text:
User talk:Robert go round

 Hello Robert go round, 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! --Juandev 19:11, 3 January 2009 (UTC)

title: User talk:Robert go round


text:
Talk:Lunar Boom Town/Energy Utility

Why would (artificial) hydrocarbons be any good as energy storage when carbon and even more hydrogen are extremely rare and in the absence of an oxygen-containing atmosphere, where there is extra need to buy (extract, store, transport) the oxygen with which they can be burnt? Gyro 20:39, 3 January 2009 (UTC)

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

title: Talk:Lunar Boom Town/Energy Utility


text:
Introduction to Electronics/Lecture SPICE

 * Lecture 1, Basic test equipment
 * DMM, power supples, Oscilloscopes, Signal generators

INFO
For this lecture LTspice 4 will be used. It is a freely avalable spice applcation that rivles most high end commercial SPICE programs in ease of use and speed of simulation(circut dependant).

Setting up LTspice 4 from Linear Technology
You can download LTspice 4 from Linear Technology at Download LTspice IV. Default install path is C:\Program Files\LTC\SwCADIII or C:\Program Files\LTC\SwCADIV. You may also for your own convenance install it to C:\LTC\SwCADIV as you will need to access the folder frequently.

LTspice IV will install and run under wine in linux with no speed penalty, this may be more desired over windows as certan linux configurations can better deal with high memory ussage and high cpu ussage applcations.

File structure

 * SwCADIV
 * examples
 * educational: contains many electronics circuts demonstrating electronic principals and other systems
 * jigs: contains working test circuts of many LT switching power supply regulators
 * SMPS: contains working example circuts of many LT switching power supply regulators
 * boost
 * buck
 * cuk
 * flyback
 * inverting
 * sepic
 * zeta
 * Wurth: Würth Elektronik modal use examples
 * lib
 * cmp: standard component modal lists plain text 1 line per modal
 * standard.bead
 * standard.bjt: bi junction transistor modals
 * standard.cap: capaictor modals
 * standard.dio: diode modals si, zenner, Schottky, varactor, LED
 * standard.ind: inductor modals
 * standard.jft: JFET (Junction Feald Effect Transistor) modals
 * standard.mos: MOSFET (Metal Oxide Semiconductor Feald Effect Transistor) modals
 * standard.res: Resistor modals
 * sub: subroutines or complex modals for devices
 * sym: Schmatic Symbols that are linked to standar componet modals or subrotine modals

Getting spice files
No matter what spice program you use, the most important feature is the ablity to easily add new spice modals to it. No spice simulator will have all models you will ever need, its a certanty you must add to the existing libary. In fact plan to add 1 or more models to every circut you design regardless of what spice app you choose.

Fairchild
Fairchild makes their models available via email address. You will need a ISP or Commercial email address or a address with a custom domain name(i.e. me@mycompany.com, me@nebraskannet.com or free domain me@mysite.servegame.com). I have found address from places like Gmail and HotMail wont work.

FDC610PZ product page a part used in EE 230 SMPS fundamentals At the bottom of the page we see a chart that lists the electrical and thermal simulation models available. Choose Electrical. Enter your email address and submit. Installing .SUBCKT FDC610PZ 2 1 3 This is the subckt name and the  pins in order thay need to be to work with the symbol. This works as node2 pin1 node 1 pin 2 node3 pin3. The number specified is the node the pins are always in numerical order. SYMATTR Value NMOS SYMATTR Prefix MN SYMATTR Description N-Channel MOSFET transistor SYMATTR SpiceModel FDC610PZ.lib SYMATTR Value2 FDC610PZ SYMATTR Value FDC610PZ SYMATTR Prefix M SYMATTR Description P-Channel FDC610PZ -30V Rdson 42m 4.9A GS +-25
 * Most Fairchild models are to detailed and complex to work in the standard.mos, standard.jft or standard.bjt.
 * Once you have received the file download it to SwCADIV/lib/sub make sure the file ending is .sub or .lib
 * Open the file with notepad (associate .lib and .sub with your text editor of choice you will need this)
 * at the top you should see a .SUBCKT command
 * Make a new folder fet so the path is SwCADIV/lib/sym/fet and open the folder
 * You should be at SwCADIV/lib/sym/fet go back to SwCADIV/lib/sym and copy nmos.asy to SwCADIV/lib/sym/fet
 * Rename SwCADIV/lib/sym/fet/nmos.asy to  SwCADIV/lib/sym/fet/FDC610PZ.asy
 * Open the file in notepad you will see these lines in the file
 * change this to
 * SpiceModel tells ltspice to use this subcircut so we don't need to do a .include FDC610PZ.lib in ower spice circuit
 * Value2 and Value specify how the name looks on the schmatic and what the name is in the subcircut file
 * prefix M makes the part id in the schematic M ie  M1 M2 M3
 * Description is shown when right clicking on the part in the schmatic and in the choose part window I prefer to include info such as Vdsmax, Rdson, Adsmax, Vgsmax.
 * the part shuld now be ready to use

4 pin mosfets or temp pin 4 pin mosfets are done exactly the same as the above 3 pin mosfets with this execption. PIN 0 48 NONE 0 PINATTR PinName T PINATTR SpiceOrder 4
 * normaly you will see
 * but if you see it is a 4 pin or temprature model device
 * at the end of the .ASY or symbol file add
 * when using this part tie this 4th pin to a voltage source of 1v per degree celcius you wish to simulate for normally 25v or 25c.

ON Semiconductor
ON Semiconductor makes spice models available freely for download at the product page.

For this guide we will use a Schottky diode MBRA160T3. To get the model under "Technical Information" go to "Simulation Models (4)" you will want SPICE3 model or .sp3, sp2 or lib should work as well.

inside this file we find .MODEL mbra160t3 d +IS=0.1 RS=0.2 N=1.3 EG=0.4 +XTI=0.5 BV=50 IBV=0.02 CJO=2.5e-10 +VJ=0.4 M=0.6 FC=0.5 TT=0 +KF=0 AF=1
 * Model generated on Oct 15, 01
 * MODEL FORMAT: SPICE3

This code will need some cleanup to make it work with LTspice 4. .MODEL mbra160t3 d IS=0.1 RS=0.2 N=1.3 EG=0.4 XTI=0.5 BV=50 IBV=0.02 CJO=2.5e-10 VJ=0.4 M=0.6 FC=0.5 TT=0 KF=0 AF=1 .MODEL mbra160t3 D( IS=0.1 RS=0.2 N=1.3 EG=0.4 XTI=0.5 BV=50 IBV=0.02 CJO=2.5e-10 VJ=0.4 M=0.6 FC=0.5 TT=0 KF=0 AF=1) .MODEL mbra160t3 D( IS=0.1 RS=0.2 N=1.3 EG=0.4 XTI=0.5 BV=50 IBV=0.02 CJO=2.5e-10 VJ=0.4 M=0.6 FC=0.5 TT=0 KF=0 AF=1 Iave=1 Vpk=60 mfg=Onsemi type=Schottky) Back to: Topic:Electronic Engineering
 * Open in notepad SwCADIV/lib/cmp/standard.dio it is a text file
 * go to the last line and make a new line.
 * copy the real spice model from the spice file from ON to the bottom
 * LTspice prefers each model to take up one line in this file so you will need to edit the file like this. the "+" is a line continuation and it should be removed.
 * add parenthesis
 * add LTspice specific information you can review the other models in the standard.dio to see the other options.
 * Iave=1   maximum average forward current   from datasheet
 * Vpk=60  maximum reverse voltage before boom   from datasheet
 * mfg=Onsemi
 * type=Schottky
 * This file is listed as it will be shown by default, unsorted in the menu. If you prefer you may move the lines around so certain parts are at the top by default.


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Lunar Boom Town/Valves and hoses development and production

The development and production of valves and hoses from flexible materials that can withstand vacuum as well as the temperature ranges on the moon is a high tech task. Even more so when restricted to the materials available on the moon.


text:
Lunar Boom Town/The Ruby Palace

The Ruby Palace would be an exceptionary luxury hotel whose outside walls were composed of synthetic ruby.

Ruby consists of highly pure aluminium oxyde doted with chromium. While chromium is rare, it is needed only in very small quantity. The other elements, aluminium and oxygen are abundant on the moon. In the absence of an atmosphere and with cheap energy from solar energy it is much easier to purify the raw material and fuse new layers on the existing building than it would be on earth (there is no atmosphere to carry off the heat).

As an enhancement, very thin layers of piezoelectic materials coupled with light emitting diodes could be interleaved to damp vibration which would otherwise propagate and possibly be harmful in the absence of the damping of an atmosphere. The energy would transform not to sound as on earth but to sparks of light.

title: Lunar Boom Town/The Ruby Palace


text:
Portal:Microsoft/Intro

Welcome to the Microsoft Portal! This page is a guide to Wikiversity learning resources that are about Microsoft products in general. Please help create and organize learning resources at the content development projects.

title: Portal:Microsoft/Intro


text: Portal:Microsoft

title: Portal:Microsoft


text:
Portal:Microsoft/Featured

Welcome to this section
 * Microsoft Components
 * Microsoft Office
 * Microsoft .Net Framework

title: Portal:Microsoft/Featured


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Lunar Boom Town/Moonlet Swingby Company

A moonlet, an artificial massive satellite of the moon could be used by incoming or outgoing spacecrafts for swing by, brokering  delta v.

Initially a small NEAR object caught by the moon with some help by  asteroid deflection strategies could gradually grow by debris bought or traded (against slingshot energy) from spaceships, as well as other techniques.

title: Lunar Boom Town/Moonlet Swingby Company


text:
Social entrepreneurship/Nominal group technique

The aim of this page is to describe the technique - useful as a learning activity, for application in student projects, and good experience for the workplace.


text:
Social entrepreneurship/Evaluation Framework/Analytic Hierarchy Process

The aim of this page is to describe the technique - useful as a learning activity, for application in student projects, and good experience for the workplace.


text:
Social entrepreneurship/Evaluation Framework/Soft systems methodology

The aim of this page is to describe the approach - useful as a learning activity, for application in student projects, and good experience for the workplace.


text:
Social entrepreneurship/Evaluation Framework/Multimethodology

The aim of this page is to describe the approach - useful as a learning activity, for application in student projects, and good experience for the workplace.


text:
User:Keithmacinnis

This page has begun January 3rd 2009.

title: User:Keithmacinnis


text: User:Eadthem/imagetemplate

title: User:Eadthem/imagetemplate


text: File:Unregsmps.png

title: File:Unregsmps.png


text: File:Unregsmpsout.png

title: File:Unregsmpsout.png


text: File:Unregsmpsfft.png

title: File:Unregsmpsfft.png


text:
User talk:Volkan as

 Hello Volkan as, 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! --Juandev 08:22, 4 January 2009 (UTC)

title: User talk:Volkan as


text:
Template:Move to Wikipedia

 This page or file is a candidate to be moved to Wikipedia. If you disagree, remove this template and explain your opinion on the |talk page.

Wikiversity welcomes most types of learning materials that are not encyclopedia articles, textbooks, or source texts. Please note that Wikiversity is not a place for duplication of other Wikimedia projects.

Use
If you think the page doesnt fit to Wikiversity and its more like encyclopedic article placed on the top the following:.

This template will categorise tagged articles into Category:Move to Wikipedia.

title: Template:Move to Wikipedia


text:
Category:Move to Wikipedia

This category is for pages tagged with Template:Move to Wikipedia.

title: Category:Move to Wikipedia


text:
User:JennyRosen/Reflections on Peterson, Ebby & Ålund, Alexandra (2007) Etniciteter: Ras, kön, klass, identitet och kultur

Etniciteter: Ras, kön, klass, identitet och kultur by Ebby Peterson & Alexandra Ålund

In their introductory chapter, Peterson and Ålund give the reader a glimpse into various different understandings of ethnicity. Many of them refer to the idea of belonging in terms of cultural practice(s), tradition, religion and identity (2007:21). Even though many people seem to believe they understand what ethnicity is, the authors emphasize the fact that the term “ethnicity” is far more complex, multi-dimensional and ideological and political than it may seems initially (2007:22). The term ethnicity has a long history: it was used already during Ancient Greece to define people from outside regions or cultural strangers. Still today the term is used for the same purpose of defining cultural strangers, minority groups, lower classes or migrants (2007:15). In sociology, ethnicity was described by Weber both on biological ground (similarities of physical type) but also as a group with shared experience of colonialization or migration. Moreover, Weber stresses the importance of ethnicity in regard to different status groups. In the same spirit, Georg Simmel writes about the stranger, who is created in social and cultural practices by not fitting into the norm of the majority community (2007:15).What is regarded as ethnic is, therefore, contextual dependent. Peterson and Ålund write that similarities can be drawn to the contemporary construction of the “immigrant”, as they are perceived as of lower status and formed as a socially and culturally degraded collective (2007:16). Ålund has identified two criteria for constituting ethnicity: a shared cultural belonging and the structural conditions, which changes in place and time and creates different forms of social organization and formations of communities (2007:16).

Two understandings of ethnicity have been dominating the field: the primordialist and the constructivist. According to primordalist, ethnicity is to be seen as something existing in reality as a cultural baggage that is passed between generations. The ethnic identity is funded on language, tradition, religion and territory and, therefore, can be understood in terms of nationality (2007:17). A primordial understanding of ethnicity emphasizes the fact that individuals are locked inside categorizations and the characteristics defining them (2007:18). Constructivist on the other hand understand ethnicity to be a process and, hence, dynamic in nature. Ethnicity is constructed and negotiated socially (2007:16). An important step away from the primordial understanding of ethnicity was taken by Fredrik Barth (1969), who claimed that ethnicity was created in the meeting between social collectives, which through interaction defined the self in relation to the other (We and Them). Moreover, Barth believed that the cultural and social were integrated and dynamic. Through cultural performative actions, experiences of different social positions in terms of gender, class, age etc were expressed. Therefore, ethnicity has to be seen in relation to other power hierarchies and categories of marginalization (2007:17). Such an understanding can be defined as intersectionality, a term which according to Peterson and Ålund is used in order to “beskriva de sociala identiteternas maktrelationer till belägenhetskategorier som samhällsklass, gens, “ras”, etnicitet, och för att synliggöra hur olika sociala uppdelningar förenas of producerar underordningspraktiker” (2007:18-19). Moreover, an intersectional perspective aknowledges the resistance of marginalized groups, as well as their attempts to create their own narratives. Multiculturalism is not a question of differences between equals (2007:19). One example of this can be found in the ethnic division of labor and in the form of segregation and discrimination of certain groups. However, these structural differences have been explained in terms of cultural or ethnical, which make the social conditions invisible (2007:19). In terms of the Swedish education system, Peterson and Ålund write that “Det svenska utbildningssystemets olika institutioner tenderar att i sina dagliga praktiker upprätthålla en inriktning mot kulturell konformitet, och därmed riskerar man att medverka till en fortsatt utsortering i termer av etnicitet (Bunar 2001). Skolans inre arbete präglas fortfarande av etnisk diskriminering, diskursiv ”rasifiering” av invandrarungdomar och förekomsten av rasistiska attityder bland skolan personal” (2007:20). They state the importance of making visible how process of social differentiation (utsorteringsprocesser) and social exclusion are explained in terms of “kulturkrockar” in a form of cultural reductionism (2007:20).

According to Robert Miles, the symbolic marks of difference between “Us and Them” become a fact making it impossible for “Them” to become like “Us”. What is defined as the differences, biological or cultural signs or markers, construct the boundaries of what the Other can become, as argued by Miles (2007:21). Racism is expressed when these constructed differences are seen as natural and an explanation of inequalities in society is needed (2007:21).


text:
User talk:Devepanc7

 Hello Devepanc7, 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! --Juandev 08:40, 4 January 2009 (UTC)

title: User talk:Devepanc7


text:
Appropedia

Appropedia is a site for collaborative solutions in sustainability, poverty reduction and international development, with a particular focus on appropriate technology.

Appropedia as a pedagogical tool
Appropedia is increasingly being used to improve the pedagogy of service learning

Appropedia can be used to:
 * integrate sustainability and development studies into language courses
 * provide useful content for translation for language courses
 * provide a design forum for engineering courses
 * coordinate an online course
 * encourage collaboration on documents within a course

Appropedia can be a valuable learning resource.

Examples of service learning projects

 * Arcata Marsh - a natural wastewater treatment system, documented publicly for the first time.
 * Global Health Medical Device Compendium, begun in 2011 and [ns.umich.edu/new/releases/20346-global-health-students-build-wiki-of-medical-devices-designed-for-low-income-countries announced] in April 2012, already with many documented technologies.

title: Appropedia


text:
User talk:Hp4023

 Hello Hp4023, 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! --Juandev 09:27, 4 January 2009 (UTC) Hey you, this looks I should study PHP early.--Juandev 09:27, 4 January 2009 (UTC)

title: User talk:Hp4023


text:
ERP Application/1

Some History of Open Source ERP
This is a lesson part of the module ERP Application Setup out of the Open Source ERP/Executive Masters course conducted by a private university.

Topics

 * Though Open Source has been around for some time, an ERP Application of high quality that is Open Source is a recent phenomena.
 * Compiere is the first such application to hit SourceForge in 2000. In 2006 it got funded and introduced a commercial approach that resulted in the community forking a new project called ADempiere.
 * Though these projects began to grow along their own paths, Compiere has established a firm base of what ERP can be in Open Source.

Discussion

 * Find out more about the history from ADempiere's wiki.
 * Find out what new features or functionalities that each project has brought about lately. Also look at another Compiere's fork which is Open Bravo.
 * What is new in this area?

Activities

 * Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
 * Create or edit sub-pages of course materials within wikiversity.
 * Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings.

Links to Student Notes
(Provided by Students - subject to edit ranking by tutor)

Notable Links to Resources
(Provided by Students - subject to edit ranking by tutor)

Sub-Pages
(Done in wikiversity as course material by the students under the guidance of the tutor)

title: ERP Application/1


text:
User:Birkenkrahe

Since 2007, I've been professor of business informatics at the Berlin School of Economics and Law. Before that I worked as an executive coach and as a manager in international companies. More specifically, I was responsible for organizing Knowledge Management for large firms like Shell and Accenture. My daughter says "you're not a real doctor" because I got my degree in physics: I cannot heal anybody but I enjoyed contributing to the creation of the World-Wide Web in the early 1990s. My little moment in the spotlight, as it were. Since 2008, I lead e-learning for the Berlin School of Economics. My main research areas are Blended Learning, especially interactive teaching in virtual environments (such as Second Life®) and lifelong education. However, I do research because I'm curious and wouldn't like to be pinned down on one topic. Besides my teaching and research, I'm also an active writer.

I'm using this Wiki as a "public science site". Public science does not only publish the results of research but leaks concepts, ideas and key points throughout the entire research process and puts them online for the purpose of open debate. All of this is 'work in progress'—please add to the growing material by editing and adding your own thoughts and opinions. That's what Wikis are there for! (This paragraph was adapted from C. Spannagel on German Wikiversity).

Courses and Workshops (in English)

 * "Research Methods for Androids" (under development)
 * "Problem Solving 2.0: Systemic Solutions" (MBA) SS 2013 | WS 2014
 * "E-Teaching and E-Learning with Web 2.0 Tools" (UP) WS 12
 * Int. Summer School "European Bus. & Econ. Programme" (EBEP) 2013
 * Online Identity Research: Workshop "Identity Games"
 * New project idea: Business Games
 * Virtual HWR: Instructions / Documentation — Technical Issues
 * Virtual HWR: Onboarding Process
 * Virtual HWR: Practice Supervision Course — Afterthoughts SS 2012 | WS 2012
 * Mediawiki of the Berlin School of Economics and Law
 * Kurse und Veranstaltungen (Deutsche Wikiversity)

Links

 * More about me at Wikipedia
 * German Wikiversity User page
 * E-Learning blog of the Berlin School of Economics and Law.
 * Department site info
 * Video: our school's virtual islands.
 * My private blog.
 * Facebook page
 * Twitter
 * Vizualize. (A graphical profile using information from LinkedIn.)

de:Benutzer:Birkenkrahe

title: User:Birkenkrahe


text:
User:Solobron

Without implying any antisocial tendencies, solo is an expression of personal strength and independence.

A novice enthusiast of the design arts and architecture, solobron has a blog

He holds a BA in sustainable design and is currently working on his masters in architecture.

He currently lives in New Mexico, USA

title: User:Solobron


text: Outcome mapping

title: Outcome mapping


text:
User:Valerian~enwikiversity

Valerian is a seeker - seeking enlightenment.

title: User:Valerian~enwikiversity


text:
User:Plonk420/testarticle

http://x.somestuff.org/doku.php?id=x264:x264_options

http://mewiki.project357.com/wiki/X264_Settings

http://ffmpeg.x264.googlepages.com/

title: User:Plonk420/testarticle


text:
Asp.net

ASP.NET

Basic Client side server calls A quick note about client side versus server side programming in asp.net. This is a very important concept that translates to other languages as well that uses HTTP to get or post data. The Get and Post are just two basic commands in HTTP protocol. Get uses query strings, while post uses the body or envelop of the message. You can study up on HTTP by performing a search on HTTP and Get and Post in a reputable search engine.

Understanding Basic TCP/IP Client Server Technology Ok, so now that we are past that, and you have researched HTTP protocols and you understand the basic structure of a Get and Post among other commands, it is good to understand how a client and server work. This applies to post backs, as well as AJAX server requests, and how AJAX receives server responses:

  A TCP/IP thread consists of an IP address that you connect to, a port number(usually 80) to connect to, and an agreed upon protocol. For asp.net it generally uses HTTP as the basic agreed upon protocol. In programming you can use sockets programming to perform all of the functions of a basic server, run it on a thread, use your firewall to open up the port/ports (usually just port 80) and open up the ports on your router or switch such as port 80 for the computers ip address. This can be dangerous if you don't understand exactly what it is doing so ask your administrator for any possible security risks as the system admin or security expert on your site should know the risks. Anyway, you now have an open port from which you can connect to from another computer either on the network, or even from the internet. If you have opened up the port and ip address to the internet you should be able to access your server from a client anywhere on the network. Obviously you need the right type of service to have enough bandwidth to be useful to other clients. If the connection has low bandwidth and slow response times you will lose potential customers because they most likely will not be interested in waiting on your slow connection. You should be aware that most home connections have very low bandwidth to upload content to the internet, so it limits the bandwidth of a server on a home network.   In modern systems the TCP IP connection creates a thread to search for clients trying to connect to it. The connection can be blocking(accept only 1 connection at a time) or non-blocking (accept multiple connections, and create a new thread for each instance.) In a non-blocking connection, it can even perform switch ports on the server and even switch the IP address to perform load balancing. This is for more advanced users and is also information that you will get from real world scenarios or at the masters degree level of Information System degrees as well as advanced network certifications. Non-blocking method is less secure and has more vulnerabilities, but also offers much more users to connect at a time. When you have a non-blocking connection you need to be aware of your security vulnerabilities and lock them down if feasible.   Basic TCP/IP client request, and server response ... back and forth communications. A server performs the jobs of waiting for a client to connect and give it some command. There are lists of commands in HTTP that a client can give a server. The main thing to understand is that a server waits for the client to connect, it can wait a minute, or a thousand years until a client connects to it, if a server is more popular, it can get a connection from a client several times a second, if it is not popular, it may never be connected to. So if it's a popular Server, such as one you have created, or hope to create, it will wait for a client to connect to it. Today's modern servers are usually attached to a thread, and as the client connects, it creates an open connection, and the server then open up a new thread to wait for another client to connect. If it uses connection pools, it may have 10 or 20 threads waiting at any given time instead of just one thread waiting for 10 or 20 clients to connect at any one time. Each established connection in a multi threaded environment causes a new server thread to wait for another client. As the connection to a clients request is open, it performs one function, process only one command such as a get or a post during that thread. It sends it's response over the same connection, and then immediately closes the connection. This is a tidy and simple connection. This in turn usually destroys that thread, and removes any "STATE" associated with that connection. You can research for yourself the HTTP GET and the Server's HTTP response.

About GET and POSTS A client's GET command is usually much simpler that a client's POST command. You can send a few parameters with a GET, you can send an unlimited number of parameters and other types of information with different mime types using a post. You don't even need a browser to send this information, you can use any type of socket connection as long as it meets the correct response time needed to send the message, and it is in the correct format.

Starting ASP.NET 2.0 ASP.NET 2.0 processes Gets and Posts from the client just like a regular HTTP Server. It then sends responses to the client. The major difference is that it contains server side controls that can be connected to a back end program such as visual basic or c#. This back end program can perform additional steps on the server controls before the server spits it out into an html response to the server. In addition, this html can be created specifically for specific types of browsers. The asp.net 2.0 server controls must have an ID and a runat="server". This provides a means to make changes to the server depending on how a command is processed from the client before it spits out the HTML response to the client. Understanding the steps that take place between a Clients command request, and the server's response is essential to any server side programming, and is especially important in asp.net 2.0. To learn the steps that an asp.net server must take before spitting out an html response, look up "ASP.NET Page Life Cycle" on a reputable search engine. This is how the html is rendered before the html is spit out in response to the client's get or post command. There are other types of http client request commands, but the "get" and "post" commands are the primary commands used by the client.

Page events vs Control Events during the Page Life Cycle It is important to understand the order, and what the first event that is fired, and the last event that is fired. You should be aware that not only does the page have events that are fired, but the controls also have events that are fired while rendering the page into html. So, you think you understand page life cycle? Now would be a great time to verify what you know. To verify the page life cycle of both the page and the controls you need to enable the trace for asp.net. Research this now: "Enabling Trace in ASP.NET". NOTE: Add this near the top of the page:

title: Asp.net


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7d Physics

7d physics is a mathematical theory of physics that describes particles in 6 dimensions of space and one of time. It uses confirmed physical theories to present a new, simplified view of what these theories describe.

The theory itself is simple: Space has axis(s) orthogonal to the standard 3 dimensions of space we observe in day to day activities. Matter is composed of photons with a velocity component in an additional dimension (or dimensions) of space.

No amount of experimentation can ever prove me right; a single experiment can prove me wrong. Albert Einstein

Definitions
3dspace: 3-dimensional space.

Orthogonal dimension: Another dimension of space in which photons travel.

 * $$\theta$$ : angle from 3dspace axis

 * $$\lambda_\text{orthogonal}$$ : a particle's Compton (or orthogonal component) wavelength

 * $$\lambda_\text{3d space}$$ : a particle's de Broglie (or 3dspace component) wavelength

 * $$\lambda_\text{total}$$ : the photon's complete wavelength

The relationship of Compton and de Broglie wavelengths
Let's start out with a mathematical demonstration of the theory, with an electron.

Electron mass: 510,998.910 eV/c2

Electron (rest mass)energy: 510,998.910 eV

Planck constant in eV s: 4.13566733 × 10−15 eV s

Speed of light in vacuum (c): 299792458 m/s

Let’s find the frequency and Compton wavelength of a photon with this energy.

 * ƒ = E/h = 510,998.910 eV / 4.13566733 10−15 eV s = 1.23558998 × 1020 Hz

Compton wavelength = c/f = 299792458 m/s / 1.23558998 × 1020 Hz = 2.42631021×10−12 m

Now we are going to accelerate the electron to .5 c (cos 60 * c) and calculate its de Broglie wavelength. The equation for the de Broglie wavelength is:

 * $$\lambda = \frac{h}{mv} \sqrt{1-\frac {v^2}{c^2}}$$

 * $$\lambda = 4.20249256\times 10^{12}\text{ m} $$

Let’s determine what the total wavelength of the photon (the electron) is.

To find the total wavelength, we have to invert the wavelengths, square them, add them together, take the square root of the result, and invert the result of this. Note that the deBroglie wavelength of the particle is the particle’s 3dspace wavelength component and the Compton wavelength is the particles orthogonal component (it is more descriptive to use the terms 3dspace and orthogonal).

Here is the equation to check ********:

\lambda_\text{total} = \frac{1}{\sqrt{(\frac{1}{\lambda_\text{3d space}})^2+(\frac{1}{\lambda_\text{orthogonal}})^2}} $$

\lambda_\text{total}=\frac{1}{\sqrt{{\frac{1}{4.20249256\times10^{-12}m}}^2+{\frac{1}{2.42631021\times10^{-12}m}}^2}} $$

so:

\lambda=2.10124628 \times \ 10^{-12}\text{ m} $$

Let’s calculate our total energy from the wavelength:

E= \frac{hc}{\lambda} $$

so:

E_\text{total}=590050.717\text{ eV} $$

Let’s go ahead and check this against the result from the standard relativity energy equation   :

E= \frac{e}{\sqrt{1-\frac {v^2}{c^2}}}$$

E= \frac{510998.910 eV}{\sqrt{1-\frac {(.5c)^2}{c^2}}} $$

E_\text{total}=590050.716\text{ eV} $$

It's the same, except for a slight error due to rounding. We can see a direct mathematical relationship linking a particle's Compton Wavelength (orthogonal or rest mass component equivalent energy) and its de Broglie Wavelength (3dspace component) which accurately gives us the particle's relativistic energy.

The significance of the de Broglie wavelength's relationship to the Compton wavelength is that this wavelength is physically expressed in 3dspace (electrons diffract according to their de Broglie wavelength which implies it is an actual wavelength rather than a mathematical equivalence). Of course, this makes the relationship with the Compton wavelength all the more important, as we can see that this relationship directly implies vector addition- exactly as the velocity equation in the next section does. Basically, it looks as if de Broglie wavelength's confirmation via electron diffraction is evidence for at least one more dimension of space.

Some simple trigonometric relationships
We can also determine the angle of the photon from the 3dspace axis and all of its component vector magnitudes with simple trigonometric functions. If we know the velocity of the photon along the 3dspace axis, we can do something relatively simple. Since the total velocity of the photon is broken up into these components:

v_\text{total}=\sqrt{v^2_\text{3d space}+v^2_\text{orthogonal}}=c $$

We can take the inverse cosine of the velocity unit vector component along the 3dspace axis divided by the total velocity of the photon. In other words, the inverse cosine of (.5c)/c (the scalar is taken out) gives us the angle away from 3dspace (for a particle moving a .5*c (or c/2)). If we know the total relativistic energy of the photon (particle) we can use the angle to generate its 3dspace and orthogonal component vectors.

$$ \theta=\arccos{0.5}=60 $$

Say we know the relativistic energy of this particle, how do we find its rest mass energy (the orthogonal component of the photons energy)? Simple trigonometric calculation in 7d physics:

e_\text{rest mass}=\sin\theta \times E_\text{total} $$

$$ e_\text{rest mass}=\sin 60 \times 590050.717\text{ eV}=510998.910\text{ eV} $$

Likewise if we know the photons rest mass energy component and its velocity, we can take the inverse cosine of the unit vector (v3dspace/c), get the angle, divide its orthogonal (rest mass) energy by the sin of the angle and get its relativistic energy:

v=\sqrt{0.96}c $$

e_\text{orthogonal}=510998.910\text{ eV} $$

$$ \theta = \arccos{\sqrt{0.96}}=11.5369590 \, $$

E_\text{total}=\frac{510998.910}{\sin{\theta}}= 2554994.55\text{ eV} $$

Go ahead and check this result against the standard relativistic energy equation.... you'll see that the results are the same. Energy is a vector in space with 6 dimensions, rather than a scalar quantity (I prefer to define it this way as the direction of expression is a property of the particle and effects all of its interactions- perhaps I am semantically challenged but...). Eventually we will talk about how fermions can be reflected using photons, reversing their charge while the photon reflector’s momentum is redirected orthogonal to 3dspace (the photons no longer have presence in 3dspace, although their momentum in 3dspace may be transferred to the fermion, as the fermions orthogonal momentum is transferred to the photons which become dark photons (photons with velocity component only in orthogonal space)).

A couple more demonstrations
 If we have the velocity of an object in 3dspace, how do we calculate the angle of the photon from the 3dspace axis?

The velocity component of the photon along the 3dspace axis can be used to calculate the photons angle (θ) from the 3dspace axis.

 * $$v_ \text{3d space}=\cos\theta \times c$$

 * $$\cos\theta = \frac {v_\text{3d space}}{c}$$

 * $$\theta = \arccos \frac {v_\text{3d space}}{c}$$

If we have the orthogonal (rest mass) energy and total (relativistic) energy of a particle, how do we calculate the velocity of the photon along the 3dspace axis?

First, we need to realize that the orthogonal (rest mass) component of a photon’s energy is:

 * $$e_\text{orthogonal}= \sin \theta \times E_\text{total (relativistic)}$$

From this we can deduce the angle of the photons travel relating it to the 3dspace axis:

 * $$\sin \theta = \frac {e_\text{orthogonal (rest mass)}}{E_\text{total (relativistic)}}$$

 * $$\theta = \arcsin \frac {e_\text{orthogonal}}{E_\text{total}}$$

 * $$v_{3dspace}= \cos \theta \times c$$

How do we find the de Broglie wavelength (3dspace component of a photon’s wavelength) with only the photon’s total energy (relativistic) and angle of travel from the 3dspace axis?

 * $$\lambda_\text{total}= \frac {hc}{E_\text{total (relativistic)}}$$

 * $$\lambda_\text{3d space(deBroglie)}= \frac{\lambda_\text{total}}{\cos\theta}$$

Likewise, how do we find the photons orthogonal (Compton) wavelength component?

 * $$\lambda_\text{orthogonal}= \frac {\lambda_\text{total}}{\sin \theta}$$

From this, how do we find the photons orthogonal (rest mass) energy component?

 * $$e_\text{orthogonal}= \frac {hc}{\lambda_\text{orthogonal}}$$

On dark energy and dark matter
Dark energy and Dark matter interact with matter and photons in 3dspace, creating the apparently random quantum fluctuations that are currently referred to as vacuum fluctuations or vacuum energy. Einstein is right: God does not play dice with the universe.

These variables aren’t hidden: they are detectable, in fact, the “random” paths traveled by 3dspace particles are indications of Dark particles interacting with 3dspace particles (not some inherent magical property of particles that allows them to behave without cause).

Dark Photon: a photon with momentum (and thus velocity) only in a dimension orthogonal to our own.

On the shape of the universe
As dark matter is simply matter anchored in a 3dspace dimension adjacent to our own, we can perceive that these other "dark dimensions" are slices of the universe as a whole with their own portion of the universes energy and space. Dark energy is just anchored in the orthogonal dimensions so there could be many orthogonal dimensions as well (single slice orthogonal dimensions).

The early universe
Another 3dspace dimension orthogonal to our own provided the gravitational pattern that caused early star formation in our otherwise "pristine" or uniform dimension. If you feel like infinite regression shall ensue, perhaps you are right. Suppose that there are many 3dspace universes parallel to our own, offset orthogonally, each one seeding the universes located next to its gravitational fields with patterns (shifting from universe to universe, the fields appearing as if they originated from dark matter). So an initial uniform distribution of energy in an early state universe will eventually be effected by the gravitational fields of universes beside it, which in turn effects the universes beside it. From far off (many universes away) the gravitational fields will average (say several trillion light years distant in the orthogonal direction) so that there is a uniform force upon the early state universe. As the universes are seeded and seed the universes next to them, the pattern of gravity becomes sharper and eventually when a formed universe (with gravitational clusters, galaxies, etc.) is close enough to an early state universe the early state universe is seeded. The question is, if this scenario is true, what happens to old universes?

On gravitation and the expansion of spacetime
All matter, dark and "normal", pulls space into itself at a rate determined by its mass, stretching existing space. This creates an acceleration towards matter when matter is close together (gravitation), however when matter is far enough apart the stretching of space caused by space consumption leads to expansion of space between groups of matter. This expansion of space due to stretching is uniform throughout all space, however the "consumption" of space is localized around matter (space "consumption" being the reason for gravity). The rate of stretching exceeds the rate of consumption.

On proton (and W, Z+, and Z− bosons) mass and composite particles in general
One 'orthogonal viewpoint' is that the mass of composite particles is due to an additional type of elementary particle that exists orthogonal to (or alongside) our 3dspace dimension, a particle of dark matter that is bound to the quarks of the proton (quarks are particles that exist in both orthogonal and 3dspace dimensions in 7d physics) or the photon (3dspace) component of the W, Z+, or Z- Boson.

There is another explanation for a proton's mass: the quarks are moving at relativistic speeds (orbiting one another, etc.) and the mass is due to the 3dspace energy component of the quarks. However, if 3 particles "stick" together (having their relativistic kinetic energy added to the composite particles total energy/mass) it may indicate that the particle gains more orthogonal energy.

Composite particles can have components that exist entirely in the orthogonal dimension (there may even be completely orthogonal composite particles and completely 3dspace composites). Keep in mind that the particle can be seen as a single entity (although it is made up of more than one photon moving in various directions through the dimensions of space) for the purposes of determining its total energy and/or de Broglie (and Compton) wavelengths.

On the simplification of physics
Many of us recall learning how complicated the Ptolemaic (geocentric model ) equations for the movement of planets are compared to the Galilean (heliocentric model ) equations. The complicated geocentric equations, with their extra variables, etc. were not the most efficient means of predicting the movement of the planets, nor were they entirely correct. This was simply because of an incorrect perspective (geocentric) that the equations were built around, and indicates nothing faulty in the reasoning leading up to them (other than an incorrect assumption). In fact, the generation of these equations involved far more thought (and perhaps greater intellectual capacity) than the simpler heliocentric equations that followed.

Likewise, the current physical models centered around the perspective of 3 dimensional space may be more complex than necessary- even though they accurately describe probabilities of certain occurrences. If we shift our perspective from 3dspace to 6dspace we may find that these complex probabilistic models can be replaced with simpler deterministic models that take into account the action of dark photons and their fields upon the paths of quantum scale particles. We might even find the 3dspace-centric perspective is incorrect- rather the orthogonal dimension is the originating dimension of energy. As we already know that particle energy, charge, spin, etc. are quantized (except for 3dspace relative velocity energy), perhaps we will develop an energy/particle model similar to Bohr's model of the atom with orbital quantization.

On spin, charge, and quasicharge
Particles (fermions) with presence (or velocity) in both 3dspace and the orthogonal dimensions have a spin of ½. Their angular momentum (a quantized quantity) is divided equally between the dimensions (as a photon, they have a spin of 1, while "travelling" in both dimensions they have a spin of ½). As to the spin 1 particles with mass (which indicates an orthogonal component of velocity), they could be composite particles made of photons in our dimension (spin 1) and fermions  (which accounts for their mass) in our dimension. Note that fermions move about in 3dspace, but are anchored to it relative to orthogonal dimensions so instead move space into or out of 3dspace (for this portion of their velocity).

The charge of particles is simply the direction of "travel" in the orthogonal dimension.

Quasicharge: similar to charge, but along another axis of the orthogonal dimension

Demicharge: similar to charge and quasicharge, but along the third axis of the orthogonal dimension

The quasicharge and/or demicharge of particles such as neutrinos is only directly felt by particles with like or opposite quasicharge/demicharge. Oppositely charged particles attract, same charged repel- likewise oppositely quasicharged particles attract and same quasicharged repel one another. Quarks with 1/3 charge could have 2/3 quasicharge, or 1/3 quasicharge and 1/3 demicharge, or 2/3 demicharge. Neutrinos can interact with the quarks of protons (but only ones with similar, albeit opposite, orthogonal direction: quasi or demi).

Testability, falsifiability, etc.
It's very important to check this, and all theories, for testability, to see if they are truly scientific.

Is there a method with which to test this theory (or aspects of it)?

Can this theory be proven to be wrong?

Does it cover to broad of a scope to be falsified?

Is it correct to keep the basic premise of the theory (more spatial dimensions) and alter the theory to account for new information learned, gathered, and compared to previous knowledge?

Test methods
Gravitational tests: Dark matter should have an exact orthogonal distance from 3dspace matter (in addition to 3dspace distances). This should allow us to detect the mass of the dark matter, it's distance, etc. by its effects upon 3dspace matter. The problem is sensitivity of test instruments- and length of time for tests that rely on galactic observations.

'A gravitational test should indicate the center of mass of an object made of dark matter, even if its center of mass is offset orthogonally, its total mass would cause its speed to change in relation to other mass that it passes by/through so we should'' be able to determine if it is an object of larger mass with an orthogonal offset (the distance its 3dspace dimension is from ours), or an object of mass that is simply moving through our 3 dimensions of space without interacting with "regular" matter. '''

Could dark matter simply be particles with such small wavelengths that they miss everything? Would this allow them to slip past regular matter without being in an orthogonal dimension?

"Anti"-gravitational tests: Dark energy could have exact 3dspace and orthogonal distances from specific locations as well as specific field strengths. Can we find local concentrations of dark energy or is it evenly distributed throughout spacetime like the CMB? We already know that the universe (space) is expanding more or less evenly anywhere we look (on average, except for gravitational effects), and dark energy has been postulated to be the cause of this.

Note to astrophysicists
It is probably already known, but we can determine whether or not dark matter is simply present in a compactified form in our dimension of 3dspace (as in KK theories) or it is present in a "large" dimension some distance orthogonal to our own (as in this theory, and other higher dimensional theories with large dimensions).

If it is present at some distance orthogonal to our 3dspace dimension, we should be able to tell by the dark matters gravitational effects.

Dark matter with a center of mass offset orthogonal to 3dspace would have a slightly different gravitational geometry than 3dspace objects. The radius from the object's center of mass would have a set minimum in 3dspace (the distance from 3dspace to the dark matter's center of mass). At this minimum radius, the gravitational acceleration due to the object would approach a mathematical limit (equaling zero at this point as the object cannot accelerate orthogonally). This minimum radius would be the closest point in 3dspace to the object.

The radius from the object's center of mass is calculated with these formulas:

r_3dspace= Distance from point closest to dark matter in 3dspace to measurement location in 3dspace.

r_orthogonal= Distance from point closest to dark matter in 3dspace to location of dark matter's center of mass orthogonal to 3dspace.

 * $$r_\text{total}=\sqrt{r_\text{orthogonal}^2 \ + \ r_\text{3d space}^2}$$

With this radius, we can calculate the gravitational acceleration due to the object (assuming we know the object's mass). Even if we don't have the mass of the dark matter object, we should see a gravitational geometry that indicates a constant (orthogonal distance squared) added to a distance in 3dspace squared.

This is different from 3dspace gravitational geometry. If the dark matter resides wholly in 3dspace (but as a mini black hole, a KK particle, or simply matter that doesn't interact with (the "normal" form of) matter) it would have a gravitational geometry that does not include a constant added to the radius squared.

The 2 different geometries would basically obey these equations (the first the standard equation for 3dspace, the second designed for an object offset from 3dspace in an orthogonal direction):

$$g_\text{3d space acceleration}= -\frac{mG}{r^2}$$

 * $$g_\text{higher- dspace acceleration}= -\frac{mG}{(r_\text{orthogonal})^2 + (r_\text{3d space})^2}$$

You can see that the latter equation will generate a different geometry as it approaches the point in 3dspace that is closest to its orthogonal location (due to the presence of the unchanging orthogonal distance from the center of mass that is part of its geometry).

Of course, these equations are basically toy models- we would have to take into account other things as well (you know that at the center of the Earth, the acceleration due to the gravitational field of the Earth= 0), but this assumes an orthogonal offset from our 3dspace dimension greater than the actual radius of the object (such as the radius from the surface of the Earth to its center).

If dark matter is simply matter than doesn't interact with "normal" matter as you approach the center of the gravitational field you should have a steady drop in acceleration (like you would observe if you could travel towards the center of the Earth). If it is offset orthogonally, gravitational acceleration would steadily increase as you approached the center of the field (however at the very center of the field it would be zero after reaching the limit acceleration at a point infinitely close to the center of the field).

In addition we should be able to determine the objects distance from 3dspace with trigonometry: finding the location of the gravitational limit, we can measure the gravitational limit (the limit acceleration) by moving close to the point of zero acceleration (the point at which the object is closest to 3dspace). The point at which the gravitational acceleration is 1/2 the limit acceleration is the same distance from the point of zero acceleration as the center of mass of the object is.

Testing quasi- and demi-charge
We would have to observe attraction or repulsion between non charged particles. If there isn't any (besides gravitational effects), we can discard this aspect of the theory until we see something that can only be explained by it.

Falsifiability
This is a problem. At the moment it appears completely impossible to rule out extra dimensions of space, whether or not they actually exist. Specific predictions (as to whether we can use specific wavelengths of radiation to reflect the orthogonal momentum of electrons to reverse their charge) need specific techniques to be established in order to be falsified. Predictions may not be completely falsifiable, but techniques are testable, so we shall see what optical specialists come up with.

title: 7d Physics


text:
Talk:7d Physics

Import
This page was transwiki imported from wikipedia. See Articles for deletion/7d Physics. --mikeu talk 23:18, 4 January 2009 (UTC)

title: Talk:7d Physics


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