User talk:Vyacheslav~enwikiversity


text: File:Mediawiki editlink.jpg

title: File:Mediawiki editlink.jpg


text: File:Mediawiki editthis.jpg

title: File:Mediawiki editthis.jpg


text:
Talk:City dumpster content recycling

Noble as your goals are, if you write this article, some or few poor may use the information to better their lives. More than likely, others who are not poor will use this information to lessen, ruin, divert, profit, or over regulate any benefit to the poor. The poor learn the ropes from each other and when things are unorganized, sadly, there is a greater chance it will make it the poor.Septagram 01:39, 7 March 2010 (UTC)

title: Talk:City dumpster content recycling


text:
User:Louisa~enwikiversity

I am Louisa from Philippines. I studied Electronics and Communications Engineering from a college in our province, Iloilo. Unfortunately, I am currently not working as an engineer, but as a supervisor in a Semiconductor company. Quite related though, and I enjoyed it so far.

Why Wikiversity? I never had known about this course before until I got interested in improving my technical writing skills. In searching some help in the internet, I found this site interesting.

I welcome anyone in my page and any comment to improve my writing is very much appreciated.

title: User:Louisa~enwikiversity


text:
User talk:Monaliza990

 Hello Monaliza990, 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 08:18, 7 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 7 March 2010 (UTC)

title: User talk:Monaliza990


text:
User talk:Sennadacosta

 Hello Sennadacosta, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 7 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 7 March 2010 (UTC)

Relevance/RQ

 * Bibliometrics is a set of quantitative techniques applied to determine the influence of a writer, or a publication in relation to their citation records, number of articles and periodicity, currently being the standard of assessment for most of the scientific institutions in the world. On the other hand, the "network metrics" do not take in consideration factors such as bureaucratic requirements, institutional context and individual motivations, much less the impact of research to society. Furthermore, they are inaccurate to describe and understand core structures and processes of scientific authoring and publishing. Concerning the social responsibility of science, the present investigation asks: which kind of assessment would better represent and could foster quality on educational and scientific works?

Methods/Data

 * A survey (12 simple and multiple-choice questions) in combination with an in-depth interview (6 questions) applied in face-to-face meetings to 46 researchers of the School of Forest Engineering (CIFLOMA) at the Federal University of Paraná / Brazil.

Results

 * The scientists submit their texts almost exclusively to traditional publications with higher impact factors. The publication of articles has a compulsory, though exclusive character, and does not target the democratization or popularization of expert knowledge. Academic publishing is currently done almost exclusively to attend bureaucratic and administrative requirements. The testimony of professor Nivaldo Rizzi, who was dean at the UFPR, and dedicated five years of his career working as manager of the research and funding policy of the Parana State, addresses directly the issue: “Our institutions work with the idea of "knowledge dominance", and not with the principle of information sharing, or collectivization of knowledge... it is a competitive standard among individuals and institutions. The current policy regarding research evaluation reinforces this obsession for a competitive edge, it does not try to change this vicious circle.

Added Value

 * Results showed clearly that there is an urgent need of a policy guideline to counter the current academic culture. Instead of new “metrics”, we should start seeking for new social norms in order to qualify and foster scientific collaboration.

Peers' Comments
1) Thank you for the many details in your abstract. Well done. I missed information about the sampling procedure. What was your qualitative approach in data analysis? Did you follow a specific methodology? I also do not have the feeling that the results presented in the abstract were unexpected. In so far it remained unclear how the interviews add to existing knowledge. The problem is well known and the discussion about this is on-going in Germany. Although, I like the approach to unravel more details about the problem with this mixed methods approach. Could you find any suggestions on how to tackle the problem? Did you identify any starting point? Instead of "start seeking" I would expect that your research is already seeking answers and I would like to hear more about possible answers/solutions/alternatives in the talk.

2) This paper could be submitted at many scientific conferences. Even though I do not really understand the specific value for General Online Research. I think it is relevant and even if the sample is locally limited the paper is a good impulse to promote the discussion on this issue.

3) Relevance/RQ: Highly relevant topic on the actual practices of science and the structures and conditions of academic publishing. It would be useful to make clear connection to the chosen headline indicating the relevance of commoditizaition of scientific knowledge and discussed concepts of open science, open access publishing, data sharing, international knowledge exchange, research collaboration. Furthermore, as you mention the need to shift from mere quantitative measures to an inclusion of qualitative criteria the concept of "governance by numbers" may provide a valuable theoretical grounding for your work. Results: Whereas the RQ asked for a better approach, the results as indicated in the abstract predominantly show current state of practices. The question remains, why do you critically see a need to change these practices, and how can researchers put your approach into practice? Added Value: Since your results based on interviews in a one single discipline (School of Forest Engineering) It would be valuable to depict in which way and to what extent your findings can be transferred to, and in this sense are being generalizable for other scientific disciplines.

--141.20.126.222 (discuss) 15:27, 6 February 2014 (UTC)

title: User talk:Sennadacosta


text:
User talk:Omid mobasseri

 Hello Omid mobasseri, 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 08:18, 7 March 2010 (UTC)

title: User talk:Omid mobasseri


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User talk:Adrianjackson21

 Hello Adrianjackson21, 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 08:18, 7 March 2010 (UTC)

title: User talk:Adrianjackson21


text: Wikiversity:AWB

title: Wikiversity:AWB


text:
User:Egm6341.s2010.Team1/HW4

=Problem 1-Develop higher-order corrected trap.rule =

Find
Find $$ I_{n}\,$$ using$$ CT_{1},CT_{2},CT_{3}\,$$ for $$  n=2,4,8,16,...\,$$ untill  $$ I-I_{n}=O(10^{-6}) \,$$

Given
[[media:Egm6341.s10.mtg20.djvu|p.20-1]]

$$ CT_{K}(n)=CT_{K-1}(n)+a_{k}h^{2*k} \,$$

see [[media:Egm6341.s10.mtg6.pdf|p.6-5]] and [[media:Egm6341.s10.mtg19.djvu|p.19-2]]

Solution
From [[media:Egm6341.s10.mtg19.djvu|p.19-3]] and [[media:Egm6341.s10.mtg20.djvu|p.20-1]]

Case 1,find $$ I_{n}\, $$ using $$ CT_{1}\,$$

$$ CT_{1}(n)=\underbrace{\left( CT_{0}(n)\right)}_{T_{0}(n)} +a_{1}h^{2*1}\,$$

$$ I= \underbrace{\left( CT_{1}(n)\right)}_{I_{n}} +O(h^{4})\,$$

$$ CT_{2}(n)=\underbrace{\left( CT_{1}(n)\right)}_{T_{1}(n)} +a_{2}h^{2*2}\,$$

$$ I= \underbrace{\left( CT_{2}(n)\right)}_{I_{n}} +O(h^{6})\,$$

$$ CT_{3}(n)=\underbrace{\left( CT_{2}(n)\right)}_{T_{2}(n)} +a_{3}h^{2*6}\,$$

$$ I= \underbrace{\left( CT_{3}(n)\right)}_{I_{n}} +O(h^{8})\,$$

where $$ a_{1},a_{2},a_{3} \,$$ can be derived from [[media:Egm6341.s10.mtg19.djvu|p.19-3]]

$$ a_{i}=d_{i}[f^{2i-1}(b)-f^{2i-1}(a)]\,$$

$$ d_{i}=- \frac{B_{2i}}{(2i)!}\, $$

$$ d_{1}=- \frac{1}{12}, d_{2}= \frac{1}{720}, d_{3}= - \frac{1}{30240}\,$$

The above integral can be caculated using MATLAB codes and corresponding errors are tabulated.

From the results above, it can be easily seen that for $$ CT_{1}\,$$ the error can reach $$ O(10^{-6})\,$$ when n=4; for $$ CT_{2}\,$$ the error can already reach $$ O(10^{-7}\,$$) when n=2; for $$ CT_{3}\,$$ the error can already reach $$ O(10^{-9})\,$$ when n=2. So corrected trap.rule is more accurate than previous methods.

Matlab Code:

For $$ CT_{1},$$ and corresponding error

Matlab Code:

For $$ CT_{2},$$ and corresponding error Matlab Code:

For $$ CT_{3},$$ and corresponding error

Egm6341.s10.team1.lei16:31, 3 March 2010 (UTC)

=Problem 2 - Find which n,st error equal 0 =

Find
For which $$ n,\,$$ so that $$ E_{n}^{1}=0 \, $$

Given
[[media:Egm6341.s10.mtg20.djvu|p.20-2]] equation(1)

$$ f \,$$ is  periodic  on$$ [a,b] \Longleftrightarrow f^{(k)}(a)=f^{(k)}(b),   k=0,1,2,...\,$$ Clearly (1) is valid for odd numb.

Solution
From [[media:Egm6341.s10.mtg19.djvu|p.19-3]]

$$ a_{i}=d_{i}[f^{2i-1}(b)-f^{2i-1}(a)]\,$$

if (1) is valid, then

$$ a_{i}=0 \,$$

Recall [[media:Egm6341.s10.mtg18.djvu|p.18-2]] and [[media:Egm6341.s10.mtg18.djvu|p.18-3]]

$$ E_{n}^{1}=a_{1} h^{2*1}+a_{2} h^{2*2}+... =\sum _{i=1}^{\infty}a_{i}h^{2*i}\,$$

where $$ a_{i}=0\,$$, therefore no matter $$ h\,$$,$$ E_{n}^{1}=0\,$$

That means $$ E_{n}^{1}\,$$ does not depend on $$ n\,$$,if the $$ f \,$$ is  periodic  on$$ [a,b]\,$$

Egm6341.s10.team1.lei16:32, 3 March 2010 (UTC)

=Problem 3 -Discuss Pros and cons =

Find
Discuss Pros and cons:

1) $$ Taylor Series\,$$

2) $$ Compos. Trap.\,$$

3) $$ Compos. Simpson\,$$

4) $$ Romberg Table (Richardson)\,$$

5) $$ CT_{K}(n)\,$$

Solution
1) $$ Taylor  Series\,$$

$$ \bullet\,$$ Accuracy and speediness. $$ \bullet\,$$ Number of operations can be large. $$ \bullet\,$$ Need to know about smoothness of solution.It is senseless to use high order method when the solution has unbounded high order derivatives. $$ \bullet\,$$ For oscillatory functions, a high order Taylor seems a good choice, but can lead to problems of loss of significance in the computation if not programmed carefully.

2) $$ Compos.  Trap.\,$$

$$ \bullet\,$$ Approximate derivative by constant. $$ \bullet\,$$ Average (not discriminate) endpoints. $$ \bullet\,$$ Often converges very quickly for periodic functions, and tends to become extremely accurate when periodic functions are integrated over their periods. $$ \bullet\,$$ For various classes of functions that are not twice-differentiable, the trapezoidal rule has sharper bounds than Simpson's rule.

3) $$ Compos.  Simpson\,$$

$$ \bullet\,$$ In general has faster convergence than the trapezoidal rule However for various classes of rougher functions (ones with weaker smoothness conditions), the trapezoidal rule has faster convergence in general than Simpson's rule. $$ \bullet\,$$ Provides exact results for any polynomial of degree three or less.

4)$$ Romberg  Table\,$$

$$ \bullet\,$$ By using Richardson extrapolation repeatedly on the trap. rule is more efficient. $$ \bullet\,$$ Converge to high accuracy.

5) $$ CT_{K}(n)\,$$

$$ \bullet\,$$ More accurate than composite trap.rule and Romberg table. $$ \bullet\,$$ Converge more quickly than trap.rule.

=Problem 4-Verify change of variables=

Given
Higher Order Error for Trap. rule equation:

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \ E_n^1= \sum_{k=0}^{n-1}[ \int_{x_k}^{x_{k+1}}f(x)dx- \frac{h}{2}(f(x_k)+f(x_{k+1}))]
 * }
 * }

Find
Show that using change of variables this equation becomes

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle E_n^1=\dfrac{h}{2} \sum_{k=0}^{n-1}[ \int_{-1}^{1}g_k(t)dt-(g_k(-1)+g_k(+1))]
 * }.
 * }.

Where

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle g_k(t)=f(x(t))
 * }.
 * }.

And

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle x(t)=t\dfrac{h}{2}+\dfrac{x_k+x_{k+1}}{2}
 * }.
 * }.

Solution
Using the function
 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle x(t)=t\dfrac{h}{2}+\dfrac{x_k+x_{k+1}}{2}
 * }.
 * }.

This can be changed into

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle x(t)=\dfrac{h}{2}(t+1)+x_k
 * }.
 * }.

This allows us to evaluate the function $$x(t)$$ at the endpoints to obtain

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle x(-1)=x_k
 * }
 * }

And

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle x(1)=x_{k+1}
 * }.
 * }.

Next using

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle g_k(t)=f(x(t))
 * }.
 * }.

we can transform

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle f(x(t))dx
 * }
 * }

into

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle g_k(t)dt
 * }
 * }

by using the derivative

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \dfrac{d(x(t))}{dt}=\dfrac{h}{2}
 * }
 * }

Thus giving

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

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle d(x(t))=\dfrac{h}{2}dt
 * }.
 * }.

Placing all terms into the original equation with the new limits gives
 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle E_n^1= \sum_{k=0}^{n-1} \int_{-1}^{1}g_k(t)\dfrac{h}{2}dt-\dfrac{h}{2}(g_k(-1)+g_k(+1))
 * }.
 * }.

Thus producing

 * {| style="width:20%" border="0"

$$\displaystyle E_n^1=\dfrac{h}{2} \sum_{k=0}^{n-1}[ \int_{-1}^{1}g_k(t)dt-(g_k(-1)+g_k(+1))] $$
 * style="width:20%; padding:10px; border:2px solid #8888aa" |
 * style="width:20%; padding:10px; border:2px solid #8888aa" |

 * style= |

--Egm6341.s10.team1.toddmock 19:01, 5 March 2010 (UTC)
 * }
 * }

=Problem 5-Prove the Equality (integration by parts)=

Statement
Given $$ \displaystyle g_{k}(t):=\,f(x(t)):\,\,\,x\,\,\in\, [\,x_k,x_{k+1}\,]\,$$

$$ \displaystyle \int_{-1}^{+1}g^{(1)}(t)dt =\, \int_{-1}^{+1}g(t)dt -\,[\,g(-1)+\,g(+1)\,]\,$$

 * {| style="width:100%" border="1" align="left"

 * Ref: Lecture Notes [[media:Egm6341.s10.mtg21.djvu|P21-2]]
 * }
 * }

Solution
Use Integration by parts [[media:Egm6341.s10.mtg5.pdf|P5-2]] $$ \displaystyle \int_{a}^{b}u^{'}vdt =\, [\,uv\,]_{a}^{b}-\,\int_{a}^{b}uv^{'}dt\,$$

Let $$ \displaystyle g^{(1)}(t)=\,u^{'}\,\,\,(-t)=\,v\,$$

 * $$ \displaystyle

\begin{align} \\\int_{-1}^{+1}g^{(1)}(t)(-t)dt &=\, [\,g(t)(-t)\,]_{-1}^{+1}-\,\int_{-1}^{+1}g(t)(-1)dt\; \\ &=\, -\,g(+1)-\,(g(-1))+\,\int_{-1}^{+1}g(t)dt\; \\ &=\, \int_{-1}^{+1}g(t)dt-\,[\,g(-1)+\,g(+1)\,]\,. \end{align} $$ EGM6341.s10.Team1.Ya-Chiao Chang 14:10, 7 March 2010 (UTC)

=Problem 6=

Find
Verify that $$g_k^{(i)}(t) = (\frac{h}{2})^i f^{(i)}(x(t)) \,$$ noting that $$g_k^{(i)}(t) = \frac{d^i}{dt^i} g_k(t) $$

Given
1) $$g_k(t) := f(x(t)), x \varepsilon [x_k, x_{k+1}]\,$$

2) $$x(t) := t\frac{h}{2}+\frac{x_k,x_{k+1}}{2}, t \varepsilon [-1,+1] $$ thus $$g_k(t) = f(t\frac{h}{2}+\frac{x_k,x_{k+1}}{2}) $$

Solution
$$g_k^{(1)}(t) = \frac{d}{dt} (\frac{h}{2}+\frac{x_k,x_{k+1}}{2}) f^{(1)}(t\frac{h}{2}+\frac{x_k,x_{k+1}}{2})\,$$

$$g_k^{(2)}(t) = [\frac{d}{dt} (\frac{h}{2}+\frac{x_k,x_{k+1}}{2})]^2 f^{(2)}(t\frac{h}{2}+\frac{x_k,x_{k+1}}{2})\,$$

$$g_k^{(3)}(t) = [\frac{d}{dt} (\frac{h}{2}+\frac{x_k,x_{k+1}}{2})]^3 f^{(3)}(t\frac{h}{2}+\frac{x_k,x_{k+1}}{2})\,$$

$$g_k^{(i)}(t) = [\frac{d}{dt} (\frac{h}{2}+\frac{x_k,x_{k+1}}{2})]^i f^{(i)}(t\frac{h}{2}+\frac{x_k,x_{k+1}}{2})\,$$

Since $$ \frac{d}{dt} (\frac{h}{2}+\frac{x_k,x_{k+1}}{2}) = \frac{h}{2}, \,$$

Egm6341.s10.team1.andrewdugan 21:48, 7 March 2010 (UTC)

=Problem 7=

Find
Verify that $$E = \int_{-1}^{+1}(-t)g^{(1)}(t)dt = [P_2(t)g^{(1)}(t)]_{-1}^{+1}-\int_{-1}^{+1}P_2(t)g^{(2)}(t)dt \,$$

Given
1) $$P_1(t):=-t \,$$ 2) $$P_2(t) :=\int P_1(t)dt $$

Solution
Using integration by parts, the integral becomes $$ \int_a^b udv = [udv]_a^b - \int_a^b vdu \,$$, where $$ u = g^{(1)}(t) \,$$ $$ du = g^{(2)}(t)dt \,$$ $$ v = P_2(t) \,$$ $$ dv = P_1(t)dt \,$$ $$ a = -1\,$$ $$ b = +1 \,$$

$$ \int_a^b udv = \int_{-1}^{+1}g^{(1)}(t)P_1(t)dt \,$$ $$ [udv]_a^b = [g^{(1)}(t)P_2(t)]_{-1}^{+1} \,$$ $$ \int_a^b vdu = \int_{-1}^{+1}P_2(t)g^{(2)}(t)dt \,$$

$$ \Rightarrow \int_{-1}^{+1}g^{(1)}(t)P_1(t)dt = [g^{(1)}(t)P_2(t)]_{-1}^{+1} - \int_{-1}^{+1}P_2(t)g^{(2)}(t)dt \,$$

Rembering that $$P_1(t)=-t \,$$,

Egm6341.s10.team1.andrewdugan 21:47, 7 March 2010 (UTC)

=Problem 8-Download and Install chebfun package=

Statement
Install chebfun, a Matlab code package wrote by Trefethen et al.(2004)

 * {| style="width:100%" border="1" align="left"

 * Ref: Lecture Notes [[media:Egm6341.s10.mtg25.djvu|P25-1]]
 * }
 * }

Install
Use this website to download Matlab package |chebfun

Test with two quick examples: (1)What is the integral of $$ \displaystyle sin(sin(x)) \,$$ from 0 to 10? (2)What is the maximum of $$ \displaystyle sin(x)+\,sin(x_{2})\,$$ over the same interval?

-> installed successfully

(3)calculate the integration of $$ \int_{0}^{1}\,\frac{e^{x}\,-1}{x}\mathrm{d} x $$

Use chebfun : Matlab code :

Get Ich = 1.317902151454403  Ech = 4.403366560268296e-012 (4) How long for using chebfun to calculate?

Get Elapsed time is 0.462024 seconds.

EGM6341.s10.Team1.Ya-Chiao Chang 14:10, 7 March 2010 (UTC)

EGM6341.s10.Team1.Ya-Chiao Chang 14:26, 7 March 2010 (UTC) - =Problem 9-Comparing speed of different algorithms=

Statement
1. Correct previous MATLAB code for efficiency 2. Compare the 2nd column of the Romberg table to the Simpson's rule. 3. Compute $$I=\int_{0}^{1}\frac{e^x-1}{x}dx$$ using the following methods and compare the execution times:

 * Composite trapezoidal rule
 * Composite Simpson's rule
 * Romberg table
 * chebfun sum command
 * MATLAB: trapz and quad commands

Solution
1. The following is the new (efficient) Romberg code:

2. The second column of the Romberg table is displayed below. The Simpson's rule is also shown (code shown below). The two methods are equivalent. The second column of the Romberg table is equal to the Simpson's rule.

3. The function $$I=\int_{0}^{1}\frac{e^x-1}{x}dx$$ is evualted. The computational time is computed in MATLAB using the tic and toc commands. The result is (code shown below):

EGM6341.s10.Team1.Kumanchik 21:54, 7 March 2010 (UTC)

= Problem 10: integration of ellipse arc length =

Given
For $$\displaystyle I = \int_{0}^{2\pi}\frac{1-sin^{2}(\frac{\pi}{12})}{1-sin(\frac{\pi}{12})cos\theta}d\theta$$,

the arc length integral is:

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

I= 4\int_0^{\pi/2}\sqrt {1-sin^{2}(\frac{\pi}{12}) \sin^2\theta}\ d\theta $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle
 * }.
 * }.

compare MATLAB trapezoidal rule, Simpson's rule and Chebfun computational times.

Find
Total value of elliptical arc length (circumference) using built in MATLAB codes

Solution
For the Trapezoidal rule

For the Simpson's rule

And for the Chebfun function

As can be seen from the table above the quad function (simpson's rule) produces a result much faster than any of the other built in MATLAB functions --Egm6341.s10.team1.toddmock 19:02, 5 March 2010 (UTC)

=Problem 11-Determine computational time using various methods (Part 2)=

Statement
Consider the integral $$I=\int_{-5}^{5}\frac{1}{1+x^2}dx$$. Determine the computational time required to solve the integral numerically using,
 * Composite trapezoidal rule
 * Composite Simpson's rule
 * Romberg table
 * chebfun sum command
 * MATLAB: trapz and quad commands

Solution
The results are tabulated below (code also shown):

EGM6341.s10.Team1.Kumanchik 21:59, 7 March 2010 (UTC)

=Contributing members=

Egm6341.s10.team1.lei 19:05, 7 March 2010 (UTC) Author of Problems:1,2 and 3 Egm6341.s10.team1.andrewdugan 21:49, 7 March 2010 (UTC) Author of Problems 6,7 EGM6341.s10.Team1.Kumanchik 22:04, 7 March 2010 (UTC) Author problems 9-10 --Egm6341.s10.team1.toddmock 18:26, 9 March 2010 (UTC)

title: User:Egm6341.s2010.Team1/HW4


text:
Category:Images which should use TeX

Useful tool: http://www.codecogs.com/latex/eqneditor.php

title: Category:Images which should use TeX


text:
User:Maziotis

User:Maziotis

title: User:Maziotis


text:
User:MiAmigoElMexicano

Hola mis amigos solo estoy probando este systema

title: User:MiAmigoElMexicano


text:
User talk:Babutine

 Hello Babutine, 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.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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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. --Ottava Rima (talk) 18:31, 7 March 2010 (UTC)

title: User talk:Babutine


text:
User:Babutine

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me

 * Name
 * Merve Aygin

 * Location
 * United Kingdom

 * School
 * Wikiversity Film School by Robert Elliott

 * Why I want to learn filmmaking.
 * To manifest the film in my head to outside

 * Contact

}
 * }

 * Babutine has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeup.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

 March 16, 2010 -- Babutine has formatted the script with Final Draft Demo. You can download it at [[Media:SeducedByTheDarkSideScript(Animation).pdf]]. v1.0

title: User:Babutine


text:
User:Casperrr

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me

 * Name

 * External Links

 * Location

 * School

 * Why I want to learn filmmaking.

 * Contact

 * }

 * Casperrr has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

title: User:Casperrr


text:
User:EGM6341.s10.Team1.Kumanchik/HW4

=Problem 9-Comparing speed of different algorithms=

Statement
1. Correct previous MATLAB code for efficiency 2. Compare the 2nd column of the Romberg table to the Simpson's rule. 3. Compute $$I=\int_{0}^{1}\frac{e^x-1}{x}dx$$ using the following methods and compare the execution times:

 * Composite trapezoidal rule
 * Composite Simpson's rule
 * Romberg table
 * chebfun sum command
 * MATLAB: trapz and quad commands

Solution
1. The following is the new (efficient) Romberg code:

2. The second column of the Romberg table is displayed below. The Simpson's rule is also shown (code shown below). The two methods are equivalent. The second column of the Romberg table is equal to the Simpson's rule.

3. The function $$I=\int_{0}^{1}\frac{e^x-1}{x}dx$$ is evualted. The computational time is computed in MATLAB using the tic and toc commands. The result is (code shown below):

EGM6341.s10.Team1.Kumanchik 21:54, 7 March 2010 (UTC)

=Problem 10-Determine computational time using various methods (Part 2)=

Statement
Consider the integral $$I=\int_{-5}^{5}\frac{1}{1+x^2}dx$$. Determine the computational time required to solve the integral numerically using,
 * Composite trapezoidal rule
 * Composite Simpson's rule
 * Romberg table
 * chebfun sum command
 * MATLAB: trapz and quad commands

Solution
The results are tabulated below (code also shown):

EGM6341.s10.Team1.Kumanchik 21:59, 7 March 2010 (UTC)

title: User:EGM6341.s10.Team1.Kumanchik/HW4


text:
Talk:Comparison of GIFT and Wikiversity microformats

What still needs to be done on this document
Mbrad 00:55, 8 March 2010 (UTC)
 * There is some inconsistency of conventions when writing examples of content. Ideally I will identify all variable descriptors (ie. margin_of_error) using underscores so that reading the difference between a description of a variable and the placement of variables in microformat code is more easily accomplished.
 * I am not 100% confident that I have explained all of the microformat code, nor all of the idiosyncrasies of that code.
 * Citations would be good. With GIFT in particular, some documentation was available in some places and not others. This comparison had to be compiled using multiple sources from Moodle's website. It would be helpful to eliminate that extra navigational difficulty.
 * With a document like this I would want to have a clearly visible time stamp on the front page that indicates the last update. Over time GIFT and Wikiversity will undoubtedly change. Of course this time stamp is available on the history page, but for the purposes of errors I would like to have a time stamp as a preventative measure.


text:
User talk:Jacopete

 Hello Jacopete, 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. --Ottava Rima (talk) 00:56, 8 March 2010 (UTC)

Permission Granted
Thanks for the heads up! I contacted Alan Dix via e-mail and he was glad to allow permission to the image.

--Jacopete 23:13, 24 March 2010 (UTC)

title: User talk:Jacopete


text:
User:Benrattray

Ben Rattray is an Associate Professor in Exercise Physiology at the University of Canberra working with the UC Research Institute for Sport and Exercise (UC-RISE). Ben teaches across a number of Exercise Physiology related units at both undergraduate and postgraduate level as well as convening of postgraduate research courses. Rattray was an invited author for five chapters of the first edition of Exercise Physiology, Australia and New Zealand textbook, published in 2014, a common undergraduate prescribed textbook. Ben’s research concentrates on understanding the links between exercise and the brain, including the role of exercise in improving cognitive abilities, and the cerebrovascular response in both acute and chronic settings. This work is applied in a range of contexts including military, occupational, health and high performance sport settings. Ben now heads a small research group, the Active Brain Research (Twitter) at UC. But, to be honest, he would rather be orienteering, running, mountain biking, adventure racing, playing basketball, kayaking or skiing (all badly), and be spending time with his family.

Blog

University profile

Research

 * List of /Research Output/

Interests

 * ActiveBrain Research group (Twitter)
 * exercise & cognition -/Bike vs Brain/
 * exercise adaptation & epigenetics
 * eccentric exercise
 * muscle physiology

Teaching

 * Using the internet for learning and research2013 ben rattray shows scholar.ogv
 * Sport Research
 * /Pedagogy/
 * /Health, not what you think/

Student created resources
 * Exercise and metabolic disease
 * Wikibook based - Exercise as it relates to Disease

Professionally created resources:
 * Nova: Science for Curious Mind's, Brain games: how athletes' minds work

title: User:Benrattray


text:
Comparison of GIFT and Wikiversity Microformats

What this is
This is a document that analyzes converting both ways between Moodle's GIFT picoformat and the Wikiversity Quiz.php microformat. The first thing to do in a conversion project between these two formats would be to do a feasibility study in order to get some idea of the difficulty of the task.

The concept of data loss here is based upon viewing the conversion as-is. "Data loss" doesn't mean that there is no conceivable way to save and convert this data. Rather this is relatively a "heuristic agnostic" exercise so it is simply identifying problems. For every bit of hypothetical data loss there would have to be additional code written, either by changing the functionality of one or both of the parsers (Wikiversity's and Moodle's) or by writing extra work-around code in the conversion code. Because of that a heuristic agnostic data loss study can give us an idea of how big this project might be in the short amount of time.

In addition to that it can later serve as a document to speed up algorithm creation as patterns for conversion can be identified, and problems areas are already laid out.

Perhaps most importantly of all this is Wikiversity, a website that aims to collect instructional content, and applying a "high documentation" policy to this project, and ANY Wikiversity project, is going to create more Wikiversity content that may have value to others, both editors and learners. It is my opinion that here more than anywhere, this is the best policy.

Please feel free to contribute to this document. It doesn't belong to me. It belongs to Wikiversity.

Conclusion
For the most part most question types, and features can be converted with no obvious difficulty. There are a few instances where a question may have to be broken up into several questions, or a questions may change the way it appears to the test-taker in a dramatic way without changing the function. Those instances may require special functions to accomplish.

Keep in mind having this information is only the first step in determining the scope of a conversion project, and hence its length, since the code available for extension has to be taken into consideration as well. As of yet there is no known document that takes any code in consideration. A complimentary document would compare a body of code of interest, such as Quiz.php, with this document to determine the true nature of a conversion project.


text:
Talk:Comparison of GIFT and Wikiversity Microformats

What still needs to be done on this document
Mbrad 03:20, 8 March 2010 (UTC)
 * There is some inconsistency of conventions when writing examples of content. Ideally I will identify all variable descriptors (ie. margin_of_error) using underscores so that reading the difference between a description of a variable and the placement of variables in microformat code is more easily accomplished.
 * I am not 100% confident that I have explained all of the microformat code, nor all of the idiosyncrasies of that code.
 * Citations would be good. With GIFT in particular, some documentation was available in some places and not others. This comparison had to be compiled using multiple sources from Moodle's website. It would be helpful to eliminate that extra navigational difficulty.
 * With a document like this I would want to have a clearly visible time stamp on the front page that indicates the last update. Over time GIFT and Wikiversity will undoubtedly change. Of course this time stamp is available on the history page, but for the purposes of errors I would like to have a time stamp as a preventative measure.

Multiple answer checkbox-choice
I think something like

Question { ~%-50%Incorrect answer. ~%50%Correct answer. ~%50%Correct answer. ~%-50%Incorrect answer. }

may be older GIFT, because elsewhere in Moodle's original GIFT documentation, this form is used:

Question { ~Incorrect answer. =Correct answer. =Correct answer. ~Incorrect answer. }

99.38.151.90 03:55, 8 March 2010 (UTC)

The former version is an option that is probably more useful if the editor is going to assign partial credit in a particular way. I think the latter is the standard default method. A code demo should show both probably. Mbrad 16:04, 8 March 2010 (UTC)

True/False feedback
I don't understand this part:

Question {TRUE/FALSE/T/F} CORRECT RESPONSE (TRUE/FALSE) #Corrective feedback #Encouraging Feedback

I thought that would be something like:

Question { =T # encouraging feedback ~F # corrective feedback }

But it would certainly be best to refer to Moodle's GIFT parser; let me see if I can find a link to the source involved. 99.38.151.90 03:59, 8 March 2010 (UTC)

 * It's at http://cvs.moodle.org/moodle/question/format/gift/format.php?view=markup as far as I can tell. 99.38.151.90 05:41, 8 March 2010 (UTC)

 * That looks like an error on my part. Thanks! I was generalizing this one from the GIFT reference sheet but somehow misplaced the brackets and over documented:

Grant is buried in Grant's tomb. { FALSE #Wrong, No one is buried in Grant's tomb. }
 * 1) Right, well done.
 * Thanks for pointing it out! Perhaps I should refer to the source code because this is an odd example. It doesn't seem to work logically at first glance. If you select "FALSE" then that should be the correct answer. If "FALSE" is feedback it should be behind the number sign. Its not an ideal example and I should probably check the source to decipher it.Mbrad 16:04, 8 March 2010 (UTC)

 * Okay I checked it out. The all-caps "FALSE" on the example above is placed within the $answer variable which was passed by reference (see below). That is the indicator that no one is buried in Grant's tomb. That means that "FALSE" is used in the example above to indicate the correct answer.

function commentparser(&$answer) { if (strpos($answer,"#") > 0){ $hashpos = strpos($answer,"#"); $comment = substr($answer, $hashpos+1); $comment = trim($this->escapedchar_post($comment)); $answer = substr($answer, 0, $hashpos); } else { $comment = " "; }       return $comment; }

 * The decision of which feedback to provide is then given in this case/switch within the function readQuestions. It doesn't have to check whether there is something other than "FALSE" or "F" in that position because it has already done then when it was searching for the question type:

case TRUEFALSE: $answer = $answertext; $comment = $this->commentparser($answer); // commentparser also removes comment from $answer $feedback = $this->split_truefalse_comment($comment);

if ($answer == "T" OR $answer == "TRUE") { $question->answer = 1; $question->feedbacktrue = $feedback['right']; $question->feedbackfalse = $feedback['wrong']; } else { $question->answer = 0; $question->feedbackfalse = $feedback['right']; $question->feedbacktrue = $feedback['wrong']; }

$question->penalty = 1; $question->correctanswer = $question->answer;

return $question; break;

 * That would seem to indicate that the feedback provided in the example is incorrect. "FALSE" would be the correct answer and should be rewarded with the line "Right, well done." However take a look at the special comment parser for true false questions:

function split_truefalse_comment($comment){ // splits up comment around # marks // returns an array of true/false feedback $bits = explode('#',$comment); $feedback = array('wrong' => $bits[0]); if (count($bits) >= 2) { $feedback['right'] = $bits[1]; } else { $feedback['right'] = ''; }       return $feedback; }

 * This function has been passed a line of text that looks like this, "#Wrong, No one is buried in Grant's tomb.#Right, well done." It uses the # as a delimiter and places the first segment (the first comment) in the first position in an array, labeling it with the index 'wrong', and the second segment in the second position and indexing it as 'right'. That means that there is a specific convention of writing the corrective comment first, then the congratulatory comment second. This is confirmed in the documentation on this question type in the pdf linked above. It also suggests that the answer "FALSE" could have been placed in front of the second comment portion for better human readability, but it simply wasn't in this case. Instead the example was probably designed to be read like a ternary operation like this:

Grant is buried in Grant's tomb. {FALSE #Wrong, No one is buried in Grant's tomb.#Right, well done.}

 * But it also reversed since the ternary operator convention is

condition? if true: if false

 * and FALSE here indicated the correct answer, so FALSE would be true if the the person answered false to the question. Knowing all this now, I will write a better True/False GIFT microformat template. Incidentally, if you didn't know already, there isn't anyone "buried" in Grant's tomb. Link Mbrad 17:40, 8 March 2010 (UTC)


text: File:Madepercy.jpg

title: File:Madepercy.jpg


text:
User:Nedhal

Thanks

title: User:Nedhal


text:
User talk:Nedhal

 Hello Nedhal, 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. -- Grunny ( talk ) 07:50, 8 March 2010 (UTC)

title: User talk:Nedhal


text:
User:Student28

Created this account as the currently terminal process of the following sequence [Reading Robert T. Kiyosaki's Conspiracy of the Rich] --> [Followed reference to ] --> [Learned about The Managerial Fourth Purpose project]--> [Remembered Ivan illych] --> [Thought, "Surely I.I. must have been a spiritual mentor for John Taylor Gatto ] --> [ Went to Google Books, which for all the hoopla of declaring the universality of its mission hasn't the complete text of Deschooling Society ]

But at least Bing directed me to Wikiversity. Thank you.

title: User:Student28


text:
User talk:Student28

 Hello Student28, 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. -- Grunny ( talk ) 07:55, 8 March 2010 (UTC)

title: User talk:Student28


text:
User talk:Rickysxn

 Hello Rickysxn, 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 08:18, 8 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 8 March 2010 (UTC)

title: User talk:Rickysxn


text:
User talk:Jomsamson

 Hello Jomsamson, 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 08:18, 8 March 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 8 March 2010 (UTC)

title: User talk:Jomsamson


text:
User talk:Acatania

 Hello Acatania, 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. --Adambro 10:21, 8 March 2010 (UTC) Adambro 10:21, 8 March 2010 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:Youtube-link-1.png

MaintenanceBot (discuss • contribs) 15:16, 16 April 2016 (UTC)

title: User talk:Acatania


text:
RadixSort

RadixSort was developed in 1887 by Herman Hollerith and was used for sorting numbered punched cards. The algorithm is stable and fast.

How RadixSort works
BucketSort in its natural variant is the predecessor of RadixSort. If there were for example bills to be sorted by date, one started by building stacks with bills from the same year. Lets assume there were bills from ten years so we have ten stacks with bills now. Then each of these stacks was subdivided into twelve stacks representing the month (we have 120 stack now on the table). Now each of them was subdivided into 30/31 stacks representing the days of the months. We end up with about 3.600 stacks that have to be recollected in correct order (nobody will ever do it in this way; it shall only show the complexity).

The brilliant idea of Hollerith was to reverse the sorting order. In order to show what his idea was, we sort 20 three digit numbers, presented here.

387   310     529     174     011     227     020     901     522     771 993    348     974     213     226     004     918     098     107     109

In the first run the numbers are sorted by the last digit; since there are 10 different digits we use ten buckets. The result of this sort we have here: B-0   B-1     B-2     B-3     B-4     B-5     B-6     B-7     B-8     B-9 -- 310   011     522     993     174             226     387     348     529 020    901             213     974                     227     918     109        771                     004                     107     098

Now we recollect the numbers from the buckets without changing their order.

310   020     011     901     771     522     993     213     174     974 004    226     387     227     107     348     918     098     529     109

Sorting by the middle digit gives this result:

B-0   B-1     B-2     B-3     B-4     B-5     B-6     B-7     B-8     B-9 -- 901   310     020             348                     771     387     993 004    011     522                                     174             098 107    213     226                                     974 109    918     227                529

It is obvious that the content of the buckets is still sorted ascending by the last digit. We recollect again the content of the buckets without changing their order.

901   004     107     109     310     011     213     918     020     522 226    227     529     348     771     174     974     387     993     098

The third and last run gives this distribution to the buckets:

B-0   B-1     B-2     B-3     B-4     B-5     B-6     B-7     B-8     B-9 -- 004   107     213     310             522             771             901 011    109     226     348             529                             918 020    174     227     387                                             974 098                                                                    993

After recollecting the numbers the sort is finished.

004   011     020     098     107     109     174     213     226     227 310    348     387     522     529     771     901     918     974     993

The result of Hollerith idea was, that one only needs as many buckets as there are different symbols. Instead of one thousand buckets for a naive BucketSort a set of ten buckets is used three times in order to get the same result.

But what exactly is the trick for this enormous reduction? We have a look at the stack of numbers after the first recollection. We see in the stack a layer with numbers ending on 0, followed by a layer ending on 1 and so on. After the second recollection we have a layer where the second last digit is 0 and this layer could have 10 sub-layers with the last digit being 0, 1 etc. The trick of Hollerith was to substitute the sub-buckets by sub-layers which are automatically in perfect order all the time. And there is no effort necessary for administration of sub-layers. If a sub-layer exists, fine, if not, fine as well; it is not necessary for the algorithm to care about it.

And we see directly the reason why RadixSort is stable. When a layer is divided into sub-layers, the order of the data records is not changed. Maybe they do not have the same neighbors any more, but the position numbers (from the original stack) are still ascending.

We go back to the example with the bills. We want them to be sorted by year, within the years sorted by month and within the months by day. Since RadixSort is stable it becomes very easy. We first sort (in two runs) by days, then we sort (in two runs) by month and at the end (in two or four runs) by year. Sorting done!

Timing
It is obvious that any digit of any key is only processed once. Hence the number of key handlings is

 * A = n * d

where n is the number of data records and d is the maximum number of digits in the key. Since the processing of any digit of any key takes the same time RadixSort has a linear characteristic.

In order to be able to compare RadixSort with other algorithms it is better to describe the characteristic by

 * T = B * n * lg256(N)

where B is a constant reflecting the implementation and the term lg256(N) gives the number of repetitions where N is the maximum number of different key-values.

title: RadixSort