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User:Marshallsumter/Radiation astronomy1/History

The Hominidae, or hominins have apparently been on Earth for around seven to eight million years, at least somewhere in Africa and elsewhere. Fortunately and deliberately, many of these have worked out ways to record knowledge about the objects or entities in the sky observed by the radiation they produce. Original research/Radiation astronomy as an observational science has a long radiation history.

Archaeoastronomy
Def. (from 1945) "those parts of human interest in celestial phenomena which are amenable to mathematical treatment" are called astronomy. This is Neugebauer's definition of astronomy.

Def. "the search for astronomical strata whose contents could be classified" is called astronomy. This is Herschel's definition of astronomy.

"Mere "star ordering" is not "astronomy", so far as the modern usage of the term implies, regardless of the word's etymology".

Def. (from 2000) "the accurate mapping of the heavens in order to make possible the accurate prediction of phenomena" is called astronomy.

Def. "the study of objects and matter outside the Earth's atmosphere and of their physical and chemical properties" is called astronomy.

"The objective of the [Lunar Dust Environment and Plasma Package (L-DEPP)] activity is to study a package to determine the charging, levitation and transport of lunar dust, in-situ on the Moon, and the associated properties of the local electric fields and plasma environment. The study will [provide inputs], including [observe] radio spectrum (with an additional goal to prepare for future radiation astronomy activities".

"There is nothing in the world that cannot be understood. There are only things that are not yet understood. Two new weapons have appeared recently for the research in astral bodies. One is radiation astronomy; the other is astro-navigation. These will greatly speed up our understanding of the structure of the planets,1 satellites and comets."

Planetary sciences
The history of planetary science may be said to have begun with the Ancient Greek philosopher Democritus, who is reported by Hippolytus as saying The ordered worlds are boundless and differ in size, and that in some there is neither sun nor moon, but that in others, both are greater than with us, and yet with others more in number. And that the intervals between the ordered worlds are unequal, here more and there less, and that some increase, others flourish and others decay, and here they come into being and there they are eclipsed. But that they are destroyed by colliding with one another. And that some ordered worlds are bare of animals and plants and all water.

Theoretical radiation astrohistory
Def. the study of alien history, from science fiction, is called astrohistory.

"Unlike most astro-history books The History and Practice of Ancient Astronomy is replete with a host of exercises and suggestion for observations."

"It is simply to acknowledge that others have served the genre much better, and that if this work is judged to have any merit it will not be for adding significantly to that splendid astrohistorical collection."

"In one sense, the periodic table is actually irrelevant to studying the astrohistory of the elements. [...] Unfortunately, one sad truth of astrohistory is that Sagan's "star stuff" didn't grace every part of our planet equally."

Here's a theoretical definition:

Def. the astrohistory of the use by hominins of radiation astronomy is called radiation astrohistory.

Entities
Johannes Kepler is a German mathematician, astronomer and astrologer. A key figure in the 17th century scientific revolution, he is best known for his eponymous laws of planetary motion, codified by later astronomers, based on his works Astronomia nova, Harmonices Mundi, and Epitome of Copernican Astronomy.

With respect to the beginnings of projective geometry, Kepler introduced the idea of continuous change of a mathematical entity in this work. He argued that if a focus of a conic section were allowed to move along the line joining the foci, the geometric form would morph or degenerate, one into another. In this way, an ellipse becomes a parabola when a focus moves toward infinity, and when two foci of an ellipse merge into one another, a circle is formed. As the foci of a hyperbola merge into one another, the hyperbola becomes a pair of straight lines. He also assumed that if a straight line is extended to infinity it will meet itself at a single point at infinity, thus having the properties of a large circle.

Many mythologies have deities especially associated with the sky. The Egyptian god Horus was the god of the Sky. Zeus was the god of the sky and thunder in Greek mythology. The Roman god Jupiter was the god of sky and thunder. Many cultures have drawn constellations between stars in the sky, using them in association with legends and mythology about their deities.

Uranus ... Ouranos meaning "sky" or "heaven") was the primal Greek god personifying the sky. His equivalent in Roman mythology was Caelus. In Ancient Greek literature, Uranus or Father Sky was the son and husband of Gaia, Mother Earth.

Cosmic rays
In 1909 Theodor Wulf developed an electrometer, a device to measure the rate of ion production inside a hermetically sealed container, and used it to show higher levels of radiation at the top of the Eiffel Tower than at its base. However, his paper published in Physikalische Zeitschrift was not widely accepted. In 1911 Domenico Pacini observed simultaneous variations of the rate of ionization over a lake, over the sea, and at a depth of 3 meters from the surface. Pacini concluded from the decrease of radioactivity underwater that a certain part of the ionization must be due to sources other than the radioactivity of the Earth.

Then, in 1912, Victor Hess carried three enhanced-accuracy Wulf electrometers to an altitude of 5300 meters in a free balloon flight. He found the ionization rate increased approximately fourfold over the rate at ground level. Hess also ruled out the Sun as the radiation's source by making a balloon ascent during a near-total eclipse. With the moon blocking much of the Sun's visible radiation, Hess still measured rising radiation at rising altitudes. He concluded "The results of my observation are best explained by the assumption that a radiation of very great penetrating power enters our atmosphere from above." In 1913–1914, Werner Kolhörster confirmed Victor Hess' earlier results by measuring the increased ionization rate at an altitude of 9 km. Hess received the Nobel Prize in Physics in 1936 for his discovery.

The Hess balloon flight took place on 07 August 1912, providing the first direct evidence of cosmic radiation.

Neutrons
In 1920, Ernest Rutherford conceived the possible existence of the neutron. In particular, Rutherford considered that the disparity found between the atomic number of an atom and its atomic mass could be explained by the existence of a neutrally charged particle within the atomic nucleus. He considered the neutron to be a neutral double consisting of an electron orbiting a proton.

"In 1930 Viktor Ambartsumian and Dmitri Ivanenko in USSR found that, contrary to the prevailing opinion of the time, the nucleus cannot consist of protons and electrons. They proved that some neutral particles must be present besides the protons.

In 1931, Walther Bothe and Herbert Becker in Germany found that if the very energetic alpha particles emitted from polonium fell on certain light elements, specifically beryllium, boron, or lithium, an unusually penetrating radiation was produced. At first this radiation was thought to be gamma radiation, although it was more penetrating than any gamma rays known, and the details of experimental results were very difficult to interpret on this basis. The next important contribution was reported in 1932 by Irène Joliot-Curie and Frédéric Joliot in Paris. They showed that if this unknown radiation fell on paraffin, or any other hydrogen-containing compound, it ejected protons of very high energy. This was not in itself inconsistent with the assumed gamma ray nature of the new radiation, but detailed quantitative analysis of the data became increasingly difficult to reconcile with such a hypothesis.

In 1932, James Chadwick performed a series of experiments at the University of Cambridge, showing that the gamma ray hypothesis was untenable. He suggested that the new radiation consisted of uncharged particles of approximately the mass of the proton, and he performed a series of experiments verifying his suggestion. These uncharged particles were called neutrons, apparently from the Latin root for neutral and the Greek ending -on (by imitation of electron and proton).

Positrons
Dmitri Skobeltsyn first observed the positron in 1929. While using a Wilson cloud chamber to try to detect gamma radiation in cosmic rays, Skobeltsyn detected particles that acted like electrons but curved in the opposite direction in an applied magnetic field.

Likewise, in 1929 Chung-Yao Chao, a graduate student at Caltech, noticed some anomalous results that indicated particles behaving like electrons, but with a positive charge, though the results were inconclusive and the phenomenon was not pursued.

Carl D. Anderson discovered the positron on August 2, 1932, for which he won the Nobel Prize for Physics in 1936. Anderson also coined the term positron. The positron was the first evidence of antimatter and was discovered when Anderson allowed cosmic rays to pass through a cloud chamber and a lead plate. A magnet surrounded this apparatus, causing particles to bend in different directions based on their electric charge. The ion trail left by each positron appeared on the photographic plate with a curvature matching the mass-to-charge ratio of an electron, but in a direction that showed its charge was positive.

Neutrinos
The neutrino more specifically, the electron neutrino was postulated first by Wolfgang Pauli in 1930 to explain how beta decay could conserve energy, momentum, and angular momentum (spin).

Enrico Fermi coined "neutrino" in 1933 to distinguish between the neutron and the much lighter neutrino. [Niels Bohr was notably opposed to this interpretation of beta decay and was ready to accept that energy, momentum and angular momentum were not conserved quantities.]

In 1942 Wang Ganchang first proposed the use of beta-capture to experimentally detect neutrinos. In the July 20, 1956 issue of Science, Clyde Cowan, Frederick Reines, F. B. Harrison, H. W. Kruse, and A. D. McGuire published confirmation that they had detected the neutrino, a result that was rewarded almost forty years later with the 1995 Nobel Prize.

"In this experiment, now known as the Cowan–Reines neutrino experiment, antineutrinos created in a nuclear reactor by beta decay reacted with protons producing neutrons and positrons:

The positron quickly finds an electron, and they annihilate each other. The two resulting gamma rays (γ) are detectable. The neutron can be detected by its capture on an appropriate nucleus, releasing a gamma ray. The coincidence of both events – positron annihilation and neutron capture – gives a unique signature of an antineutrino interaction.

Electromagnetics
"Direct observation of [Dark Matter] DM halos is impossible with conventional (read electromagnetic radiation) astronomy, and so a common method for investigating DM halos is use of N-body computer simulations of the formation of galaxy-sized systems of DM particles."

Gamma rays
Long before experiments could detect gamma rays emitted by cosmic sources, scientists had known that the universe should be producing these photons. Work by Eugene Feenberg and Henry Primakoff in 1948, Sachio Hayakawa and I.B. Hutchinson in 1952, and, especially, Philip Morrison in 1958 had led scientists to believe that a number of different processes which were occurring in the universe would result in gamma-ray emission. These processes included cosmic ray interactions with interstellar gas, supernova explosions, and interactions of energetic electrons with magnetic fields. However, it was not until the 1960s that our ability to actually detect these emissions came to pass.

The first gamma-ray telescope carried into orbit, on the Explorer 11 satellite in 1961, picked up fewer than 100 cosmic gamma-ray photons. They appeared to come from all directions in the Universe, implying some sort of uniform "gamma-ray background". Such a background would be expected from the interaction of cosmic rays (very energetic charged particles in space) with interstellar gas.

"[T]he University of Minnesota Gamma-ray Experiment [aboard OSO 1] was designed to provide preliminary measurements of the intensity and directional properties of low-energy gamma-rays in space. The detector operated in the 50 keV - 3 MeV range. For the 50-150 keV range, a NaI(Tl) scintillation crystal monitored radiation through a lead shield. The detector operating in the 0.3-1.0 MeV and 1.0-3.0 MeV energy regions used two scintillators connected as a Compton coincidence telescope. ... The U. Minnesota gamma-ray experiment on OSO 1 produced a measurement of the extraterrestrial gamma-ray flux between 0.5-3.0 MeV, and an indication of its origin on the celestial sphere. Equally important, this experiment began to define the background problems encountered in gamma-ray astronomy." OSO 1 is launched on March 7, 1962.

The first true astrophysical gamma-ray sources were solar flares, which revealed the strong 2.223 MeV line predicted by Morrison. This line results from the formation of deuterium via the union of a neutron and proton; in a solar flare the neutrons appear as secondaries from interactions of high-energy ions accelerated in the flare process. These first gamma-ray line observations were from OSO-3 and OSO-7.

"Gamma radiation astronomy only developed after specialized satellites had been put into outer space."

"France and the U.S.S.R. are cooperating in a gamma-radiation astronomy project called Sigma (gamma imaging system resolution with aleatory masking). The mission of Sigma is to map the heavens in the soft gamma range and in the hard X-ray range."

"Not until 1968 do gamma rays blossom in ApJ, the traditional bastion of conservative astronomy. Neutrino and gravitational radiation astronomy have had comparable checkered beginnings in roughly the same time period. Astronomers still seem to prefer the photon they know to the photon they don't."

X-rays
In 1927, E.O. Hulburt of the US Naval Research Laboratory (NRL) and associates Gregory Breit and Merle Tuve of the Carnegie Institution of Washington considered the possibility of equipping Robert H. Goddard's rockets to explore the upper atmosphere. "Two years later, he proposed an experimental program in which a rocket might be instrumented to explore the upper atmosphere, including detection of ultraviolet radiation and X-rays at high altitudes."

In the late 1930s, "the presence of a very hot, tenuous gas surrounding the Sun ... was inferred indirectly from optical coronal lines of highly ionized species". In the mid-1940s "radio observations revealed a radio corona" around the Sun. "Of course, the sheer beauty of the solar corona has been admired in scattered visible light ever since humans first wondered about solar eclipses".

The ending of World War II presented an opportunity to use a ballistic missile for just such a purpose. The White Sands Proving Grounds in New Mexico, at the time an army base, is the first location on land to test the concept. The image at the right shows the V-2 launch complex prior to the launch of V-2 number 6.

The beginning of the search for X-ray sources above the Earth's atmosphere is August 5, 1948, at 12:07 GMT (Greenwich Mean Time). As part of Project Hermes a US Army (formerly German) V-2 rocket number 43 is launched from White Sands Proving Grounds, launch complex (LC) 33, to an altitude of 166 km. This is "the first detection of solar X-rays."

The USS Point Defiance (LSD-31) is one of the first rocket-launching surface ships to support the 1958 IGY Solar Eclipse Expedition to the Danger Island region of the South Pacific. Launchers on deck fired eight Nike-Asp sounding rockets. Each rocket carried an X-ray detector to record X-ray emission from the Sun during the solar eclipse on October 12, 1958.

Ultraviolets
In 1801, the German physicist Johann Wilhelm Ritter made the discovery of ultraviolet by noting that the rays from a prism darkened silver chloride preparations more quickly than violet light. Ritter's experiments were an early precursor to what would become photography. Ritter noted that the UV rays were capable of causing chemical reactions.

The discovery of the ultraviolet radiation below 200 nm, named vacuum ultraviolet because it is strongly absorbed by air, was made in 1893 by the German physicist Victor Schumann.

Opticals
Based only on uncertain descriptions of the first practical telescope, invented by Hans Lippershey in the Netherlands in 1608, Galileo, in the following year, made a telescope with about 3x magnification. He later made improved versions with up to about 30x magnification. With a Galilean telescope the observer could see magnified, upright images on the earth—it was what is commonly known as a terrestrial telescope or a spyglass. He could also use it to observe the sky; for a time he was one of those who could construct telescopes good enough for that purpose. On 25 August 1609, he demonstrated one of his early telescopes, with a magnification of about 8 or 9, to Venetian lawmakers. His telescopes were also a profitable sideline for Galileo selling them to merchants who found them useful both at sea and as items of trade. He published his initial telescopic astronomical observations in March 1610 in a brief treatise entitled Sidereus Nuncius (Starry Messenger).

Visuals
What is “the “old-fashioned” spirit of real-time visual astronomy”? “I think everyone can conjure up a mental image of astronomers at every level and place in history, gazing through the eyepieces of their telescopes at sights far away - true visual astronomy.”

In popular culture optical astronomy encompasses a wide variety of observations via telescopes that are sensitive in the range of visible light. Scientists would call this visible-light astronomy. It includes imaging, where a picture of some sort is made of the object; photometry, where the amount of light coming from an object is measured, spectroscopy, where the distribution of that light with respect to its wavelength is measured, and polarimetry where the polarisatio] state of that light is measured.

Pretelescopic astronomy is the science of observing celestial objects with the naked eye.

Some of the pretelesopic astronomers were the Chinese due to evidence such as the Gan Shi Xing Jing (the oldest recorded star catalog which was produced during the 5th century BCE).

The five oldest, extant observatories according to NASA are as follows:
 * 1) Abu Simbel, Egypt
 * 2) Stonehenge, Great Britain
 * 3) Angkor Wat, Cambodia
 * 4) Kokino, Republic of Macedonia
 * 5) Goseck circle, Germany

Violets
Violet photographs of the planet Venus taken in 1927 “recorded two nebulous bright streaks, or bands, running ... approximately at right angles to the terminator” that may be from the upper atmosphere.

In 1959 "observations of the spectrum of the planet Venus, with spectrographs of low and high dispersion at the Georgetown College Observatory, show that a wide, continuous absorption band is present in the violet and near-ultraviolet."

The image at right is from the Galileo spacecraft solid state imaging system taken on February 14, 1990. The satellite was about 2.7 million km from the planet. The highpass violet filter (418 nm) has been applied to emphasize the smaller scale cloud features. This rendition has been colorized bluish to emphasize subtle contrasts in the cloud markings. The sulfuric acid clouds indicate considerable convective activity. The filamentary dark features are composed of several dark nodules, like beads on a string, each about 96 km across.

Cyans
One of the substances discovered in the tail by spectroscopic analysis was the toxic gas cyanogen, which led astronomer Camille Flammarion to claim that, when Earth passed through the tail, the gas "would impregnate the atmosphere and possibly snuff out all life on the planet."

On July 1, 1957, "Following the intense auroral display of the previous night, ... The variation in Hβ emission ... shows quite clearly that the sudden transition from an [auroral] arc to rays coincides with a decrease in the intensity of the hydrogen emission and an inversion of the polarity of the magnetic disturbance."

Yellows
Io and Europa were seen for the first time as separate bodies during Galileo's observations of the Jupiter system the following day, January 8, 1610 (used as the discovery date for Io by the [International Astronomical Union] IAU). The discovery of Io and the other Galilean satellites of Jupiter was published in Galileo's Sidereus Nuncius in March 1610.

Oranges
According to the renowned double star observer Robert Aitken (1961), Father Richaud discovered Alpha Centauri AB's duplicity from the Indian city of Pondicherry in December 1689 while observing a comet. By 1752, French astronomer Abbé Nicolas Louis de Lacaille made astrometric positional measurements using a meridian circle while John Herschel, in 1834, made the first micrometrical observations.

Alpha Centauri B is one of the earlier K spectral type stars observed.

Astronomers categorize Epsilon Eridani as a main-sequence star of spectral class K2, which means that energy is emitted from the surface at a temperature of about 5,000 K, giving the star an orange hue.

Epsilon Eridani, the Bayer designation for this star, was established in 1603 as part of the Uranometria, a star catalogue produced by German celestial cartographer Johann Bayer.

Reds
The Balmer series is named after Johann Balmer, who discovered the Balmer formula, an empirical equation to predict the Balmer series, in 1885.

“In 1926 ... [t]here were no national observatories (except the Naval Observatory), very little chance for guest observing elsewhere, no radio astronomy, no X-ray astronomy, no satellite astronomy, and very little infrared or even red astronomy!” Bold added.

Infrareds
Infrared astronomy began in the 1830s, a few decades after the discovery of infrared light by William Herschel in 1800.

Herschel performed an experiment where he placed a thermometer in sunlight of different colors after it passed through a prism. He noticed that the temperature increase induced by sunlight was highest outside the visible spectrum, just beyond the red color. That the temperature increase was highest at infrared wavelengths was due to the spectral index of the prism rather than properties of the Sun, but the fact that there was any temperature increase at all prompted Herschel to deduce that there was invisible radiation from the Sun. He dubbed this radiation "calorific rays", and went on to show that it could be reflected, transmitted, and absorbed just like visible light.

Efforts were made starting in the 1830s and continuing through the 19th century to detect infrared radiation from other astronomical sources. Radiation from the Moon was first detected in 1873 by William Parsons, 3rd Earl of Rosse. Ernest Fox Nichols used a modified Crookes radiometer in an attempt to detect infrared radiation from Arcturus and Vega, but Nichols deemed the results inconclusive. Even so, the ratio of flux he reported for the two stars is consistent with the modern value, so George Rieke gives Nichols credit for the first detection of a star other than our own in the infrared.

Radars
"The moon is comparatively close and was detected by radar, soon after the invention of the technique, in 1946. Measurements included surface roughness and later mapping of shadowed regions near the poles.

Radios
Radio waves were not detected first from a natural source, but were rather produced deliberately [and] artificially by the German scientist Heinrich Hertz in 1887, using electrical circuits calculated to produce oscillations in the radio frequency range, following recipies suggested by the equations of James Clerk Maxwell.

The first radio antenna used to identify an astronomical radio source was one built by Karl Guthe Jansky, an engineer with Bell Telephone Laboratories, in 1931.

The initial detection of radio waves from an astronomical object was made in the 1930s, when Karl Jansky observed radiation coming from the Milky Way.

An amateur radio operator, Grote Reber, was one of the pioneers of what became known as radio astronomy when he built the first parabolic "dish" radio telescope (9 m (30 ft) in diameter) in his back yard in Illinois in 1937. He was instrumental in repeating Karl Guthe Jansky's pioneering but somewhat simple work at higher frequencies, and he went on to conduct the first sky survey at very high radio frequencies (VHF).

Gravitationals
"Gravitational radiation astronomy should be the next contributor to this revolution in astrophysics and cosmology. The attempt to detect gravitational radiation is a difficult and exciting area of current research. LIGO has been built and is operating [1, 2]. Around the globe a worldwide network of detectors is coming online; TAMA in Japan [3] and GEO in Germany [4] are operating alongside LIGO in the quest for gravitational radiation detection, while VIRGO in Italy [5, 6] will soon also be online. The existence of gravitational radiation was predicted by Albert Einstein [7], and confirmed through the binary neutron star observations of Taylor and Weisberg [8]. The direct detection of gravitational radiation will be a tremendous accomplishment for physics, but it will almost certainly also cause an upheaval in our knowledge of the universe and how it works. The observations of expected sources should be dramatic: supernovae, pulsars, the inspiral of binary neutron stars followed by black-hole formation, or even the stochastic background from the Big Bang."

"An epoch-making solid laser is developed. It is ceramic laser, polycrystal, which is produced as same as glass and shows ultra high output. Ti3+:Al2O3 laser crystal and the CPA (chirped pulse amplification) technique realized new ultra high output lasers. Japan has developed various kinds of ceramic lasers, from 10-2 to 67 x 103 w average output, since 1995. These ceramic lasers were studied by gravitational radiation astronomy."

"Some of the experimental scientists may have felt they were testing a global theory some of the time, but sometimes they were also “getting a foot-hold” in the early stages of gravitational radiation astronomy, developing their instrumentation (detectors were built at Hughes Aircraft, IBM and Bell Labs), keeping up with the physics, trying to kill off an irritating nuisance who was making too much noise about some unbelievable results (see [Collins 1981a]), confirming the existence of gravity waves in the face of mindless criticism and much more besides."

"Now, gravity waves are emitted strongly in regions of great space-time curvature, regions associated [with] compact objects such as white dwarfs, neutron [stars], black holes supernovae cores about which information is difficult to obtain [by] established electromagnetic radiation astronomy (eg X-ray, [...] ultraviolet, optical, and gamma ray astronomy."

Sun
5102 b2k, -3102 or 3102 BC, is the historical year assigned to a Hindu table of planets that does include the classical planet, the Sun.

~3000 b2k: In the early first millennium BCE, Babylonian astronomers observed that the Sun's motion along the ecliptic was not uniform.

~2300 b2k: Eratosthenes estimated the distance between the Earth and the Sun in the 3rd century BCE as "of stadia myriads 400 and 80000", the translation of which is ambiguous, implying either 4,080,000 Stadiametric rangefinding stadia (755,000 km) or 804,000,000 stadia (148 to 153 million kilometers or 0.99 to 1.02 AU); the latter value is correct to within a few percent. The theory that the Sun is the center around which the planets move was first proposed by the ancient Greek Aristarchus of Samos in the 3rd century BCE.

Worship of the Sun was central to civilizations such as the Inca of South America and the Aztecs of what is now Mexico. Many ancient monuments were constructed with solar phenomena in mind; for example, stone megaliths accurately mark the summer or winter solstice (some of the most prominent megaliths are located in Nabta Playa, Egypt; Mnajdra, Malta and at Stonehenge, England); Newgrange, a prehistoric human-built mount in Ireland, was designed to detect the winter solstice; the pyramid of El Castillo at Chichén Itzá in Mexico is designed to cast shadows in the shape of serpents climbing the pyramid at the vernal and autumn equinoxes.

Coronal clouds
"[T]he solar corona is eminently variable, and therefore like our aurora borealis, which is known to be electric." "This vast electric mass must have a great electric repulsion through vacant space, and it lends probability to my position that it drives away from the sun the tails of comets and our zodiacal light and aurora borealis." "Electricity alone can repel electricity." "[T]he direction of the comets' tails is but the interaction between the sun and the comets, the same as the action between a charged prime conductor and a charged pith ball of an electric machine."

"[A] variety of geophysical and astrophysical phenomena can be explained by a net charge on the Sun of -1.5 x 1028 e.s.u." This figure was later reduced by a factor of five.

"There appears to be considerable misunderstanding on the part of physicists of the nature and degree of the observational support of gravitational theory. For example, it appears to be commonly believed that the observations of planetary motion agree with computed orbits to the accuracy of the observations. On the other hand, it has long been known by the astronomers that there are sizable systematical discrepancies between computed and observed orbits".

"Beginning with the daguerreotype of the corona of 1851, the Reverend Lecturer had thrown on the screen pictures illustrating the form of the corona in different years. The drawings of those of 1867, 1878, and 1900 all showed long equatorial extensions with openings at the solar poles filled with beautiful rays." "The intermediate years, as, for example, 1883, 1886, and 1896 showed the four groups of synclinals which mainly constitute the corona gradually descending towards the equator of the sun, with a corresponding opening of the polar regions."

"Some of the theories of the solar corona were then illustrated and discussed."
 * 1) "The corona is not of the nature of an atmosphere round the sun, for the pressure at the sun's limb would be enormous, while the thinness of the chromospheric lines show that it is not."
 * 2) "comets, such as that of 1843, have approached the sun with enormous velocities within the region of the prominences without suffering disruption or retardation."
 * 3) "If not an atmosphere of particles of gas, still less is it an atmosphere of solid stones or meteorites."
 * 4) "Meteor streams do circle round the sun, but there is no reason why the positions of the orbits, or the intrinsic brightness of such streams should vary with the sun-spot period."
 * 5) "the appearance of the corona does not seem to be such as the projection of meteor streams upon the celestial vault would give."
 * 6) "Prof. Schaeberle has proposed a mechanical origin of the solar corona, due to the forces of ejection of particles from the solar limb, as evidenced by the prominences, and the force of gravity under the particular conditions of the solar rotation and the inclination of its axis to the earth's orbit."
 * 7) "The electrical theory of the corona does not negative the mechanical theory, but supplements it. In addition to the forces of gravity and ejection, it takes account of the repulsive force which the sun exerts on matter which has the same electrical sign as itself, and which has been ejected from it."
 * 8) "it would seem that the solar corona is of the nature of an electrical aurora round the sun."
 * 9) "the coronoidal discharges in poor vacua obtained by Prof. Pupin about an insulated metal ball are exceedingly like the rays and streamers of the solar corona."

Initially the concept of a coronal cloud developed with observations of clouds or cloud-like structures forming above the photospheric surface of the Sun.

"Coronal clouds, type IIIg, form in space above a spot area and rain streamers upon it." Type IIIg is a subdivision of sunspot prominences (class III). "Occasionally dots form in space above a sunspot group. Other dots then appear, and all coalesce into a suspended cloud from which streamers pour into the spot area."

"Occasionally one member of an interactive group has been a tornado prominence, but, for the first time, on January 4, 1945, a coronal cloud prominence of the sunspot class was observed to participate in such an interaction." "The coronal cloud prominence ... formed in space, and from it streamers flowed into a neighboring prominence instead of into a spot area on the sun as is usual with coronal prominences." "On January 5, a surge was photographed over the spot area, the coronal cloud being still visible. On January 6, a trace of the cloud was visible, but solar rotation soon carried the whole interactive group from the limb. The coronal cloud probably endured at least 2 days."

"On December 18, 1956, a large and active sunspot region was at the west limb of the sun." "Continuous emission from a dense coronal cloud was observed just before the flare. This cloud condenses sharply during the flare and dissipates afterward." After a second class 2 flare occurred at 2131 U.T., "[a]t about 2200 U.T. a bright cloud appeared above the limb at the active region, reaching maximum surface brightness at 2208 and maximum total brightness at around 2220." "The flare at 2200 (the bright cloud) appears larger and brighter on the coronagraph photographs, but we are definitely looking at the same object." The initial "flare appears to have been a violent condensation of material from a dense coronal cloud above an active region." "The coronal temperature was 4000000°."

Solar cycles
"For the greater part of the sun-spot period there is practically but one zone of spots in each hemisphere. The departure from this condition of things near or at the time of minimum, when the spots of the dying cycle are approaching the equator, and the forerunners of the new cycle are beginning to appear in high latitudes, is the only case in which the solar spots are distinctly separated into more than a single zone in each hemisphere." "Spöerer's law ... involves that in a minimum year the zone about 15° should be entirely barren".

"First of all there were only fifteen groups seen during the entire year [1901], north and south put together. Of these, seven were in the north, and the mean latitude for the north was 8.6°, exactly the latitude of one spot of the seven, and this very naturally, seeing that it was by far the greatest group of the year, the celebrated "eclipse group."" Bold added. "Greatest group" and "eclipse group" are both relative synonyms for "dominant group".

"[T]he spot-groups have been carefully examined for cases of return, and where it appeared clear that the same group has returned a second time or more frequently, without any temporary disappearance or subsidence, such a long-continued group has been treated as an entity throughout." Bold added. "It has been forgotten that, whatever the cause which produces this variation of rotation rate with latitude, the causes producing difference of rate within any given latitude are more effective still."

"[T]here is a slight retardation of the rotation period from the first cycle to the second, shown by both northern and southern hemispheres."

Mercury
5102 b2k, is the historical year assigned to a Hindu table of planets that does include the classical planet Mercury (or Hermes). "Hermès observait en -1660; donc les Indiens observaient en -3102, et ils observaient bien!"

~ 3300 b2k: The earliest known recorded observations of Mercury are from the Mul.Apin tablets. These observations were most likely made by an Assyrian astronomer around the 14th century BC. The cuneiform name used to designate Mercury on the Mul.Apin tablets is transcribed as Udu.Idim.Gu\u4.Ud ("the jumping planet").

~2900 b2k: Babylonian records of Mercury date back to the 1st millennium BC. The Babylonians called the planet Nabu after the messenger to the gods in their mythology.

Venus
5102 b2k, -3102 or 3102 BC, is the historical year assigned to a Hindu table of planets that does not include the classical planet Venus. "Vénus seule ne s'y trouvait pas." "Venus alone is not found there."

3581 b2k: The Venus tablet of Ammisaduqa, dated 1581 BC, shows that the Babylonians understood that the two were a single object, referred to in the tablet as the "bright queen of the sky," and could support this view with detailed observations.

Zodiacal lights
"According to Gruson and Brugsch the Egyptians were acquainted with, and even worshipped, the zodiacal light from the very earliest times, as a phenomenon visible throughout the East before sunrise and after sunset. It was described as a glowing sheaf or luminous pyramid perpendicular to the horizon in summer, and inclined more or less during the winter. Indeed the Egyptians represented the zodiacal light under the form of a triangle which sometimes stood upright and at other times was inclined."

Moon
Tally sticks, notched bones dating as far back as 20–30,000 years ago, are believed by some to mark the phases of the Moon.

5102 b2k, is the historical year assigned to a Hindu table of planets that does include the classical planet, the Moon.

~2500 b2k: “Understanding of the Moon's cycles was an early development of astronomy: by the 5th century BC, Babylonian astronomers had recorded the 18-year Saros cycle of lunar eclipses, The texts discussed in that article are more recent than 490 BC and, as mentioned in the paper, the observations can have occurred no earlier than that. The earliest reference for the Metonic cycle in Neugubauer's (1957) The Exact Sciences in Antiquity is 380 BC (p. 140).

Indian astronomers had described the Moon’s monthly elongation.

The Chinese astronomer Shi Shen (fl. 4th century BC) gave instructions for predicting solar and lunar eclipses. ... Although the Chinese of the Han Dynasty believed the Moon to be energy equated to qi, their 'radiating influence' theory also recognized that the light of the Moon was merely a reflection of the Sun, and Jing Fang (78–37 BC) noted the sphericity of the Moon.

"The categories of radiation activity are charged particle investigations, magnetic field investigations, and radiation-astronomy experiments."

Mars
5102 b2k is the historical year assigned to a Hindu table of planets that does not include the classical planet Venus. "Vénus seule ne s'y trouvait pas." Mars is mentioned.

~3534 b2k The existence of Mars as a wandering object in the night sky was recorded by the ancient Egyptian astronomers and by 1534 BCE they were familiar with the retrograde motion of the planet.

~3458 b2k: Mars was portrayed on the ceiling of the tomb of Seti I and on the Ramesseum ceiling, though it was missing from the Senenmut star map Hatshepsut reigned (1479 BC – 1458 BC). In the latter case, the planet may have been in conjunction with the Sun.

3045 b2k: Chinese records about the appearances and motions of Mars appear from before the founding of the Zhou Dynasty (1045 BCE).

ca. 2626 b2k: By the period of the Neo-Babylonian Empire, the Babylonian astronomers were making regular records of the positions of the planets and systematic observations of their behavior. For Mars, they knew that the planet made 37 synodic periods, or 42 circuits of the zodiac, every 79 years. They also invented arithmetic methods for making minor corrections to the predicted positions of the planets.

Jupiter
5102 b2k, -3102 or 3102 BC, is the historical year assigned to a Hindu table of planets that does include the classical planet Jupiter.

~2800 b2k: The observation of Jupiter dates back to the Babylonian astronomers of the 7th or 8th century BC. To the Babylonians, this object represented their god Marduk. They used the roughly 12-year orbit of this planet along the ecliptic to define the constellations of their zodiac.

2362 b2k: The Chinese historian of astronomy, Xi Zezong, has claimed that Gan De, a Chinese astronomer, made the discovery of one of Jupiter's moons in 362 BC with the unaided eye. The Chinese, Korean and Japanese referred to the planet as the wood star.

Saturn
“Saturn has been known since prehistoric times.

Apparently 5102 b2k (before the year [Epoch astronomy] 2000.0), -3102 or 3102 BC, is the historical year assigned to a Hindu table of planets that does include the classical planet Saturn.

Babylonian astronomers systematically observed and recorded the movements of Saturn.

Ancient Chinese and Japanese culture designated the planet Saturn as the earth star.

Solar binary
"Since the invention of the telescope, many pairs of double stars have been found. Early examples include Mizar and [Alpha Crucis] Acrux. Mizar, in the Big Dipper (Ursa Major), was observed to be double by Giovanni Battista Riccioli in 1650 (and probably earlier by Benedetto Castelli and Galileo). The bright southern star Acrux, in the Southern Cross, was discovered to be double by Father Fontenay in 1685. "

Comets
"The 1910 approach, which came into naked-eye view around 10 April and came to perihelion on 20 April, was notable for several reasons: it was the first approach of which photographs exist, and the first for which spectroscopic data were obtained. Furthermore, the comet made a relatively close approach of 0.15AU, making it a spectacular sight. Indeed, on 19 May, the Earth actually passed through the tail of the comet. One of the substances discovered in the tail by spectroscopic analysis was the toxic gas cyanogen, which led astronomer Camille Flammarion to claim that, when Earth passed through the tail, the gas "would impregnate the atmosphere and possibly snuff out all life on the planet." His pronouncement led to panicked buying of gas masks and quack "anti-comet pills" and "anti-comet umbrellas" by the public. In reality, as other astronomers were quick to point out, the gas is so diffuse that the world suffered no ill effects from the passage through the tail.

"It is quite possible that [faint streamers preceding the main tail and lying nearly in the prolonged radius vector] may have touched the Earth, probably between May 19.0 and May 19.5, [1910,] but the Earth must have passed considerably to the south of the main portion of the tail [of Halley's comet]."

Milky Way
Democritus "lived at Abdère 300 years before the Christian era [2300 b2k]. In a short fragment quoted by Plutarch, he declares that the Milky Way is an agglomeration of small stars too far away to be perceived singly."

Andromeda galaxy
Beyond the confines of our galaxy is the Andromeda galaxy.

The earliest recorded observation of the Andromeda Galaxy was in 964 CE by the Persian astronomer, Abd al-Rahman al-Sufi (Azophi), who described it as a "small cloud" in his Book of Fixed Stars. Other star charts of that period have it labeled as the Little Cloud.

History
Today, astronomical history is usually divided into three parts: archaeoastronomy, historical astronomy, and the history of astronomy. These divisions are sincerely based on the belief that the trained astronomers of today are different from the observers of antiquity.

Archaeoastronomy (also spelled archeoastronomy) is the study of how people in the past "have understood the phenomena in the sky how they used phenomena in the sky and what role the sky played in their cultures." Clive Ruggles argues it is misleading to consider archaeoastronomy to be the study of ancient astronomy, as modern astronomy is a scientific discipline, while archaeoastronomy considers other cultures' symbolically rich cultural interpretations of phenomena in the sky.

Historical astronomy
Historical astronomy is the science of analysing historic astronomical data. The American Astronomical Society (AAS), established [in] 1899, states that its Historical Astronomy Division "...shall exist for the purpose of advancing interest in topics relating to the historical nature of astronomy. By historical astronomy we include the history of astronomy; what has come to be known as archaeoastronomy; and the application of historical records to modern astrophysical problems." Historical and ancient observations are used to track theoretically long term trends, such as eclipse patterns and the velocity of nebular clouds. Conversely, utilizing known and well documented phenomenological activity, historical astronomers apply computer models to verify the validity of ancient observations, as well as Astronomical chronology dating such observations and documents which would otherwise be unknown.

Prehistory
The prehistory period dates from around 7 x 106 b2k to about 7,000 b2k.

Astronomy is the oldest of the natural sciences, dating back to antiquity, with its origins in the religious, mythological, and astrological practices of pre-history: vestiges of these are still found in astrology, a discipline long interwoven with public and governmental astronomy, and not completely disentangled from it until a few centuries ago in the Western World (see astrology and astronomy). In some cultures astronomical data was used for astrological prognostication. Ancient astronomers were able to differentiate between stars and planets, as stars remain relatively fixed over the centuries while planets will move an appreciable amount during a comparatively short time.

Ancient history
The ancient history period dates from around 8,000 to 3,000 b2k.

"Sumerian astronomers were the first to keep written records of what they learned about the heavens." A form of writing known as cuneiform emerged among the Sumerians around 3500–3000 BC, 5500-5000 b2k.

The modern scientific discipline of astronomy focuses on reproducibility and physical theory to explain and describe observations. Many ancient observers produced remarkably reproducible calendars such as the Mesoamerican Long Count calendar which apparently goes from August 11, 3114 [Common era] BCE, to October 13, 4772, and beyond.

Historians consider "that "[the Chinese] were the most persistent and accurate observers of celestial phenomena anywhere in the world before the Arabs." Star names later categorized in the twenty-eight mansions have been found on oracle bones unearthed at Anyang, dating back to the middle Shang Dynasty (Chinese Bronze Age), and the mansion (xiù:) system's nucleus seems to have taken shape by the time of the ruler Wu Ding (1339-1281 BC, [3339-3281 b2k]). It is believed that the first pretelescopic astronomers were the Chinese due to conclusive evidence such as the Gan Shi Xing Jing (the oldest recorded star catalog which was produced during the 5th century BCE).

Early history
"About 280 B.C. [2280 b2k], ... Aristarchus of Samos proposed the hypothesis that the Sun is at rest, while the Earth and the planets rotate about the Sun." "Aristarchus also figured out how to measure the distances to the Sun and the Moon and their sizes."

The celestial sphere may have been produced very early: According to records, the first celestial globe was made by Geng Shou-chang between 70 BC and 50 BC. In the Ming Dynasty, the celestial globe at that time was a huge globe, showing the 28 mansions, celestial equator and ecliptic. None of them have survived.

The Dunhuang map from the Tang Dynasty of the North Polar region at right is thought to date from the reign of Emperor Zhongzong of Tang (705–710). Constellations of the three schools are distinguished with different colors: white, black and yellow for stars of Wu Xian, Gan De and Shi Shen respectively. The whole set of star maps contains 1,300 stars.

The divisions of history for astronomy are sincerely based on the belief that the trained astronomers of today are different from the observers of antiquity. One fundamental differentiator is technology.

A big boon to visual astronomy is the telescope. The first known practical telescopes were invented in the Netherlands at the beginning of the 1600s (the 17th century), using glass lenses. And, on this instrument of astronomy, there is this: "There are indeed ancient tablets that mention astronomers' lenses supported by a golden tube to enlarge the pupil, and in Nineveh a rock crystal lens was found (Pettinato 1998). Maybe one day a new archaeological excavation will find a Babylonian telescope for the first time."

Computers
The astrolabe was effectively an analog calculator capable of working out several different kinds of problems in spherical astronomy.

Some form of an "astrolabe" may have been in use by the third millennium BC.

Information science
The invention of the printing press (an early example is shown at right) made it possible for scientists and politicians to communicate their ideas with ease, leading to the Age of Enlightenment; an example of technology as a cultural force.

At left is a copy of the title page of Johannes Kepler's Rudolphine Tables (1627). It is regarded as the most accurate and comprehensive star catalogue and planetary tables published up until that time. It contained the positions of over 1000 stars and directions for locating the planets within our solar system. Kepler finished the work in 1623 and dedicated it to his patron, the Emperor Rudolf II, but actually published it in 1627. The table's findings support Kepler's laws and the theory of a heliocentric astronomy.

Observation post
An observation post, temporary or fixed, is any preselected position from which observations are to be made - this may include very temporary installations or even an airborne aircraft.

Historically, observatories were as simple as containing an astronomical sextant (for measuring the distance between stars) or Stonehenge (which has some alignments on astronomical phenomena).

Observatories
In 1891, Patrick Alexander ordered the telescope from the well-known Victorian telescope makers Thomas and Howard Grubb of Dublin with all the usual fittings associated with a professional instrument of the time.

In 1905 Patrick Alexander offered his telescope to the War Office, again including an offer to pay for the construction of an observatory. The offer was accepted and a site was chosen. Building work commenced with pegging out in 1906 with the bulk of the work being carried out by local labour. Work proceeded apace until a long, accurate straight edge was required so that the dome could be correctly positioned. Finding such an edge proved difficult and attracted some publicity at the time. The problem was soon overcome. On August 26, 1906 the dome, which also had been designed by Grubb, was installed and over the next three months, the telescope was put in place and final construction work was completed.

In December 1906 the Aldershot Observatory was officially opened.

“The location of the observatory can hardly be considered ideal for astronomical observations, even at the time of its construction. It is at a low elevation in an essentially urban setting of an army town with many nearby buildings that date from the time of its construction.[2] It is very near a road that is lit by streetlights, although this was somewhat ameliorated by a clockwork switch inside the observatory that would turn off the nearest streetlights for about 20 minutes. This clockwork system was upgraded in 1987. As the electricity supply has been removed in 2006, this facility is no longer available. ... In its current location, the observatory will be an island in a sea of houses and some people fear that it will be targeted by vandals or, perhaps, will have to be protected with high, unsightly fences.

Telescopes
"Lens-shaped crystals have long been known from Bronze Age [5600-3300 b2k] contexts". These are "usually recognized as short-focus magnifying lenses."

A range of sizes for planoconvex crystalline lenses has been discovered since about 1600 BC (3600 b2k), where b2k is notation for 'before the year 2000'. Glass biconvex lenses have been discovered from 43-50 AD (1957-1950 b2k).

The Keplerian Telescope, invented by Johannes Kepler in 1611, is an improvement on Galileo's design. It uses a plano-convex lens as the eyepiece instead of Galileo's double concave one. The advantage of this arrangement is that the rays of light emerging from the eyepiece are converging. This allows for a much wider field of view and greater eye relief but the image for the viewer is inverted. Considerably higher magnifications can be reached with this design but to overcome aberrations the simple objective lens needs to have a very high focal ratio, or f-ratio.

"There are indeed ancient tablets that mention astronomers' lenses supported by a golden tube to enlarge the pupil, and in Nineveh a rock crystal lens was found (Pettinato 1998). Maybe one day a new archaeological excavation will find a Babylonian telescope for the first time."

While finding an ancient tube telescope would be wonderful, air telescopes are a possibility.

Chronometers
The image at right shows a sun dial from Ai Khanoum, Afghanistan, dated to the 3rd century BCE, ~2300 b2k. The image at left is also from Ai Khanoum, Afghanistan, showing its workings.

"[T]he earliest known sundial [is] from an Egyptian burial dated in the fifteenth century B.C. Sometimes called a shadow clock, or an L-board because of its shape [with] relatively crude performance." A "[f]ragment of a late Egyptian sundial [from] about 3000 B.C." exists.

At lower right is a diagram reconstructing the Egyptian Setjat for indicating hours of the morning or afternoon. No measurement was made until sunrise for a sufficient visual shadow to appear on the lower horizontal board. To indicate the first four hours, the head should be facing east and the board carefully leveled with plumb. After these four hours, the head is turned westward to measure four more hours. The two hours after sunset are not measured.

Lower left shows two views of an L-board. It is the oldest known sundial from the reign of Thutmose III (1479-1425 BC). The crossbar is missing. It has six imprints allowing measurement over ten hours. "Nicht messbar waren mit dieser Sonnenuhr die Zeiträume vor Sonnenaufgang und nach Sonnenuntergang, doch war dies hinsichtlich der Tageseinteilung auch nicht notwendig, da der altägyptische Tag mit Sonnenaufgang begann und mit Sonnenuntergang endete."

Lowest right is an Egyptian vertical sundial discovered at Gezer in Palestine. It is carved on a small piece of ivory 7 cm in diameter, engraved with the name of pharoh Merneptah. There are thirteen radial lines, each successive pair is at a constant angle of 15°, [t]reize lignes radiales, chaque paire successive formant un angle constant de 15°, étaient à l'origine gravées sur l'une des faces de l'horloge.

Lofting technology
The Stratoscopes were two balloon-borne astronomical telescopes which flew from the 1950s to the 1970s and observed in the optical and infrared regions of the spectrum. Both were controlled remotely from the ground.

Stratoscope I possessed a 12 inch (30.48 cm) mirror and was first flown in 1957. It was conceived by Martin Schwarzschild and built by the Perkin Elmer Corporation. A small secondary mirror focussed the image from the primary into a 35 mm movie camera, which captured the images on film. Schwarzschild used the telescope to study the turbulence and granulation in the Sun's photosphere.

Sputnik 1 was the first artificial Earth satellite. The Soviet Union launched it into an elliptical low Earth orbit on 4 October 1957. The density of the upper atmosphere could be deduced from its drag on the orbit, and the propagation of its radio signals gave information about the ionosphere. The scientist tasks to be carried out by a satellite included measuring the density of the atmosphere, its ion composition, corpuscular solar radiation, magnetic fields, cosmic rays, etc. But, the heavy scientific equipment was forgone in favour of a simple radio transmitter.

Regions
"Studies of stratigraphic data have suggested that the solar cycles have been active for hundreds of millions of years, if not longer; measuring varves in precambrian sedimentary rock has revealed repeating peaks in layer thickness, with a pattern repeating approximately every eleven years. It is possible that the early atmosphere on Earth was more sensitive to changes in solar radiation than today, so that greater glacial melting (and thicker sediment deposits) could have occurred during years with greater sunspot activity. This would presume annual layering; however, alternate explanations (diurnal) have also been proposed.

Analysis of tree rings has revealed a detailed picture of past solar cycles: Dendrochronologically dated radiocarbon concentrations have allowed for a reconstruction of sunspot activity dating back 11,400 years, far beyond the four centuries of available, reliable records from direct solar observation.

The earliest surviving record of sunspot observation dates from 364 BC, based on comments by Chinese astronomer Gan De in a star catalogue. By 28 BC, Chinese astronomers were regularly recording sunspot observations in official imperial records.

Astromathematics
Spherical triangles were studied by early Greek mathematicians such as Menelaus of Alexandria, who wrote a book on spherical triangles called Sphaerica and developed Menelaus' theorem. E. S. Kennedy, however, points out that while it was possible in ancient mathematics to compute the magnitudes of a spherical figure, in principle, by use of the table of chords and Menelaus' theorem, the application of the theorem to spherical problems was very difficult in practice.

Tycho Brahe remarks that the nature of understanding spherical triangles is so divine and elevated that it is not appropriate to extend its mysteries to everyone. (Diuinior et excellentior sit Triangulorum sphæricorum cognitio, quam fas sit eius mysteria omnibus propalare.)"

Physics
"The first recorded use of the word magnetohydrodynamics is by Hannes Alfvén in 1942:
 * "At last some remarks are made about the transfer of momentum from the Sun to the planets, which is fundamental to the theory (§11). The importance of the magnetohydrodynamic waves in this respect are pointed out."

Hypotheses

 * 1) As the placement or relationship of the Sun with the Earth probably hasn't changed substantially for millions of years, evidence for sunspot cycles or solar cycles should be available.


text:
Progress and Prospects in Parkinson's Research/Therapy/Symptomatic Relief/Tremor

Definition
Tremor is defined as the rhythmic involuntary oscillatory movement of a body part, and resting tremor is one of the signature symptoms of Parkinson’s Disease. Its precise nature remains unexplained. It is experienced by many, but not all, P.D. patients. It can affect any limb, and frequently all four. Sometimes the jaw is affected and more rarely the eyelids. It is socially demeaning, it can make it almost impossible to relax and it often inhibits sleep.

"This tremor, present predominantly at rest, appears early on in the disease course and causes a significant amount of life distress. It presents in up to 75% of individuals with PD, and has been shown to occur in a frequency range of 3–7Hz, a range distinct from that seen in dyskinesias (1–2Hz), essential tremor (8Hz), and postural tremors (8–12Hz)"

Collins-Praino et al font color="maroon">2011

Frequently patients report that it is less responsive to dopamine replacement therapy. It is more closely associated with their emotional state than where they are on their levadopa on/off cycle. This leads to the suspicion that other metabolic processes are involved and separate therapies might be possible.

Isaias et al font color="maroon">(2012) (2012) state:-

"The tremor in PD is remarkable for several features:-"

"(1) It is neither a consistent or homogeneous feature across patients or within an individual patient’s disease course."

"(2) It may diminish in the end stage of PD."

"(3) It occurs predominantly at rest and is reduced or disappears by action"

"(4) It increases in amplitude or can be triggered by manoeuvres such as walking or psychological states as anxiety or stress (specific tasks, like simple arithmetic calculation may induce stress-related tremor)."

"(5) It is not present during sleep."

"(6) It may be the predominant or the only clinical sign for years before the appearance of akinesia."

"(7) It poorly correlates with nigrostriatal dopaminergic deficits."

Diagnosis
The PD tremor can be mirrored by other conditions leading to occasional misdiagnoses and these have been evaluated by Schwingenschuh et al (2005) who reviewed diagnostic methods of distinguishing PD tremors from other movement disorders.

"Approximately 10% of subjects thought clinically to have early Parkinson’s disease (PD) have normal dopaminergic functional imaging (SWEDDs – Scans Without Evidence of Dopaminergic Deficit)."

Aetiology
The difficulties in determining the root causes of resting tremors have been analysed by Hallett & Deuschl (2010)

Mure et al (2010) used a series of imaging techniques to map those areas of the brain that were active when the resting tremor was present in PD patients. They found that the tremor was:-

"characterized by network-related increases in the metabolic activity of the cerebellum/dorsal pons and primary motor cortex, and to a lesser degree in the caudate/putamen. The expression of this pattern in individual patients correlated with independent clinical ratings for tremor, but not akinesia-rigidity."

Treatment
This section requires information on other treatments, drug and non-drug, for tremor. Relaxation Guided Imagery (RGI)

In 2009 the Rambam Health Care Campus at Haifa in Israel ran a series of physiotherapy clinics for PD patients with a view to maintaining their mobility.

On one occasion a group of patients arrived for the clinic but the physiotherapist rang in to say that she was unable to make it. The nurse in charge decided to make up for the shortfall by trying out a technique, which she had been taught, called Relaxation Guided Imagery. She was amazed to find that this had a dramatic effect on the patients’ resting tremor: switching it off completely. This was the first recorded instance of a therapy which reversed this symptom and the nurse duly reported the result to the hospital doctors. Subsequently a group of them organised a controlled test and described the results in a paper Schlesinger et al (2009) and posted a video to an on-line site.

In order to conduct the test they assembled a cohort of 20 tremulous patients with a mixture of age range and gender. The patients were not told the objective of the test and were divided into small groups, sitting on reclining chairs with their forearms supported by arm rests. They each wore a device called an accelerometer, which recorded the incidence of tremor. The two hour session was divided into four parts.

Initially patients were given nothing to do for half an hour apart from talking to one another and the tremor measurements taken constituted a baseline. Then for 15 minutes relaxing background music was played and this was continued for the remainder of the session.

For the following 15 minutes the patients were invited to use any effective relaxation method which they had learned from experience. There followed 15 minutes of RGI.

The session concluded with a 30 minute period during which no therapy took place but the tremor continued to be measured.

Relaxation music and self-relaxation techniques resulted in a moderate diminution of tremor, but the effect of the RGI was much more dramatic, switching off the tremor completely. The beneficial effects persisted after the RGI was terminated. All patients reported this follow-on benefit for periods from 2 to 14 hours.

During the procedure the patients appeared to go into a totally relaxed state, which raised the issue as to whether they were simply falling asleep. To validate this, three of them were retested while attached to an EEG machine, which showed that they were fully awake during the procedure. Relaxation Guided Imagery is a form of self hypnosis involving the imagination of structured scenarios. There are a number of variations of this technique and it is not clear which was used in the Israeli experiment.

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


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Instructional design/R2D2/Phase 1 (Reading)-Verbal/Auditory

Segment 3: Phase 1 (Reading)-Verbal/Auditory

Phase 1 focuses on activities that can be utilized to transfer words or text to learners and thus is considered to be the phase of this model that is catered to verbal and auditory learners. This is considered to be the first and most complicated phase since it is focused on helping learners acquire knowledge, which must be done before learners can be asked to use the knowledge they have gained. This phase comes first because in order to complete the remaining three phases of the model (Reflecting, Displaying, and Doing) you first must have gained knowledge for utilization in the others. It is also a complex phase because there are numerous ways to dispense words to your learners using the Internet:

 * Podcasts (Audio-only files for learners who want to listen. A great resource is NPR:  http://www.npr.org/rss/podcast/podcast_directory.php)
 * Vodcasts (Video combined with audio files for learners who want to watch. A great resource is Khan Academy:  http://www.khanacademy.org/)
 * Online Discussions (Asynchronous discussions performed by posting responses to one another in a forum.)
 * Synchronous Presentations (Video "calling" where a presenter is speaking and others are listening at the same time. Also called virtual classroom instructor presentations.)
 * Chats (Similar to online discussions, but chats are performed synchronously.)
 * Instant messaging (Individuals can instantly send messages-audio, video, or audio/video combined-and receive instant feedback.)
 * Readings (Books, articles, websites, etc.)
 * Explorations (Learners are sent to specific websites to gather specific information.)

For decades, text has been considered the main avenue for information dispersion. With the Internet, this does not necessarily need to be so. When online learning began, it was criticized for relying too heavily on text-based instructional strategies. As multimedia continues to become easier to use and create, new mediums like podcasts, vodcasts and synchronous conferencing are quickly becoming ways to dispense words that are not only written.

Using text as a medium for information dissemination is not always a poor instructional strategy. In fact, for quite some time it has been the mainstream method for instruction in face-to-face environments as well. The authors would like to encourage instructors to examine other ways to get information to our learners. Content-rich activities, like those listed above, should inspire and encourage curiosity in learners rather than causing them to be uninterested in the learning experience.

Please click on the "Segment 4" link to proceed to the next segment in this Wikiversity lesson on the R2D2 model.

R2D2 Navigation

 * Segment 1: Introduction to R2D2
 * Segment 2: R2D2-The Four Phases Overview
 * Segment 3: Phase 1 (Reading)-Verbal/Auditory (You are here)
 * Segment 4: Phase 2 (Reflecting)-Reflective/Observational
 * Segment 5: Phase 3 (Displaying)-Visual
 * Segment 6: Phase 4 (Doing)-Hands-On
 * Segment 7: Activities per phase
 * Segment 8: Your thoughts...
 * Segment 9: Conclusion/Resources
 * Instructional Design Main Menu


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Instructional design/R2D2/Reflective/Observational

Segment 4: Phase 2-(Reflecting)-Reflective/Observational

Phase 2 focuses on providing opportunities for learners to reflect on their own thoughts and/or the thoughts of others. Online learning provides a unique opportunity for these learners because there is more time for learners to come up with a response rather than being expected to immediately give an answer when asked, as is demonstrated in face-to-face learning. Asynchronous learning environments provide time for the learner to complete knowledge acquisition activities early before having to respond on a topic. Also, learning activities like blogging provide a chance for learners to, if they desire, edit and change their ideas as they continue to reflect on a topic. This is usually more difficult in a face-to-face (FTF) learning environment, but online environments encourage this type of reflection.

Some may question the amount of learning that takes place when learners are examining the thoughts of others. However, watching others demonstrate how they do something or how they think about something allows those who are observing to begin formulating their own ideas and thoughts on the topic. In fact, all of us have encountered learners like this somewhere in our own educational paths. Reflective/observational learners are typically quiet students who don't always give responses when asked the first time. They prefer to listen to what others have to say and take time to analyze all the information and form their own conclusion. They don't make decisions or statements quickly, but instead tend to allow their ideas to come to full maturation before sharing them with others.

The authors warn that it is sometimes difficult to see the difference between stages one and two. However, as you examine the list below compare them to the activities provided for the Reading Phase. Is the focus on knowledge acquisition, or is the focus on drawing conclusions from knowledge that has already been acquired? Asking yourself this question should help you to see differences between these two lists. Below are some example phase 2 activities:

 * Blogs (An online journal. A sample one can be seen here:  http://blogs.howstuffworks.com/category/stuff-you-missed-in-history-class/)
 * Debates (Usually performed in an online forum-can be completed synchronously or asynchronously.)
 * Summaries (Learners post summaries of what they read and perhaps questions they still have about the material.)
 * Self-reflections (Learners evaluate what they've done and offer both praise and criticism.)
 * Review questions (Instructors can post questions and allow learners to each post their perspective from the material. Usually performed in an online forum.)
 * Electronic portfolios (Students create websites where they post their projects. Sample ones can be viewed here:  http://www.ed.uiuc.edu/courses/ci335/eport_examples/index.html)

Please note that these phase 2 activities could be completed individually, but they also could be completed in groups. Adding collaboration is a wonderful way to inspire reflection in your learners.

Please click on the "Segment 5" link to proceed to the next segment in this Wikiversity lesson on the R2D2 model.

R2D2 Navigation

 * Segment 1: Introduction to R2D2
 * Segment 2: R2D2-The Four Phases Overview
 * Segment 3: Phase 1 (Reading)-Verbal/Auditory
 * Segment 4: Phase 2 (Reflecting)-Reflective/Observational (You are here)
 * Segment 5: Phase 3 (Displaying)-Visual
 * Segment 6: Phase 4 (Doing)-Hands-On
 * Segment 7: Activities per phase
 * Segment 8: Your thoughts...
 * Segment 9: Conclusion/Resources
 * Instructional Design Main Menu


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Instructional design/R2D2/(Displaying)-Visual

Phase 3 is focused on visual learners and providing all learners an opportunity to represent what they have learned. Many of us, when faced with learning a difficult task, have been helped with the use of visual aids, charts, figures, and tables. Visuals can be used to help learners master a concept, but they also can be used so that learners can show the learning taking place as they complete a course/training. (A wonderful example of this is in Segment 2 of this training where there was a link provided to a visual representation of this model.) Utilizing active knowledge construction strategies like having learners make concept maps leads to memories that can be easily recalled rather than learning that was passively received.

Visual learning activities can easily be integrated with other activities. When combined with other instructional strategies like podcasts or written text, dual encoding takes place and learning occurs more deeply and is more easily recalled by learners. This may make visual activities difficult to recognize as being phase 3, so specifically watch for ways that learners are either acquiring knowledge or displaying knowledge through a visual.

The authors recognize that this phase of the R2D2 model is more than likely the least developed. There are many reasons why this is so, but bandwidth and/or hardware/software for producing these activities may be lacking. As the Internet continues to grow in popularity and as individuals develop easier and less expensive ways for producing this type of content, they believe that this may be the phase of the model with the greatest potential for growth.

Below are some examples of visual learning:

 * Pictures (Photographs)
 * Animations (Learners only watch, but are unable to manipulate these moving images. Here is a sample on DNA replication:  http://www.mcb.harvard.edu/losick/images/trombonefinald.swf)
 * Videos (Learners create their own videos of the content.)
 * Graphics (Created pictures, not photographs.)
 * Flowcharts (Learners create linked boxes that show relationships and/or steps in a process. Sample flowcharts: http://www.rff.com/flowchart_samples.htm)
 * Diagrams (Pictures with labels. Here is the human heart: http://www.rkm.com.au/anatomy/heart.html)
 * Charts (Graphical representation of data. This article has a number of well-constructed charts:  http://christianschooljournal.com/?p=526)
 * Virtual Tours (Museums are now hosting these. How about visiting the Smithsonian Museum of Natural History?  http://www.mnh.si.edu/panoramas/flashVersion/index.html)
 * Maps

Please click on the "Segment 6" link to proceed to the next segment in this Wikiversity lesson on the R2D2 model.

R2D2 Navigation

 * Segment 1: Introduction to R2D2
 * Segment 2: R2D2-The Four Phases Overview
 * Segment 3: Phase 1 (Reading)-Verbal/Auditory
 * Segment 4: Phase 2 (Reflecting)-Reflective/Observational
 * Segment 5: Phase 3 (Displaying)-Visual (You are here)
 * Segment 6: Phase 4 (Doing)-Hands-On
 * Segment 7: Activities per phase
 * Segment 8: Your thoughts...
 * Segment 9: Conclusion/Resources
 * Instructional Design Main Menu


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Instructional design/R2D2/(Doing)-Hands-On

Phase 4 of the R2D2 model is primarily focused on those learners who like to "do" something with the knowledge that they have acquired, reflected on, and represented in some way. This phase is concerned with the application of knowledge toward a complex task. Phase 4 allows learners to experiment with their knowledge and attempt to evaluate or solve a complex task without much outside guidance. It is a great way for you, as the instructor or trainer, to analyze where strengths and deficiencies lie in learner understanding and then supply scaffolding as necessary to help the learner in their complex task.

The authors caution that these activities can be integrated into other phases as well, allowing you to know where your learners are having difficulty. However, be careful that you do not overwhelm your learners by giving them a task for which they do not yet have enough background knowledge. Doing so may result in frustrated learners who have difficulty knowing where to begin. The authors recommend that you provide practice activities within each step of the R2D2 model, but keep complex tasks as an activity that you take on once knowledge acquisition, reflection, and representation of knowledge has been completed successfully.

Learners who will prefer this phase (kinesthetic) are those who enjoy trying out what they have learned. These learners prefer to manipulate what they have learned and learn from feeling, interacting, and repetitive practice. Here are some examples of ways in which these learners can interact with their learning in an online environment:

 * Simulations (Interactive animations for learners. For physics teachers, PhET is the best: http://phet.colorado.edu/en/simulations/category/physics)
 * Games (Review for assessments using popular games. Here, a Jeopardy Game Review for multiplication facts: http://www.math-play.com/Multiplicaton-Jeopardy/Multiplication-Jeopardy.html)
 * Cases and Scenarios (Learners analyze and learn from real cases. Here is a link to 18 virtual autopsies:  http://www.merlot.org/merlot/viewMaterial.htm?id=78489)
 * Wikipedia (Online encyclopedia where learners share knowledge and anyone can edit. http://en.wikiversity.org/)
 * Real-World Data Collection (Learners perform research on the internet to collect, analyze, and report information.)
 * Learning by Doing Galleries (Create a course website or gallery to show previous completed student work.)

Please click on the "Segment 7" link to proceed to the next segment in this Wikiversity lesson on the R2D2 model.

R2D2 Navigation

 * Segment 1: Introduction to R2D2
 * Segment 2: R2D2-The Four Phases Overview
 * Segment 3: Phase 1 (Reading)-Verbal/Auditory
 * Segment 4: Phase 2 (Reflecting)-Reflective/Observational
 * Segment 5: Phase 3 (Displaying)-Visual
 * Segment 6: Phase 4 (Doing)-Hands-On (You are here)
 * Segment 7: Activities per phase
 * Segment 8: Your thoughts...
 * Segment 9: Conclusion/Resources
 * Instructional Design Main Menu


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Instructional design/R2D2/Activities per phase

Below are three quizzes that provide you with sample online instructional strategies that you could employ in your online course/training. Each quiz contains 10 sample online instructional strategies. Your task is to determine whether each strategy would be best used for the Reading, Reflecting, Displaying, or Doing phase of the R2D2 model. Keep track of which phase(s) you have difficulty on and navigate back to those segments for additional review as needed. The answers are provided for you to check your answers on each one. Once you have completed a quiz with 7 out of 10 correct, then please proceed to the next segment. If you are unable to do so, then please navigate back through this tutorial to review before attempting the quizzes again.

Please click below to see the answers for each quiz.
 * ../Answer key to Quiz 1/
 * ../Answer key to Quiz 2/
 * ../Answer key to Quiz 3/

Please click on the "Segment 8" link to proceed to the next segment in this Wikiversity lesson on the R2D2 model.

R2D2 Navigation

 * Segment 1: Introduction to R2D2
 * Segment 2: R2D2-The Four Phases Overview
 * Segment 3: Phase 1 (Reading)-Verbal/Auditory
 * Segment 4: Phase 2 (Reflecting)-Reflective/Observational
 * Segment 5: Phase 3 (Displaying)-Visual
 * Segment 6: Phase 4 (Doing)-Hands-On
 * Segment 7: Activities per phase (You are here)
 * Segment 8: Your thoughts...
 * Segment 9: Conclusion/Resources
 * Instructional Design Main Menu


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Instructional design/R2D2/Your thoughts...

In this segment, it is your turn to share ways in which you will use the R2D2 model to enhance your current online learning/training. Below is a performance checklist designed to help you think of ways to integrate each phase of the R2D2 model into current or future courses/trainings. Once you have examined the performance checklist and have ideas of how you may utilize this model, please share that with us on this same page! Two examples have been given below the performance checklist to show how one might use this model.

History Class-Learning About the Holocaust
 * Read-Watch interviews with Holocaust survivors, read Elie Wiesel's book titled Night
 * Reflect-Small group asynchronous discussion boards about what they did not know before watching or reading
 * Display-Produce a documentary on some aspect of the Buchenwald concentration camp
 * Do-Groups will together create a website that displays what they learned as a course for others to navigate through and learn

Training Nurses-Emergency Room Check-In Procedures
 * Read-Chapter readings as well as video-based demonstration of five sample emergency room check-ins
 * Reflect-Point out in whole group asynchronous discussion board incorrect procedures they witnessed and why they were incorrect
 * Display-Remake videos displaying what to do in small groups
 * Do-Create an interactive game for nurses to use with an assessment at the end to help them both identify and correct improper procedures

Share

This portion of this page a dedicated space for you to share how you will integrate the R2D2 model into your online course/training. To add to this page, please select the "Edit" tab at the top of the screen. Then navigate to this Share segment of the page, enter your text, and hit "save".

Please click on the "Segment 9" link to proceed to the next segment in this Wikiversity lesson on the R2D2 model.

R2D2 Navigation

 * Segment 1: Introduction to R2D2
 * Segment 2: R2D2-The Four Phases Overview
 * Segment 3: Phase 1 (Reading)-Verbal/Auditory
 * Segment 4: Phase 2 (Reflecting)-Reflective/Observational
 * Segment 5: Phase 3 (Displaying)-Visual
 * Segment 6: Phase 4 (Doing)-Hands-On
 * Segment 7: Activities per phase
 * Segment 8: Your thoughts...(You are here)
 * Segment 9: Conclusion/Resources
 * Instructional Design Main Menu


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Instructional design/R2D2/Conclusion/Resources

Conclusion

You have now reached the conclusion of the R2D2 Model Wikiversity module. Below are resources for you to use when planning future courses or trainings. The Empowering Online Learning text by Bonk & Zhang provides 100 learning activities (25 per phase of the R2D2 model) as well as hundreds of resources and is a great resource to add to your collection. Listed below are a few links to get you started, and we encourage you to add to this list as you find more great resources to share with others!

Read Reflect Display Do Resources
 * NPR: http://www.npr.org/rss/podcast/podcast_directory.php
 * Khan Academy: http://www.khanacademy.org/
 * Connexions: http://cnx.org
 * Google Book (the complete plays of William Shakespears): http://books.google.com/googlebooks/shakespeare/
 * PubMed tutorial: http://www.nlm.nih.gov/bsd/pubmed_tutorial/m1001.html
 * Sample blog: http://blogs.howstuffworks.com/category/stuff-you-missed-in-history-class/
 * Sample electronic portfolios: http://www.ed.uiuc.edu/courses/ci335/eport_examples/index.html
 * Electronic portfolio consortium: http://www.eportconsortium.org/
 * Electronic portfolios (Helen Barrett): http://electronicportfolios.com/
 * Computer Assisted Learning Method (CALM): http://calm.indiana.edu
 * DNA replication animation: http://www.mcb.harvard.edu/losick/images/trombonefinald.swf
 * Sample Flowcharts: http://www.rff.com/flowchart_samples.htm
 * Diagram of the human heart: http://www.rkm.com.au/anatomy/heart.html
 * Sample charts: http://christianschooljournal.com/?p=526
 * Smithsonian Museum of Natural History Virtual Tour: http://www.mnh.si.edu/panoramas/flashVersion/index.html
 * PhET: http://phet.colorado.edu/en/simulations/category/physics
 * Jeopardy Game Review for multiplication facts: http://www.math-play.com/Multiplicaton-Jeopardy/Multiplication-Jeopardy.html
 * 18 virtual autopsies: http://www.merlot.org/merlot/viewMaterial.htm?id=78489
 * Wikipedia: http://en.wikiversity.org/
 * Harvard Business School Case Studies: http://harvardbusinessonline.hbsp.harvard.edu/b02/en/cases/cases_home.jhtml

Bonk, C.J., & Zhang, K. (2008). Empowering Online Learning. San Francisco, CA: Jossey-Bass.

Lane, C. Gardner's Multiple Intelligences [Website]. Retrieved from http://www.tecweb.org/styles/gardner.html

R2D2 Navigation

 * Segment 1: Introduction to R2D2
 * Segment 2: R2D2-The Four Phases Overview
 * Segment 3: Phase 1 (Reading)-Verbal/Auditory
 * Segment 4: Phase 2 (Reflecting)-Reflective/Observational
 * Segment 5: Phase 3 (Displaying)-Visual
 * Segment 6: Phase 4 (Doing)-Hands-On
 * Segment 7: Activities per phase
 * Segment 8: Your thoughts...
 * Segment 9: Conclusion/Resources (You are here)
 * Instructional Design Main Menu


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Dominant group/Synonymous definition

A synonymous definition is a definition “defining a single word [or symbol] by giving another single word [or symbol] which has the same meaning.” But, synonymous definitions have limitations:
 * 1) “some words have no exact synonyms” ,
 * 2) a synonymous definition “cannot be used in the construction of precising or theoretical definitions.”, and
 * 3) no synonym should appear in the definiens of a genus–differentia definition.

In addition to composing relative synonyms for the two-word term dominant group, there is the testing of synonymy for these relative synonyms. Some relative synonyms may have achieved far greater popularity than dominant group and perhaps thereby have precising definitions somewhat different from the more general definition of a dominant group.

There is also the possibility that dominant group is not the original stem term but a more recent relative synonym of that stem term. The evolution of the concept behind dominant group may have been substantial.

Control group hypothesis
A dominant group [of humans] may prefer that subordinate groups, slaves (or representatives of same) be used as members of a treatment group to test a possible new treatment so that the lives or wants of the dominant group are not in jeopardy, especially where failure is a significant possibility.

As the purpose of a treatment group appears to be for testing a potentially beneficial change, an initial control group is probably preferred to be an ancient dominant group.

Dominant group
The two-word term dominant group has a large variety of synonyms with the oldest so far discovered being classicus, referring to the patrician class of ancient Rome.

"From that constatation which is similar to the constatation that the human rights system expresses the views of the dominant group, Kymlicka concludes the need for cultural accommodation." Bold added.

Examples from primary sources are to be used to prove or disprove each hypothesis. These can be collected per subject or in general.

 * 1) Accident hypothesis: dominant group is an accident of whatever processes are operating.
 * 2) Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.
 * 3) Association hypothesis: dominant group is associated in some way with the original research.
 * 4) Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.
 * 5) Control group hypothesis: there is a control group that can be used to study dominant group.
 * 6) Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.
 * 7) Evolution hypothesis: dominant group is a product of evolutionary processes, such groups are the evolutionary process, produce evolutionary processes, or are independent of evolutionary processes.
 * 8) Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.
 * 9) Importance hypothesis: dominant group signifies original research results that usually need to be explained by theory and interpretation of experiments.
 * 10) Indicator hypothesis: dominant group may be an indicator of something as yet not understood by the primary author of original research.
 * 11) Influence hypothesis: dominant group is included in a primary source article containing original research to indicate influence or an influential phenomenon.
 * 12) Interest hypothesis: dominant group is a theoretical entity used by scholarly authors of primary sources for phenomena of interest.
 * 13) Metadefinition hypothesis: all uses of dominant group by all primary source authors of original research are included in the metadefinition for dominant group.
 * 14) Null hypothesis: there is no significant or special meaning of dominant group in any sentence or figure caption in any refereed journal article.
 * 15) Object hypothesis: dominant group is an object within each field where a primary author of original research uses the term.
 * 16) Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.
 * 17) Original research hypothesis: dominant group is included in a primary source article by the author to indicate that the article contains original research.
 * 18) Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a synonym for dominant group.
 * 19) Purpose hypothesis: dominant group is written into articles by authors for a purpose.
 * 20) Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.
 * 21) Source hypothesis: dominant group is a source within each field where a primary author of original research uses the term.
 * 22) Term hypothesis: dominant group is a significant term that may require a 'rigorous definition' or application and verification of an empirical definition.

Synonyms
"Synonyms can be any part of speech (such as nouns, verbs, adjectives, adverbs or prepositions), as long as both members of the pair are the same part of speech."

Synonymous definitions
Def. "a method in which another word is provided having the same general sense as the definiendum and with which the learner is already familiar"

"This is the commonest method of definition used in dictionaries."

"[D]efinitions (ideally) provide semantic clarity, clarifying ambiguous and vague terms and, hence, mitigating terminological confusion, a critical imperative particularly in combined or multinational (and multilingual) military operations."

""[S]cience requires universal agreement...on the inferences that can be drawn from those terms when they are combined into propositions. Safe and agreed inferences are possible only with precise and unambiguous terms" (Robinson 1950: 70)."

"If the lexicographer defines the verb harm as cause harm to, he refers to a word the user of the dictionary is assumed to know, even if it is the same lexeme, and this corresponds to Robinson's definition of synonymous definition."

"A synonymous definition employing less familiar words definitely fails to meet one of the important principles of good defining, ie —The definition /.../ must answer the question, —what is it?,“ directly and immediately“ (Landau 2001: 162)."

Def. "one in which the definiens is a single word having the same meaning as the definiendum" is called a synonymous definition.

Recent history
The recent history period dates from around 1,000 b2k to present.

From JSTOR, url=http://www.jstor.org, the earliest occurrence in an article of the above and other words of interest are

Dominants
Synonyms for “dominant” together with their category of most common usage are where the categories 36, 171, 462, 670, and 739, and words "note", "music", "chief", "influential", "most important", and "ruling" are actually listed.

The overlap in synonymy between “majority” and “dominant” is categories 36 and 747. Although many of the others could be used in description to construct stipulative definitions.

In Mosby's Medical Dictionary definition that a dominant group is "a social group that controls the value system and rewards in a particular society." is a synonym for "ruling": "controls", which is a verb form of "controlling". Although this synonym is absent from "need not be a numerical majority (although it often will be)." , there is the question of what's defining a dominant group when it's not the majority?

Both the current lexical definition and some as yet unfound earlier lexical definition from which the current one may have been precised appear to have problems. Both problems are matters of synonymy. The most common usage of "dominant" and thereby the most likely category to find the closest synonyms to exact synonyms is in category "171. INFLUENCE". For "majority" this is category "100. PLURALITY". The further away from exact synonymy the category is, the less exact relatively is the synonymy. This suggests that terms outside category 171 may be okay for lexical definitions as the one in Mosby's Medical Dictionary of dominant group using "controls". The same for some earlier unfound lexical definition using "majority", category 100.

This degree of relative synonymy also allows an answer to "what's defining a dominant group when it's not the majority?" An answer is in the synonyms for "majority", especially in category 100, but especially not in categories 36 or 747 because of the overlap in relative synonymy. Yet, here again both categories 36 and 747 are relatively away from categories 100 and 171 in meaning. These could be used in precising or theoretical definitions.

With relative synonymy instead of exact synonymy, relative synonyms may be useable in a genus–differentia definition.

Groups
This same approach of relative synonymy should be applied to the word "group". Although use within dominant group suggests that "group" is a noun, "group" can be used as a verb.

Relative synonyms
With a two-word term, genus classes (or categories ) may consist of three varieties:
 * 1) category1 + category2,
 * 2) "dominant" + category2, or
 * 3) category1 + "group".

Here "category1" refers to any category of relative synonyms for "dominant" (adjective or noun), and "category2" is the same for "group" (noun or verb).

The added possibilities of "group" as a verb suggests usages like "dominantly grouped", with the adverb "dominantly", or "dominant grouping".

These variations in part due to analyzing a two-word term allow additional possibilities to consider in forming genus differentia definitions.

The term dominant group appears to be used to identify entities of importance. The genera differentia for possible definitions of dominant group fall into the following set of orderable pairs:

'Orderable' means that any synonym from within the first category can be ordered with any synonym from the second category to form an alternate term for dominant group; for example, "superior class", "influential sect", "master assembly", "most important group", and "dominant painting". "Dominant" falls into category 171. "Group" is in category 61. Further, any word which has its most or much more common usage within these categories may also form an alternate term, such as "ruling group", where "ruling" has its most common usage in category 739, or "dominant party", where "party" is in category 74. "Taxon" or "taxa" are like "species" in category 61. "Society" is in category 786 so there is a "dominant society".

"A related, but separate, definition relies on a linguistic identity that differs from that of the dominant society [5]."

Classicus
The most common use for classicus found (3/15/15) on Google Scholar and Google Web is as part of locus classicus, or a type locality.

Master class
Def. "a small class for advanced students, especially a class in performance skills conducted by a distinguished musician" is called a master class.

Def. "a class (especially in music) given to talented students by an expert" is called a master class.

Def. "[a] class, typically in a performing art such as music or drama, in which a teacher listens to and critiques the performance of individual students, one at a time, while the other students look on" is called a master class.

Upper class
Def. "a class of people above the middle class, having the highest social rank or standing based on wealth, family connections, and the like" is called an upper class.

Def. "the class occupying the highest position in the social hierarchy, esp the wealthy or the aristocracy" is called an upper class in Sociology.

Def.
 * 1) "those people at the top of a social hierarchy" or
 * 2) "the aristocracy"

are called an upper class.

Hypotheses

 * 1) The earliest concept behind dominant group in humans is the group allowed to have children.

title: Dominant group/Synonymous definition


text:
User talk:Smccorma

 Hello Smccorma, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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Copyright problems on photos
Hello. There is a problem with one or more files you have uploaded. Every file you upload must have a clear statement of the copyright position. If you took the photos yourself, add PD-self if you are placing it unreservedly in the public domain. If you wish to retain minimal rights, add Cc-by-sa-3.0. If you did not take the photo, please add an explanation of why it can be hosted here. I am afraid that if you do not do this, the file wil be deleted. Let me know if you have any problems.--Collingwood (talk) 12:27, 7 July 2012 (UTC)

title: User talk:Smccorma