text:
Coastal aquifer analysis

Coastal aquifers constitute a system where the interface fresh water – salt water is in a fragile balance. An important quantity of world population is situated in the coasts, and it subsists due to the use of groundwater.

HYDROLOGICAL BEHAVIOR IN THE NORTHEASTERN COAST OF BUENOS AIRES PROVINCE, ARGENTINA
The only fresh water source available to the population in the Northeastern region of Buenos Aires province is stored in the coastal dunes. Human activity in coastal areas generally leads to changes in the location and/or extension in groundwater recharge and discharge areas.

STUDY AREA AND GENERAL CHARACTERISTICS
The study area is San Clemente del Tuyú, Partido de la Costa, Buenos Aires, Argentina (36º22' Lat S, 56º 44' Long W) (Figure 1). It is located in a fringe of coastal dunes where the fresh water lens is limited by two interfaces: brackish water - fresh water to the continent (west) and fresh water- salt water to the sea (east). Population growth and an increase in tourist activity associated with land-use change, produce modifications in the hydrological cycle (Kruse and Carretero, 2010)

San Clemente del Tuyú is located in coastal dune and continental plain geomorphological environments. The coastal dune (Figure 2a) extends uninterruptedly from Punta Rasa to the south, the width varies between 2 and 4 km and it is divided into beach (Figure 2c) and dune (Figure 2b). The continental plain (Figure 2d) is located on the west of the coastal dune. The elevations are less than 5 m.a.s.l.(meter above sea level) and it is open to the sea in this region. (Consejo Federal de Inversiones, 1989)

According to Thornthwaite´s climatic classification, the area is humid, mesothermal, with little or no water deficiency. (Consejo Federal de Inversiones, 1990). The average annual rainfall is 1000 mm of which the greater percentage occurs from October to March. The average annual temperature is 14.6 ° C, the average of relative humidity is 85% and the frequency of winds varies greatly, although the East direction is somewhat more predominant.

HYDROGEOLOGICAL CHARACTERIZATION
A shallow and a deep geohydrological system were recognized (Figure 3). It is possible to recognize two units in the shallow one: the fresh water lens, which is directly related to the current hydrological cycle, and the aquitard/aquiclude that contains some aquifer levels with high-salinity water. The fresh water lens thickness, in the central sector of the study area, varies between 4 and 10 m increasing from north to south and decreasing to the east towards the sea salt water interface and to the west, towards the continental brackish water. The deep system is lacking in data and therefore it is only possible to define it as a low permeability system that includes some sandy levels with high salinity and it is located from a depth of 92 m.

A monitoring network with 43 distributed wells was installed in the study area and monthly phreatic level surveys were carried out between November 2007 and July 2010. The results permit the construction of isophreatic, isodepth and isovariation maps. The groundwater flux maps (Figure 4) show, generally, a high area in the phreatic morphology which coincides with the central and the highest part of the coastal dune that is the main groundwater recharge zone. The discharge takes place in two opposing directions, to the east towards the sea and to the west towards the continental plain. (Carretero, 2011)

Based on isovariation maps (Figure 5) and fluctuation graphs (Figure 6) it was determined that the rise in the phreatic level occurs when accumulated precipitation between surveys (monthly) is greater than 60 mm.

Changes in land-use areas were analyzed (Figure 7) and different behaviors before the recharge were defined. In the area characterized by a sandy soil with scarce vegetation, phreatic level rise is three times greater than in the urbanized sector (Carretero et al, 2007, Carretero at al, 2008).

WATER SUPPLY
In the study area, the permanent population is greater than 10,000 inhabitants (INDEC, 2001). In summer, the region is subjected to a high rate of tourism which multiplies the population by 5. The drinking water supply to the city is acquired from a pumping field located outside the urbanized area (Figure 8). The water exploitation is carried out through the use of Ranney type horizontal wells and Wellpoint systems situated in the coastal dune. The extraction depth varies between 4 m and 6 m (Carretero and Kruse, 2010). A general tendency towards deepening in time of the phreatic levels and a cone of depression were observed in the pumping field. It is necessary to increase the drinking water supply to cover the needs of a greater number of inhabitants. As increasing tourism levels exert greater pressure on water demand, these points must be considered when planning and implementing future summertime groundwater management plans. The management guidelines should include the selection of new exploitation areas, including a detailed water input and output quantification of the hydrological system. An areal exploitation at scarce depth is also recommended., and it is fundamental that the areas of use are declared reservation areas to conserve the recharge areas and to avoid all possible contamination of the groundwater.

title: Coastal aquifer analysis


text:
University of Florida/Egm6341/s11.team1.Gong/Mtg12

Mtg 12: Wed, 26 Jan 11

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

 * style="width:95%" |
 * style="width:95%" |

[[media: Nm1.s11.mtg12.djvu| page12-1]]

Appl. of LIET p.11-2

$$Let \ {f}^{L}_{n}(t) \ be \ Lagrange \ interpolation \ of \ order \ n \ to \ f(t). \ \Rightarrow \ {f}^{L}_{n}(.) \ \in \ \color{blue}  \underset{set \ of \ poly \ of \ degree \  \leqslant \ n}{ \underbrace{ {\color{black}P_{n} }}}$$

$${\color{blue} n=1} \ {f}^{L}_{1}(.) \ interpolation \ exactly$$

$${\color{blue} P_{1}(x) \rightarrow}straight \ lines \ (linear \ functions) \ i.e., \ e_{1}(P_{1},t) \ \equiv \ 0 \ \forall \ t$$

 * nm1.s11.Mtg12.pg1.fig1.svg

$${\color{blue}n=2} \ {f}^{L}_{2}(.) \ interpolation \ exactly \ parabolas \ (polynomial \ of \ {\color{blue}\underset{degree}{ \underbrace{\color{black}order}}}) \ 2$$

$${\color{blue}n=3} \ cubic \ polynomial$$

$$\color{blue} \vdots$$

$${\color{blue}n} \ {f}^{L}_{n}(.) \ interpolation \ exatcly \ \color{blue}\overset{ \in P_{n}}{ \overbrace}$$

$$i.e., \ e_(p_;t) \ =0 \ \forall t$$

[[media: Nm1.s11.mtg12.djvu| page12-2]]

LIET: (2) p.11-3

$$IF \ f \ = \ p \in \ P_{n} \ \Rightarrow \ f^{(n+1)} \ \equiv \ 0$$

$${\color{red} (2)} \ {\color{blue} \ p.11-3} \ \Rightarrow \ e_(p,t)=0 \ \forall t$$

$$i.e., \ {f}^{L}_{n}(.) \ interpolation \ {\color{red}exactly} \ p\in P_{n}$$

$$\color{blue} Method \ to \ comp. \ \left\{w_{i,n}; \ i=0,..,n \right\} \ given \ \left\{x_{i}; \ i=0,..,n \right\} \ \underline {not} \ necessarily \ equidistant.$$

$${\color{blue}\underline {j=0}} \ consider \ f=p_{\color{blue}j}=p_{0}\in P_{0} \ {\color{red}constant}$$

$$e_{\color{blue}n} \left( \underset{{\color{blue} \underbrace{{\color{black}p_{\color{red}0}}}};t} \right) \ = {\color{blue}\underset{1}{ \underbrace}}- {f}^{L}_{{\color{blue}n}(t)}={\color{blue}1}-{f}^{L}_{n}(t)=0$$

$$\Rightarrow {\color{blue} \underset{ \sum_{i=0}^{n}l_{i,n}(t){\color{red} \underset{1}{ \underbrace}}}{ \underbrace}}=1 \ \Rightarrow \ {\color{red} \int_{a}^{b}}{\color{blue} \left( \underset{{f}^{L}_{n}(t)}{ \underbrace}\right)}dt \ = \ {\color{blue} \underset{b-a}{ \underbrace}}$$

[[media: Nm1.s11.mtg12.djvu| page12-3]]

$$\Rightarrow \ {\color{blue} \underset{w_{i,n}}{ \underbrace{ \left( {\color{red} \int_{a}^{b}}l_{i,n}(t)dt\right)}}.{\color{red}1}}=b-a$$

$$\Rightarrow$$

$${\color{blue} \underline {j=1}} \ let \ f=p_=p_{1}\in P_{1}$$

$$choose \ f(x)=p_{1}(x)= \ {\color{red}x} \in P_{1}$$

$$e_{\color{blue} \left( \underset{ \underbrace}{\color{black};t }\right)} \ = \ {\color{blue} \underset{ \underbrace}}-{f}^{L}_{\color{blue}n}(t) ={\color{blue}t}-f_{n}(t)=0$$

$$\Rightarrow \underset{ {\color{blue}\underbrace{\color{black}{f}^{L}_{n}(t)}}}={\color{red}t} \ \Rightarrow \ {\color{red} \int_{a}^{b}}{\color{blue} \underset{{f}^{L}_{n}(t)}{ \underbrace{ \left( {\color{black} \sum_{i=0}^{n}l_{i,n}(t).}{\color{red}x_{i}}\right)}dt}}={\color{blue} \underset{(b^{2}-a^{2})/2}{ \underbrace}}$$

$$\Rightarrow$$

 * }

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


text:
User:EGM6341.S11.team5.cavalcanti/Mtg25

Mtg 23: Wed, 23, Feb 11 [[media:Nm1.s11.mtg23.djvu | Page 23-1]]

title: User:EGM6341.S11.team5.cavalcanti/Mtg25


text: File:EGM6341.s11.team5.cavalcanti.L23fig1.png


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User talk:ProfBlack

 Hello ProfBlack, 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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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 20:19, 7 July 2011 (UTC)

 Hello , you can call me Jacob Frank. I'd like to be your mascot and welcome you to Wikiversity. Even though I was a plain and untutored man back in 18th-century Europe, that still didn't stop me from contributing my ideas to the world. Neither should it stop you. As a religious leader who developed the doctrine of "purification through transgression," my advice to you is to be bold and to ignore all rules—yes, these are two of Wikiversity's official policies! Happy editing.

Goodluck Jonathan
This page has been deleted because biographies belong on Wikipedia. Please consider contributing, in this case, to Goodluck Jonathan. Wikiversity is for learning materials. Please feel free to contribute non-bio material related to learning. Sincerely, James. -- Jtneill - Talk - c 20:19, 7 July 2011 (UTC)

title: User talk:ProfBlack


text:
Limits To Growth/selected important minerals

Introduction

The production rates and estimated exhaustion rates (years to exhaustion at the current rate of consumption and also the number of years left if the world consumed at half the US per-capita rate.) for several important minerals are shown in this table, adapted from


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Bacillus cereus

Bacillus cereus is a Gram-positive bacteria sporulate. It is an opportunistic pathogen which is a close relative to Bacillus anthracis, the bacteria that causes anthrax, a severe disease. B. cereus is present in soil, water, plants, and food, especially dry food like rice, dry milk, vegetables and spices. It is a problem to the food industry because spores form a biofilm over the production line. This microorganism causes intestinal and non-intestinal clinical infections: local infections of the eye and traumatic or postsurgical wounds; bacteremia and septicemia; meningitis; endocarditis and pericarditis; and food poisoning: emetic and diarrheagenic syndromes. Both foodborne diseases, emetic and diarrhoeal, are mild and self-limiting, although more serious cases have occurred. The symptoms of the emetic syndrome are nausea and emesis. The incubation time is from 0.5 h to 6 h and the duration is 6 to 24 h. Besides, the diarrheal syndrome presents abdominal pain, watery diarrhea and occasionally nausea and emesis. The incubation time is in the range of 8 h -16 h and the duration is not more than 24 h. Moreover B. cereus produces several toxins: cereulide, the emetic toxin; haemolysin BL, a tripartite enterotoxin; nonhaemolytic enterotoxin, another three-component toxin; cytotoxin K and hemolysin II, a β-barrel pore-forming toxins; phospholipase C (phosphatidylinositol, phosphatidylserine and phosphatidilcholine), proteases and hemolysin IV (Hly-IV), which has a strong effect on plasma membranes with a wide range of compositions. Traditionally the pathogenesis of B. cereus has been associated with the production of exocellular factors. Interestingly, the ability of this microorganism to attach to and invade enterocytes and disrupt the cytoskeleton could increase its pathogenic potential. Thus, B. cereus gastroenteritis may be multifactorial.

title: Bacillus cereus


text:
Literature/1975/Rayward

 * https://www.ideals.uiuc.edu/bitstream/2142/651/3/THE%20UNIVERSE%20OF%20INFORMATION.txt

Authors

 * University of Chicago
 * University of Illinois (later)

Excerpts

 * Preface
 * Nowadays, with the computer and the work of UNESCO and the International Council of Scientific Unions, Otlet's visionary schemes may yet be realised through UNISIST.

In 1937 the Institute for Intellectual Co-operation organised a World Congress for Universal Documentation in Paris. This was an enormous congress attended by representatives of governments as well as by those interested in documentation in a more private capacity. It was, in fact, the first time that such a large, influential congress had been held in the field since the IIB conferences of 1908 and 1910 and those of the UIA in 1910 and 1913. Here Otlet and La Fontaine came into much respectful praise. Their positions as grand old men of European documentation were clearly acknowledged. The idea of a Universal Network or System for Documentation was taken up and the IID once more changed its name and statutes to become the International Federation for Documentation, in order better to promote this. Here there was much talk of H. G. Wells' idea of a World Brain, a new form of the encyclopedia, an idea which, in a different form, Otlet had been writing about for decades. Here Otlet met Wells and made "magnificent improvisations".

Bradford regarded the World Congress of Universal Documentation as the culmination of a rival scheme. Jean Gerard, he asserted, had induced the International Institute of Intellectual Co-operation to call the Congress with the view to setting up a new Institute for Documentation in Paris. Gerard had powerful support and for Bradford there was "no doubt  the  project  would  have  been   achieved, had not the International Institute [for Bibliography] meanwhile grown up". The mobilisation of forces within the Institute's national sections and much arduous work at the Congress itself were necessary to avoid defeat. "At every meeting", Bradford reports, "resolutions were proposed in favour of [Gerard's] plan" and "at first the members of the Institute were, every time, outvoted". Eventually, however, "knowledge, experience and logic made their mark", and with a change in name which emphasised the decentralised "federalised" nature of the organisation, the Congress voted to support it and not proceed with Gerard's proposal.

Otlet, however, did not share Bradford's view of the Congress. He was pleased that it recognised the need for a Universal Network for Documentation and saw this aspect of its work as recapitulating his own ideas.

It is indeed paradoxical that libraries and archival repositories preserve large masses of documents without having the resources to catalog, analyse and circulate them; that offices and services of Documentation establish vast repertories without power of themselves disposing of (actual) works; that learned and administrative bodies publish them without full co-ordination or care for their utilisation; that provincial workers in all countries are deprived of the means of study. The Universal Network of Documentation is called on to organise the liason of these reservoirs and repertories, of producers and users. The ultimate goal is to realise the World Encyclopedia according to the needs of the twentieth century. (pp. 355-357)

Wikimedia

 * Paul Otlet
 * In the wake of World War II, the contributions of Otlet to the field of information science were lost sight of in the rising popularity of the ideas of American information scientists such as Vannevar Bush,  Douglas Engelbart,  Ted Nelson and by such theorists of information organization as  Seymour Lubetzky.
 * His 1934 masterpiece, the Traité de documentation, was reprinted in 1989 .... (Neither the Traité nor its companion work, Monde (World) has been translated into English so far.)
 * Mundaneum
 * Otlet regarded the project as the centerpiece of a new 'world city' -- a centrepiece which eventually became an archive with more than 12 million index cards and documents. Some consider it a forerunner of the internet (or, perhaps more appropriately, of Wikipedia) and Otlet himself had dreams that one day, somehow, all the information he collected could be accessed by people from the comfort of their own homes.

Comments

 * It may be suspected that both Paul Otlet and Henri La Fontaine were both Belgian patriots or nationalists and globalists perhaps in disguise, if not an oxymoron, who frankly aimed to make Belgium the World Center, World City or World Palace, while being challenged from other countries, as noted in the long excerpt above by Bradford (1953).
 * Likewise, H. G. Wells may be suspected of his idea of "World Encyclopedia" (1936) aiming tacitly to make English the World Language, as it were, as suggested by his support for Ogden's (1930) Basic English that looks like a compromise. Yet he was in a position to propose to make anything an "open conspiracy". He may have seen practically no alternative to the simplified  English.
 * Russia may have been among the strong cons against Wells and rather preferred Otlet and his FID anyway. This biography (1975), published for FID by Russian VINITI, well coincides with the high Wellsian tide marked by Kochen (1975) and others. On the other hand, the affluent American Association for Computing Machinery revolving around AI and  cognitivism may have made best use of that uneasy situation in watering down the  AI winter just on time by replacing Wells with  Vannevar Bush, the icon of cognitivism, who wished indeed the machine that thinks as well "as we may think".
 * The time of this publication was exceptional enough for an enormous revolution, say, "cognitive revolution" or worldview revolution, shifting from objectivism to admission of humanic subjectivism in sharp contrast to dehumanizing cognitivism.
 * The cognitive revolution, as Bruner (1990) refuted but as Miller (2003) positively attributed to the  Dartmouth Conferences (1956) hence McCarthy (1955) that was simply the cognitivist manifesto of AI indeed, must be called the cognitivist, rather than  cognitive revolution proper. Miller may have done with an unjust word play, boldly confusing human cognition with machine cognitivism. The cognitive revolution that started around 1974/1975 was not mechanic at all but just humanic.
 * Inline comments

title: Literature/1975/Rayward


title: File:Variable.1.A.20110708.pdf


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Talk:Theory Design Lab/Karma Lab

Karma: Pseudo-causal etymology
Karma -> Car Ma : If the size of the car you borrowed from your mother is an indicator for your social status then you are
 * a pupil
 * your social environment doesn't appear to have received the best education and
 * your reputation system is defective

How to ruin karma
One could offer a proposal how to ruin one's karma.

At possibly the highest level (so to speak as an entrance qualification) this could be:
 * Fail to be an ethicist and mentor

Then, yet without any ordering and, of course, any guarantee:
 * Avoid charitability and volunteering.
 * Do not educate others.
 * Ignore problems that are not your problems.
 * Be aggressive.
 * Cause problems for others, preferably without need.
 * Act irresponsibly.
 * Be efficient.
 * Join a cabal. (To explain the karma problems of a cabal:
 * One presents others with a problem that may be almost unresolvable and that does remain.
 * One withholds potentially critical information for an indetermined amount of time.
 * One potentially promotes segregation and acceptance of (undue) advantages.
 * One creates a potentially critical barrier for universal mentoring.
 * One creates more criteria, motivation and potential for social hierarchy/social status, but not in a desirable way.
 * One excludes others by default.
 * One fails to provide motivation to qualify for something one apparently considers important.
 * One could conclude that a cabal "conveniently" emphasizes the moral obligation of mentoring with ethical education as one of the foremost obligations; predestination can be interpreted as another increased motivation for mentoring.)

 * Have unrealistic expectations.
 * Be demanding and assertive.
 * Restrict your interests to a small set (e.g. business)
 * Maximize profit.
 * Be intolerant.
 * Ignore the perspective of others.
 * Plan to be nasty.
 * Do not mentor, tutor, teach personally.
 * Use other people as means, not as ends.
 * Do what you want and wait at least until others tell you you are out of policy.
 * Ignore moral obligations.
 * Avoid sensible educational offers (e.g. lifelong learning offers)

Relationship between karma and categorical imperative
Obviously a group of people (e.g. country, region, city or other community) can have a certain culture and/or code of conduct that could be seen to bring about a certain karma. For instance the inhabitants of a car-free city (e.g. Masdar City) will experience fewer road casualties and obviously a lower risk of being hit by a car for the individual living in the city. People who make use of 23andme.com should in future experience fewer problems with genetic disorders. (It may take some generations for the fact to sink in that genetic risks considered common today should actually be considered avoidable problems.) The categorical imperative, of course, motivates not to contribute to risks one would not like to experience oneself. A belief in karma can add a certain pseudo-causality to the categorical imperative, which would imply that one cannot focus on specific problems one would like to exclude for oneself but also should aim to prevent problems for others one is personally not very concerned about. Karma could therefore be seen to imply that a "failure to prevent a problem" may affect/migrate to other problem categories in unexpected ways (e.g. problems sharing a common result or risk). Therefore karma would motivate understanding for the categorical imperative but without the counter-argument ("this problem type does not or no longer apply to me, therefore I can ignore it"). A society that is strongly motivated to avoid many different types of problems is, of course, likely to spend more money on sensible goals (including sensible education and research) and may consequently experience much fewer problems.

title: Talk:Theory Design Lab/Karma Lab


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User:EGM6341.S11.team5.cavalcanti/Mtg27

Mtg 25: Mon, 28 Feb 11 [[media:Nm1.s11.mtg25.djvu | Page 25-1]] - Course feedback: Comments (see billboard) Linear State Space Model with radom noise Reference: Meyn, Markov chains and stochastic stability, 2009, pp.8-10. Deterministic linear control model (LCM) (Discrete)
 * {| style="width:100%" border="0"

$$  \displaystyle \underline{x}_{k+1} = \underline{F} \ \underline{x}_{k} + \underline{G} \ \underline{u}_{k+1} $$     (1)  Data: $$\underline{F}, \underline{G}, \underline{x}_{0}, \left\{ \underline{u}_{0}, \underline{u}_{1}, ... \right\}$$ Find: $$\left\{x_{j}, j=1,2,...\right\}$$using (1). Linear State Space Model (LSSM) with random noise (LSSMRN) LSSM:
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$$  \displaystyle \underline{x}_{k+1}=\underline{F} \ \underline{x}_{K} $$     (2) [[media:Nm1.s11.mtg25.djvu | Page 25-2]] LSSMRN: $$\underline{x}_{k+1}=\underline{F} \ \underline{x}_{k} + \underline{G} \ \underline{w}_{k+1}$$ (based on LCM) Data: F, G , x 0, { W j, j=0, 1, 2, ...} sequence of random p X 1 matrices characterized by a given pdf. Find: { x j, j=1, 2, ...}
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 * }

title: User:EGM6341.S11.team5.cavalcanti/Mtg27


text: File:Vql.probability.cdf.pdf

title: File:Vql.probability.cdf.pdf


text:
Category:Egm6936.f09

EGM 6936 Fall 2009 Seminar: Multiphase flows

title: Category:Egm6936.f09


text:
Rootfinding for nonlinear equations

Rootfinding for nonlinear equations

Here we want to solve an equation of the kind $$f(x)=0$$.

Suppose that there exist $$\alpha \in \mathbb{R}$$ such that $$f(\alpha)=0$$. Then we want to construct a sequence $$x_k$$, with $$k \in \mathbb{N}$$, such that
 * $$\lim_{k\to\infty}x_k=\alpha$$

The number $$\alpha$$ is called root (of the function $$f$$).

Convergence
If the sequence defined by the numerical method converges, we can ask what the rate of convergence is. With this aim, we define the order of convergence of a sequence :  Definition (Order of convergence). A sequence $$x_k$$ converges to $$\alpha$$ with order $$p\geq 1$$ if
 * $$|x_{k+1}-\alpha | = C|x_{k}-\alpha |^p, \quad \forall k>0,$$

$$p$$ is the order of convergence of the numerical method that has generated the sequence $$x_k$$. The constant $$C$$ is called rate of convergence. If $$p=1$$ and $$C$$ is between 0 and 1, the convergence is said to be linear convergence.Under the linear convergence condition,if $$C=0$$, the sequence is said to converge superlinearly and if $$C=1$$, then the sequence is said to converge sublinearly. The quantity
 * $$e_{k+1}\equiv |x_{k+1}-\alpha |$$

represents the error at step $$k$$. In general, with a numerical method, we do a finite number of iterations and for this reason we seek only an approximation $$x_{k+1}$$ of the true root $$\alpha$$. In particular, we can define a tolerance $$\epsilon$$ such that if $$|x_{k+1}-\alpha|\leq\epsilon$$,we can stop the iteration and conclude that $$x_{k+1}$$ is the approximation of the true root.

Example
Suppose that the sequence $$x_k$$ converges to  $$\alpha$$ with order 2, where the constant $$C=1$$, and suppose that the initial error  $$e_0 = |x_0-\alpha|=10^{-1}$$. Consider a tolerance $$\epsilon = 10^{-10}$$, then we can find the approximation of the true root by using the definition of convergence.Hence,

 * $$e_1 = |x_1-\alpha|=|x_0-\alpha |^2=10^{-2}$$

which is greater than the tolerance, so we should keep going until the error is less than the tolerance. We can get
 * $$e_2 = |x_2-\alpha|=|x_1-\alpha |^2=10^{-4}$$

which is also greater than the tolerance, thus we should do the iteration to calculate
 * $$e_3 = |x_3-\alpha|=|x_2-\alpha |^2=10^{-8}$$

which is still larger than the tolerance. Similarly,
 * $$e_4 = |x_4-\alpha|=|x_3-\alpha |^2=10^{-16}$$

which is less than the tolerance. Therefore, we can stop here and can conclude that $$x_4$$ is the approximation of the true root.

YangOu (talk) 02:44, 26 October 2012 (UTC)

title: Rootfinding for nonlinear equations


text: File:Vql.random.process.djvu

title: File:Vql.random.process.djvu


text:
Numerical Analysis/Intro

This topic page is for organising the development of Numerical analysis content on Wikiversity. If you are knowledgeable in any area Numerical analysis, feel free to improve, we would greatly appreciate your contributions.

Numerical analysis is the study of algorithms that use numerical approximation (as opposed to general symbolic manipulations) for the problems of continuous mathematics (as distinguished from discrete mathematics).

As a topic of study, it has a large overlap with Numerical Algorithms and Scientific Computing.

title: Numerical Analysis/Intro


text:
Numerical Analysis/Learning projects and learning resources

Since there is already a lot of material on this topic freely available, we will try to organize and supplement, rather than duplicate. In particular, here we collect exercises and quizzes, which would be inappropriate for Wikipedia. The topics are organized and ordered as in Wikipedia's List of numerical analysis topics. A topic is only listed here if we have something to add, such as a Wikibook link (prefaced with b:), a learning module here, further examples, exercises, quizzes, or links to external learning resources.


text: Numerical Analysis/Topics

title: Numerical Analysis/Topics


text:
Numerical Analysis/Other Resources

 * Boundary Value Problems/Numerical Methods
 * Introduction to Numerical Methods and Matlab Programming, a free online text for a college junior level course Applied Numerical Methods.
 * NumaWWW, offers the possibility of testing a lot of methods from numerical computing and optimization interactively, with only minimal programming knowledge needed.
 * MA213: Numerical Analysis is a free online course.
 * Holistic Numerical Methods collects undergraduate resources and learning materials.

title: Numerical Analysis/Other Resources


text:
The bisection method

The bisection method

The bisection method is based on the theorem of existence of roots for continuous functions, which guarantees the existence of at least one root $$\alpha$$ of the function $$f$$ in the interval $$[a, b]$$ if $$f(a)$$ and $$f(b)$$ have opposite sign. If in $$[a,b]$$ the function $$f$$ is also monotone, that is $$f'(x)>0\;\forall x\in [a,b]$$, then the root of the function is unique. Once established the existence of the solution, the algorithm defines a sequence $$x_k$$ as the sequence of the mid-points of the intervals of decreasing width which satisfy the hypothesis of the roots theorem.

Roots Theorem
The theorema of existence of roots for continuous function (or Bolzano's theorem) states  Let $$f:[a,b] \to \mathbb{R}$$ be a continuous function such that $$f(a) \cdot f(b)<0$$.

Then there exists at least one point $$x$$ in the open interval $$\displaystyle (a,b)$$ such that $$\displaystyle f(x)=0$$.

The proof can be found here.

Bisection algorithm
Given $$f \in C^0([a,b])$$ such that the hypothesis of the roots theorem are satisfied and given a tolerance $$\epsilon$$
 * 1) $$x_k=\frac{a+b}{2},\qquad k\geq 1$$;
 * 2) if $$\displaystyle e_k=|b-x_k|\leq \epsilon:\qquad\qquad\qquad$$esci;
 * 3) if $$\displaystyle f(x_k)=0:\qquad\qquad$$ break;
 * else if $$\displaystyle f(a)f(x_k)>0:$$ $$\displaystyle a=x_k$$;
 * else $$:\displaystyle b=x_k$$;
 * 1) go to step 1;

In the first step we define the new value of the sequence: the new mid-point. In the second step we do a control on the tolerance: if the error is less than the given tolerance we accept  $$x_k$$ as a root of $$f$$. The third step consists in the evaluation of the function in $$x_k$$: if $$f(x_k)=0$$ we have found the solution; else ,since we divided the interval in two, we need to find out on which side is the root. To this aim we use the  hypothesis of the roots theorem, that is, we seek the new interval such that the function has opposite signs at the boundaries and we re-define  the interval moving $$a$$ or $$b$$ in $$x_k$$. Eventually, if we have not yet found a good approximation of the solution, we go back to the starting point.

convergence of bisection method and then the root of convergence of f(x)=0in this method

At each iteration the interval $$\mathcal{I}_k=[a_k, b_k]$$ is divided into halves, where with $$a_k$$ and $$b_k$$ we indicate the extrema of the interval at iteration $$k\geq 0$$. Obviously $$\mathcal{I}_0=[a,b]$$. We indicate with $$|\mathcal{I}_k|=meas(\mathcal{I}_k)$$ the length of the interval $$\mathcal{I}_k$$. In particular we have
 * $$|\mathcal{I}_k|=\frac{|\mathcal{I}_{k-1}|}{2}=\frac{|\mathcal{I}_{k-2}|}{2^2}=...=\frac{|\mathcal{I}_{0}|}{2^k}=\frac{b-a}{2^k}.$$

Note that $$\alpha \in \mathcal{I}_k\;, \forall k \geq 0$$, that means
 * $$e_k \leq |\mathcal{I}_k|$$.

From this we have that $$\lim_{k\to \infty}e_k=0$$, since $$\lim_{k\to \infty} \frac{1}{2^k} = 0$$. For this reason we obtain
 * $$\displaystyle \lim_{k\to \infty} x_k = \alpha $$,

which proves the global convergence of the method.

The convergence of the bisection method is very slow. Although the error, in general, does not decrease monotonically, the average rate of convergence is 1/2 and so, slightly changing the definition of order of convergence, it is possible to say that the method converges linearly with rate 1/2. Don't get confused by the fact that, on some books or other references, sometimes, the error is written as $$e_k=\frac{b-a}{2^{k+1}}$$. This is due to the fact that the sequence is defined for $$k\geq 0$$ instead of $$k\geq 1$$.

Example
Consider the function $$\displaystyle f(x)=\cos x$$ in $$\displaystyle [0, 3\pi]$$. In this interval the function has 3 roots: $$\alpha_1=\frac{\pi}{2}$$, $$\alpha_2=\frac{3\pi}{2}$$ and $$\alpha_3=\frac{5\pi}{2}$$.

Theoretically the bisection method converges with only one iteration to $$\displaystyle \alpha_2$$. In practice, nonetheless, the method converges to $$\displaystyle \alpha_1$$ or to $$\displaystyle \alpha_3$$. In fact, since the finite representation of real numbers on the calculator, $$x_1 \neq \frac{3\pi}{2}$$ and depending on the approximation of the calculator $$\displaystyle f(x_1)$$ could be positive or negative, but never zero. In this way the bisection algorithm, in this case, is excluding automatically the root $$\displaystyle \alpha_2$$ at the first iteration, since the error is still large ($$\displaystyle e_1=\alpha_2$$).

Suppose that the algorithm converges to $$\displaystyle \alpha_1$$ and let's see how many iterations are required to satisfy the relation $$\displaystyle 10^{-10}$$. In practice, we need to impose
 * $$e_k\leq\frac{3\pi}{2^k}\leq 10^{-10}$$,

and so, solving this inequality, we have
 * $$k\geq\log_2 ( 3\cdot 10^{10}\pi)\approx 36.46$$,

and, since $$k$$ is a natural number, we find $$k\geq 37 $$.

Other resources on the bisection method
Look on the resources about rootfinding for nonlinear equations page.

title: The bisection method


text:
User:Wfplb

 * Compteur d'édition de Wfplb

e-mail

title: User:Wfplb


text:
User talk:Euge~enwikiversity

 Hello Euge, 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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Your account will be renamed
Hello,

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

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

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Renamed
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title: User talk:Euge~enwikiversity


text:
User talk:Simone.rossi

 Hello Simone.rossi, 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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title: User talk:Simone.rossi


text:
Literature/1994/Rayward

Authors

 * University of New South Wales

Abstract
The work of the Belgian internationalist and documentalist, Paul Otlet (1868–1944), and his colleagues in Brussels, forms an important and neglected part of the history of information science. They developed a complex of organizations that are similar in important respects functionally to contemporary hypertext/hypermedia systems. These organizations effectively provided for the integration of bibliographic, image, and textual databases. Chunks of text on cards or separate sheets were created according to "the monographic principle" and their physical organization managed by the Universal Decimal Classification, created by the Belgians from Melvil Dewey's Decimal Classification. This article, discusses Otlet's concept of the Office of Documentation and, as examples of an approach to actual hypertext systems, several special Offices of Documentation set up in the International Office of Bibliography. In his Traité de Documentation of 1934, one of the first systematic treatises on what today we would call information science, Otlet speculated imaginatively about telecommunications, text-voice conversion, and what is needed in computer workstations, though of course he does not use this terminology. By assessing how the intellectual paradigm of nineteenth century positivism shaped Otlet's thinking, this study suggests how, despite its apparent contemporaneity, what he proposed was in fact conceptually different from the hypertext systems that have been developed or speculated about today. Such as analysis paradoxically also suggests the irony that a "deconstructionist" reading of accounts of these systems might find embedded in them the positivist approach to knowledge that the system designers would seem on the face of it explicitly to have repudiated.

Excerpts

 * The development of Hypertext/hypermedia systems has generated great interest in the last decade. ... Most of those who discuss Hypertext/hypermedia systems see the new functionality ... as originating conceptually in Vannevar Bush's ... "memex."
 * It will be seen that he is a precursor of Bush (1945), Englebart (1963), Nelson (1983, 1987) and others who have set the hypertext/hypermedia agenda in recent years and that he anticipated many of the features of memex, hypertext and Xanadu.

Chronology

 * Rayward, W. Boyd (1992). "Restructuring and Mobilising Information in Documents: A Historical Perspective." In: Vakkari, P. and B. Cronin, eds. Conceptions of Library and Information Science: Historical, Empirical and Theoretical Perspectives. London: Taylor Graham. (pp. 50-68)
 * Rayward, W. Boyd (1992). "Restructuring and Mobilising Information in Documents: A Historical Perspective." In: Vakkari, P. and B. Cronin, eds. Conceptions of Library and Information Science: Historical, Empirical and Theoretical Perspectives. London: Taylor Graham. (pp. 50-68)
 * Rayward, W. Boyd (1992). "Restructuring and Mobilising Information in Documents: A Historical Perspective." In: Vakkari, P. and B. Cronin, eds. Conceptions of Library and Information Science: Historical, Empirical and Theoretical Perspectives. London: Taylor Graham. (pp. 50-68)
 * Rayward, W. Boyd (1992). "Restructuring and Mobilising Information in Documents: A Historical Perspective." In: Vakkari, P. and B. Cronin, eds. Conceptions of Library and Information Science: Historical, Empirical and Theoretical Perspectives. London: Taylor Graham. (pp. 50-68)

Comments
The author may not know why they suddenly started revisiting Bush (1945) after three decades, even though Rayward (1975) may have been timely and purposeful to cover up Wells (1938). It was not only Wells who mattered at the moment but also Bernal (1939) and perhaps more vitally Ogden (1923), all in concert in context, in a way, say, the greatest use of information for the greatest happiness.

Simply, they started revolving around synthesizing and sense-making or making the implicit (meaning) explicit, e.g., metaphor, implicature, indexical, etc., by virtue of the whole context as an intricate web. Hence, the analytico-synthetic web of hypertexts as well! Fillmore (1976) argues that the dictionary alone is not so enough for sense-making as to need to be coupled with the encyclopedia. Soergel (1977) at University of Maryland already argues for the digital encyclopedia aiming for information retrieval, no doubt, by virtue of many hyperlinks. Shneiderman (1983) there developed The Interactive Encyclopedia System (TIES), practically the first of the kind. His students followed. One of them co-founded Google.

It is more often than not in academia for partisans to replace or cover up the practical influence with the earlier or someone else of little or no use. Librarians are textualists by profession, who would better not claim his practical influence on Anglophones without his English translations, to be careful, as if he had been more influential than Wells of all popularity. Similar is the case with Bush's 8-page essay. Encyclopedism, micrography and the like had long remained a popular agenda back then. Anyone's claim for novelty would sound greedy.

title: Literature/1994/Rayward


text:
User talk:Teto83

 Hello Teto83, 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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 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:54, 8 July 2011 (UTC)

title: User talk:Teto83


text:
Egyptology/Literature

The Admonitions of Ipuwer

The Admonitions of Ipuwer is a poem preserved on the recto of a single papyrus (Papyrus Leiden I 344) which belongs to the collection of the Rijksmuseum van Oudheden, Leiden (National Museum of Antiquities of Leidien) (Enmarch 2005: 1). Despite the fact that the papyrus is from the New Kingdom, the poem preserved on it is supposed to be from the Middle Kingdom (Parkinson 1991: 60).

The papyrus is in appalling conditions. The beginning and its end are completely lost (Faulkner 1973: 210), however we can understand the story. A man, called Ipuwer, appeared in the court of an unnamed pharaoh and described the chaotic state of Egypt which could probably refer to the memory of the events that had occurred in the First Intermediate Period. The order is upset by a social revolution, the rich become poor and the poor rich, foreign people invade Egypt from the delta, nomes are destroyed and wasted and social anarchy is spreading all over the land, while cultural values are broken under the indifferent gaze of society.

The first full comprehensive publication of this text was made by the Egyptologist Sir Alan Gardiner (1909) in the early twentieth century. He was also the first scholar who translated and traduced the papyrus from hieratic to English.

Gardiner (1909) interpreted the events of social chaos and anarchy which appear in this literary text of the Middle Kingdom as a reflection of a concrete historical situation which had happened in the First Intermediate Period according to the similarities that it has with the historical background of that period.

A series of publications contain the full or partial translation of the Admonitions along with comments and some notes. These works contain the required references for those who wish to investigate it such as the current location of the manuscript which contains the text, its date of composition, its current state of conservation, the story and a brief historical background of the subject. Among these publications we can find: A. Erman (1927: 92-108); R. Faulkner (1964: 24-36; 1973: 210-229); M. Lichtheim (1973: 149-163); J. M. Serrano Delgado (1993: 80-84); R. Parkinson (1991: 60-61 y 121-122; 1998: 166-199; 2002: 204-216); W. Helck (1995); S. Quirke (2004: 140-150) y R. Enmarch (2005; 2008).

In conclusion, the importance of studying this text lies in the messages that it contains, which allows us to think about how the ancient Egyptian social structure was conceived in cultural imagination.

The Tale of Two Brothers

This is an Egyptian tale from XIXth Dynasty which tells the story of two brothers who lived and worked in the countryside. The oldest one was called Anubis, and the youngest one, Bata. Anubis was married to a woman whose name we don´t know, and Bata lived with them as their son. Anubis´ wife tried to seduce Bata, which caused an argument between the brothers, and the exile of the youngest one. Gods created a wife for Bata, but she went with the pharaoh and killed her husband. Bata revived thanks to his brother´s help, and took revenge on his wife. In doing this, he reached the Egyptian throne and became pharaoh.

The tale is written on the d´Orbiney papyrus, which nowadays is in the British Museum. It is composed of 19 pages and it is written in the recto, that is its front part, in black and red ink lines.

Scholars have generally remarked the popular character of this tale. It has been inferred that the story was read to people, because of its simple language and style. In this sense it has been considered by Assmann (2005: 347) as one of the examples of the “laugh culture” that characterized the literature of the New Kingdom.

Maspero (2003 [1882]), one of the first scholars who studied it, has made an exhaustive report on the parallelisms that the story has with other tales all over the world and periods. He has also mentioned the connections between the main characters and the gods, although he has recognized the daily situations that are found in the narration. Moreover, he is the first one who thought that the tale was in fact two different stories which were linked between them by the introduction of little incidents. The vivid style would be the result of the scribe´s skilful hands.

Because of the tale´s similarity with other stories it has been studied from a folklorist perspective. After Gardiner´s publication (1932), the tale has been translated into different languages. The scholars have reinforced the observations on the popular nature of the tale which had the only aim of entertaining people.

This perspective has been partially modified by Hollis´ book (2008 [1990]) in which she considered the possibility that the tale could express a passage or initiation rite. In this same sense, Cervelló Autuori (2001) has observed the structural parallelism with oral African tales, which refer to those processes in ways which are specific to each culture.

A recent publication has introduced more particularly the mythological sphere. Wettengel (2003) has related every action in the tale with an hour of the solar cycle. Furthermore, the author studied the ties that the tale has with the legitimation of 19th Dynasty.

title: Egyptology/Literature


text:
Philosophy with children

Philosophy with Children in elementary education

Philosophy with Children is a rather recent educational enterprise whose main purpose is to introduce a specific philosophical perspective within the framework of a broader pedagogical project involving elementary education. It is aimed at the development of critical, creative and committed persons, concerned with democratic values and rational dialogue and with the skills related to the ability to think properly for oneself about significant matters.

The idea first emerged in the USA in the 70s, with the gradual elaboration of an exhaustive educational program conducted by Matthew Lipman, consisting in a specific theoretical framework that includes a myriad of pedagogical exercises and resources as well as several manuals providing the teacher with an introduction to the program´s content and suggested ways of proceeding. This meticulous work became the touchstone for thinking a new role for Philosophy regarding pedagogical practices, on the one hand, and for outlining a different perspective with respect to its teaching, on the other.

This educational proposal entails fostering the philosophical dialogue and advancing reflection within a context where both teacher and children integrate a classroom community of inquiry. Such a community concerns itself with the development of critical and creative thinking and with the cultivation of good judgment by means of a dialogical reflective practice based upon questioning and collective construction of sense. In this frame, the role of the Philosophy teacher consists in being the model inquirer, in guiding the philosophical discussion and in coordinating the community, looking after its members’ interests and promoting the configuration of working dynamics that suit the community’s particularities. Thus, the teacher’s skills for asking the appropriate follow-up questions once the dialogue has begun among children and for helping them become more aware of the process of reasoning they use in discussing philosophical themes become the key to a good philosophical practice. Indeed, far from being passive receivers, children are to see themselves as active creators and co-creators of philosophical ideas. From this perspective, Philosophy is conceived as a specific practice that proceeds critically and problematically, constructing and deconstructing the foundations of our common sense knowledge. As Walter Kohan states, Philosophy is not to be considered as a specific body of knowledge but as a “certain relation with knowledge itself” (Kohan 2008:26, translation mine). Therefore, teaching and learning Philosophy involves more of a gesture or an attitude concerning the ability to think differently, rather than the transmission of specific traditional contents. The gateway to thinking about this new relationship between Philosophy and the teaching-learning processes implied in the Philosophy with Children enterprise is, hence, based upon the conviction that the very core of Philosophy cannot be taught but is to be prompted.

References

•	Kohan W. (2008), Filosofía, la paradoja de aprender y enseñar, Libros del Zorzal, Bs. As.

•	Kohan W., Waksman V. (comps.) (2000), Filosofía para niños. Discusión y propuestas, Novedades Educativas, Bs. As.

•	Lipman, M., Sharp, A., Oscanyan, F. (1992), La filosofía en el aula, De la Torre, Madrid.

•	Sharp A.M. and Reed R.F. (eds.), (1992), Studies in Philosophy for Children. Harry Stottlemeier's Discovery, Temple University, USA.

title: Philosophy with children


text:
Psorosis

Background
Psorosis is a serious and widespread disease that affects citrus trees. It is one of the oldest citrus diseases: the name psorosis has been used since the late nineteenth century to describe certain characteristic citrus damages. The first documents which provide experimental evidences referred to the appearance of the disease were written by Fawcett .Psorosis has been reported in many countries around the world. However it has been confirmed only in North and South America and in the Mediterranean basin.

Symptoms
Typical symptoms of psorosis are bark scaling (which gives origin to the name psorosis), with pustules and accumulation of gum on the trunk; flecking, clorotic spots, and necrotic shock, on leafs. Two types of psorosis have been described : Psorosis A and B. The second is stronger than the first. The appearance of these kinds of damage is very slow: it can appear 10 to 15 years after infection, and for that reason the analysis of disease progression becomes very difficult. Citrus plants affected with psorosis are less productive; therefore this disease causes economic loss.

Causal agent
This plant pathology is caused by a virus called Citrus psorosis virus (CPsV), which is part of the genus Opfiovirus, within the recently described family Ophiovirae. The virus has a wide host range, mainly sweet orange (Citrus sinensis (L.) Osb.), mandarin (C. reticulata Blanco) and grapefruit (C. paradisi Macf.). Other species such as sour orange (C. aurantium L.), lemon (C. limon (L.) Burn. F.), rough lemon (C. jambhiri Lush) and pummelo (C. grandis (L.) Osb., can harbor CPsV, but they do not show symptoms).This virus can also infect herbaceous plants like Chenopodium quinoa, Nicotiana benthamiana and Gomphrena globosa. They are used as herbaceous experimental models.

title: Psorosis


text:
Liver fatty Acid-Binding Protein

Tissue distribution and function of LFABP. Liver fatty acid-binding protein (LFABP) belongs to the mammalian family of structurally related small cytosolic lipid binding proteins. LFABP is expressed in high concentrations in hepatocytes and co-expressed with intestinal fatty acid binding protein (IFABP), ileal lipid binding protein (ILBP), and cellular retinol binding protein II (CRBP II) in the small intestine, suggesting a functional specificity for different family members [1]. Fatty acid binding proteins (FABPs) are presumably involved in the uptake and targeting of long-chain fatty acids (LCFA) and in some cases other hydrophobic ligands, to intracellular organelles and metabolic pathways although their physiological functions are as yet unclear.

Specific properties of LFABP. LFABP has particular characteristics within the FABP family which further support its unique functionality. This protein contains at least two fatty acid (FA) binding sites [2], while the other members have a single binding site for long-chain FA (LCFA) [3]; it binds a wide range of endogenous hydrophobic ligands besides LCFAs, among them acyl-CoAs [4] and lysophosphatidylcholine [5]. Besides these unique binding specificities, LFABP is distinguished from other family members by its diffusion-mediated mechanism of fatty acid transport under physiological ionic strength [6], which contrasts with the protein–membrane collisional process typical of IFABP as well as most of the other members of the FABP family of proteins [7].

LFABP structure. FABPs share a common tertiary structure consisting of ten antiparallel β-strands that form a β-barrel, which is capped by two short α-helixes arranged as a helix-turn-helix segment. It has been proposed that this helical region is part of a “dynamic portal” that regulates fatty acid entry and exit from the internal cavity [8]. In solution one ligand is found to adopt a well-defined U shape which positions its long hydrophobic chain and ionized carboxylate deep within the cavity, whereas the other ligand has a more variable extended structure with its carboxylate group close to the surface.

Reference

[1] J. Storch, B. Corsico, The emerging functions and mechanisms of mammalian fatty acid-binding proteins, Annu. Rev. Nutr. 28 (2008) 73–95. [2] J. Thompson, N. Winter, D. Terwey, J. Bratt, L. Banaszak, The crystal structure of the liver fatty acid-binding protein. A complex with two bound oleates, J. Biol. Chem. 14 (1997) 7140–7150. [3] J.C. Sacchettini, J.I. Gordon, L.J. Banaszak, Refined apoprotein structure of rat intestinal fatty acid binding protein produced in Escherichia coli, Biochim. Biophys. Acta 1747 (1989) 189–194. [4] G.V. Richieri, R.T. Ogata, A.M. Kleinfeld, Thermodynamic and kinetic properties of fatty acid interactions with rat liver fatty acid-binding protein, J. Biol. Chem. 271 (1996) 31068–31074. [5] R.E. Burrier, P. Brecher, Binding of lysophosphatidylcholine to the rat liver fatty acid binding protein, Biochim. Biophys. Acta 879 (1986) 229–239. [6] K.T. Hsu, J. Storch, Fatty acid transfer from liver and intestinal fatty acid-binding proteins to membranes occurs by different mechanisms, J. Biol. Chem. 271 (1996) 13317–13323. [7] A.E. Thumser, J. Storch, Liver and intestinal fatty acid-binding proteins obtain fatty acids from phospholipid membranes by different mechanisms, J. Lipid Res. 41 (2000) 647–656. [8] M.E. Hodsdon, D.P. Cistola, Ligand binding alters the backbone mobility of intestinal fatty acid-binding protein as monitored by 15 N NMR relaxation and 1H exchange, Biochemistry 36 (1997) 2278–2290.

title: Liver fatty Acid-Binding Protein


text:
Necator Americanus

Necator americanus
Necator americanus is a human parasitic worm which belongs to the phylum nematoda. This blood feeding nematode attaches to the small intestine of the host using its teeth, therefore it is commonly known under the name "hookworm". This term is also employed for another human parasite, Ancylostoma duodenalis and other members of the Ancylostomidae family. Hookworm infection is a neglected tropical desease (NTD) widespread through the world, affecting people in areas near the tropics in many countries of Latin America, Africa and Asia. It can cause diarrhea, blood loss, anemia, and as it is usually associated with malnutrition, can affect children’s development and learning skills. Its transmission is related with poor hygiene and economical conditions.

Life cycle

Eggs that are present in feces become larvae within 2 days under favorable conditions of soil humidity and temperature. After a week larvae have molted twice becoming infective larvae L3 which can survive in the soil for a month. In contact with humans, larvae can penetrate the skin of the human host and reach the blood vessels. Then they are carried by the blood stream to the heart and finally the lungs, where larvae penetrate the alveoli, ascend the bronchial tree to the pharynx and are swallowed. Once in the digestive tract, larvae reach the small intestine wall where they attach and mature to become adult worms. Adults can live several years in the intestine lumen where females produce thousands of eggs that are passed in the stool and complete the parasite life cycle.

Current treatment and perspectives

Treatment of hookworm infection consists in oral administration of benzimidazoles as recommended by the World Health Organization. Drugs are very effective for parasite removal. However, since the eggs are present in the environment, reinfection occurs very often and there is the concern of drug resistance development as reported for sheep parasite Haemoncus contortis. Efforts have been made to develop hookworm vaccines in order to avoid constant reinfections.Vaccines containing a mixture of proteins from adult and infective larvae of Necator americanus are currently being tested.

References

title: Necator Americanus


text:
Regional Archaeology

The first peopling in the Central Plateau of Santa Cruz, Argentina
The first human groups probably arrived in America during the late Pleistocene, about 20,000 years ago. At that time, a land bridge, named Beringia, arose between America and Asia because a big glaciation caused sea level decrease. Consequently, people could travel across this region and reach America. About 13,000 years ago, during the Pleistocene/Holocene transition people arrived in Patagonia. The most ancient archaeological sites are Monte Verde, which was dated in 12,500 years BP (Dillehay 1997). In the Central Plateau of Santa Cruz the first occupation evidences were dated between ca. 11,800 and 10,000 years BP (Paunero 2009). Therefore, the first exploration and colonization event (sensu Borrero 1994-95) would range between 10,000 and 11,800 years BP (Paunero et al. 2007). Miotti (2006) based on Erlandson (2001) proposed a ramifying centripetal model for Patagonian peopling. She suggests that the optimal place for the first human occupations were the aquatic environments, both marine littoral and freshwater availability areas. This last involves a variety of basins, with a great biological diversity. Therefore, the coasts would function as paths between the sea and the land. At the Pleistocene/Holocene transition time climate and geological changes were followed. The glaciers started to recede and the climate began to warm, however there were brief punctual events of glacier advance (Clapperton 1995 ; McCulloch et al. 2000 ; Rabassa et al. 2000 ). As a result, the vegetation and the faunal structure were altered. In this way the later Pleistocene had a greater faunal diversity than the later times, with evidences of modern and extinct species. Between the first such species as guanaco (Lama guanicoe), South American ostriches (Rhea americana and Pterocnemiapennata), and modern foxes were found. Between the second camelids –Hemiauchenia cf. paradoxa and Lama (vicugna) gracilis–, ground sloth (Mylodon darwinii), American horse (Hippidion saldiasi), South American deer (Hippocamelus bisulcus), large panther (Panthera onca mesembrina), and foxes (Dusicyon avus) were registered (Borrero 2001; Miotti 2003; Paunero 2003b). In this environmental context, the exploration and colonization of Patagonia was a slow process with advances and retreats of population. Human groups had high mobility, with short periods of occupation sites and a very low demography (Borrero 1994-95; Miotti and Salemme 2004; Paunero 2003a). Subsistence was based on the hunting of guanaco and occasionally the consumption of Pleistocene extinct large species such as Hippidion saldiasi or Lama gracilis (Miotti and Salemme 2004), however these mammals were not a critical resource. In the central plateau of Santa Cruz there were many places with a concentration of diverse resources such as water, animals, vegetables, wood and minerals. These areas were strategic for both hunting and areal control, hence they were continuously occupied. Different portions of the landscape were inhabited. However, in this region, the caves have high methodological importance since they actually are sediment traps. They have very good conditions for the preservation of the archaeological material and they allow to find out temporal limits (Paunero 2003a). The evidence coming from the archaeological sites shows that the occupations were diverse (primary and secondary processing site, workshop, hunting site, ceremonial site, and multiactivities site) and that the work space was structured with differences in the intra and intersite activities (Paunero 2003a; Paunero, Frank, Skarbun, Rosales et al. 2007; Paunero et al. 2005). People’s technological knowledge was broad and diverse, e.g. core preparation, predetermined support extract (such as blades or triangular flakes), pressure, bifacial thinning techniques (Borrero 1999; Paunero 2004; Paunero et al. 2005; Skarbun et al. 2007), and other special techniques such as heat treatment (Frank 2011). In addition, they had proof knowledge about the resources of the region, they used the available excellent flints in the area and non-local lithic raw material coming from a distance of about 200 km (Skarbun et al. 2007). Finally, they managed bone technology and the art rock had a variety of techniques.

title: Regional Archaeology


text:
Liver fatty Acid-Binding Protein: Structure and properties.

Tissue distribution and function of LFABP
Liver fatty acid-binding protein (LFABP) belongs to the mammalian family of structurally related small cytosolic lipid binding proteins. LFABP is expressed in high concentrations in hepatocytes and co-expressed with intestinal fatty acid binding protein (IFABP), ileal lipid binding protein (ILBP), and cellular retinol binding protein II (CRBP II) in the small intestine, suggesting a functional specificity for different family members. Fatty acid binding proteins (FABPs) are presumably involved in the uptake and targeting of long-chain fatty acids (LCFA) and in some cases other hydrophobic ligands, to intracellular organelles and metabolic pathways although their physiological functions are as yet unclear.

Specific properties of LFABP
LFABP has particular characteristics within the FABP family which further support its unique functionality. This protein contains at least two fatty acid (FA) binding sites, while the other members have a single binding site for long-chain FA (LCFA) ; it binds a wide range of endogenous hydrophobic ligands besides LCFAs, among them acyl-CoAs and lysophosphatidylcholine. Besides these unique binding specificities, LFABP is distinguished from other family members by its diffusion-mediated mechanism of fatty acid transport under physiological ionic strength, which contrasts with the protein–membrane collisional process typical of IFABP as well as most of the other members of the FABP family of proteins.

LFABP structure
FABPs share a common tertiary structure consisting of ten antiparallel β-strands that form a β-barrel, which is capped by two short α-helixes arranged as a helix-turn-helix segment. It has been proposed that this helical region is part of a “dynamic portal” that regulates fatty acid entry and exit from the internal cavity. In solution one ligand is found to adopt a well-defined U shape which positions its long hydrophobic chain and ionized carboxylate deep within the cavity, whereas the other ligand has a more variable extended structure with its carboxylate group close to the surface.


text:
Adenoviruses as Viral Vectors

History
The discovery and initial description of Adenoviruses (Ad) took place in the early 1950s. They were first isolated from human adenoid tissue cultures (Rowe et al., 1953). Since then several different serotypes of human, avian, reptilian, amphibian and other mammalian adenoviruses have been isolated and characterized giving birth to the Adenoviridae family of over 50 members (Davison et al., 2003; Shenk et al, 2001).

Classification
In order to provide a systematic organization the International Committee on Taxonomy of Viruses (ICTV), first founded in the late 1960s, established the following taxonomic classification for adenoviruses. It uses the familiar systematic taxonomy scheme of Order, Family, Subfamily, Genus and Species (no Kingdoms, Phyla, or Class of viruses have been described within this scheme): (Dimmock AJ. Introduction to Modern Virology. 2007)

Structure
The general architecture of most viruses consist in a molecule containing their vital information, the genome, made of DNA or RNA; a proteic coverage called capsid that provides protection, stability and interaction elements which are needed during the cell-infection process. The virus also carries a few enzymes required for early events into the host cell. For some viruses an extra lipidic envelope is also required. (Dimmock AJ. Introduction to Modern Virology. 2007)

The genome of Adenoviruses is a linear, double-stranded DNA with a terminal protein (TP) attached to one of its ends and a molecular weight of 30-40 Kb. All of these viruses have a characteristic morphology with an icosahedral capsid consisting of three major proteins called Hexon (or protein II), penton base (or protein III) and a knobbed fiber (or protein IV) along with a number of other minor proteins, VI, VIII, IX, IIIa and Iva2. They have an average diameter of 50-100 nm.

Adenovirus in Human Pathology
Most of the human serotypes are responsible for a wide variety of organ- specific affections, specially respiratory, gastrointestinal and ocular acute infections mainly among children under the age of 5 (Carballal G., Oubiña J. Virología Medica. 3° ed. Buenos Aires: El Ateneo 1998; Lopez E. Manual práctico de infectologia pediatrica. 2° ed. Actualizada. 1999)

It is known that most of the world population will eventually have contact with some type of adenovirus during their life.

Main Events in Adenovirus Infection
The Adenovirus can infect a wide variety of cells. The infection cycle can be differentiated into two separate phases:(Russell WC, 2000)

The first or early phase involves the attachment of viral particles to the cell surface, the entry into the host cell, the passage of the virus genome to the cell nucleus and the selective transcription and translation of the early genes. These events can take up to 6-8 h to complete.

 * The attachment of virus to target cell (adsorption) requires high-affinity receptors that bind viruses via the knob portion of the capsid´s fiber. The major receptor for human adenoviruses (with the exception of Human adenovirus B) is the Coxsackie/Adenovirus Receptor (CAR), a 46 kDa plasma membrane protein belonging to the immunoglobulin superfamily. However, other proteins have been recently involved in the virus-cell interaction process such as integrins, MHC I and sialoglycoprotein receptors.

 * The entry of the virus proceeds via clathrin-mediated endocytosis and requires the presence of cellular integrins αvβ3 and αvβ5 for adenovirus internalization. Once the virus enters the cell the capsid is disrupted by proteolysis and transported towards the nuclear membrane. The DNA genome gets through the nuclear pore and into the nucleus where the primary transcription events are initiated. Most of the viral genes codify for proteins that modulate cell metabolism and cell division, assist in the replication of viral DNA, help avoid host defenses, release the mature virus from the cell, etc.

The second or late phase leads to the assembly in the cell nucleus of the structural viral proteins (encapsidation) and the maturation of infectious virus within 4-6 h, yielding viruses which are prepared to exit the host cell and infect new ones. The permeabilization of the nuclear membrane facilitates the egress of the virus into the cytoplasm and is followed by the lysis of the plasma membrane and release of viral particles.

Adenoviruses as Gene Vectors
Because of the ability of adenovirus for infecting a great variety of mitotic and post-mitotic cells (meaning those which no longer will divide), even highly differentiated tissues such as skeletal muscle, lung, heart and brain, they are one of the best candidates for the delivery and expression of therapeutic DNA sequences within the context of gene therapy. Other characteristics that benefit the use of adenoviruses for this innovative and ambitious technique are:
 * Delivery of therapeutic DNA directly into the nucleus
 * Standard capacity for incorporating foreign DNA (2-6 Kb)
 * Relative ease of preparation and purification
 * No risk of insertional mutations and oncogenesis

However, the use of wild-type adenoviruses for human therapy involves the risk of high morbidity and mortality. Therefore these viruses are genetically manipulated and modified in order to eliminate the pathogenic viral genes and incorporate a foreign gene of interest obtaining finally a recombinant adenoviral vector (RAd).

This type of vectors can be utilized for gene delivery into cancerous cells for tumor suppression, gene delivery to tissues to enhance the expression of defective genes or supplement the cells with a particular therapeutic or non therapeutic DNA sequence. (Russell W. 2000)

There are several techniques for constructing this recombinant adenoviral vectors. One of the first and most popular is the one described by Dr. Frank Graham and known as the “two plasmid method” (now available in commercial kits). In this system a circular DNA (plasmid) that carries the modified viral genome is combined with another plasmid containing the gene of interest (shuttle) and resulting in a new circular DNA carrying most of the information. This procedure is called cotransfection and takes place into a specific cell line called HEK 293 (Bett AJ, et al. 1994)

Finally, the mature viral particles exit the HEK 293 cells by lysis and are ready to infect other cells of the same culture. Afterwards, the generated Rad is amplified, purified and characterized using in-vitro and in-vivo models.

title: Adenoviruses as Viral Vectors


text:
Fiddlers Green Beyond Violin

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" | style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" | Introduction to Lesson One

Prerequisites
Interested in playing fiddle and:
 * You are taking advantage of Violin 101 and want to learn more, or
 * You already know how to play violin at an advanced novice or intermediate level.

Welcome

 * Hello and welcome to Fiddler's Green at Wikiversity! This course is designed to help you break out of violin indoctrination and free your mind and body so you can soar into the ethereal realm of the eternal emerald paradise, Fiddler's Green. First things first: we need to un-learn lots of things we were taught, such as how the bow is held, how the fiddle is held, and incessant use of vibrato. Join Kevin Burke for Morning Dew at a[house party] - he handles the bow like Hemingway handles a typewriter: no superfluous nothin'!

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Book larnin'
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Survey the styles and find your groove!

 * Download sheet music from http://www.thesession.org

 * Text: Compendium of Fiddle Styles on WikiBooks]

 * Fiddlers Companion] Fiddlers Companion Tunes A-Z

 * [Paul Cranford] offers Michael Coleman recordings and transcriptions with some generous on line free shots. Take advantage, and, by the way, any of his books contain excellent material exemplifying the unique blend of Cape Breton style fiddle music, much of it composed in the Monastic silence of a lighthouse.
 * The Cape Breton Fiddlers Collection

 * Fiddling Across America by David Reiner & Peter Anick
 * Published by Mel Bay 1989 Pacific Missouri

 * Boston Fiddle:The Dudley Street Tradition by Frank Ferrell Listen online.
 * English, Welsh,Scottish & Irish FIDDLE TUNES by Robin Williamson. Oak Publications. 1976. New York|London|Sydney This book has a study guide
 *  Appalachian Fiddle by Miles Krassen Oak Publications 1995

 * Cajun Fiddle by Craig Duncan Mel Bay 1995

 * Twenty Irish Fiddle Tunes Kevin Burke. CD-BUR-TW01 Level 3 Includes music Kevin plays once slow, once at tempo. Grace notes, rolls, double-stops and other ornaments.

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Get a guitar accompanist and practice playing in ensemble!
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Decide which style you are most interest in by reading these articles. All of them were started by this teacher so if you have questions, use the email link below.
 * Fiddle styles
 * American fiddle
 * Old time fiddle
 * Rock violin
 * Blues fiddle
 * Canadian fiddle
 * Metis fiddle
 * Cajun fiddle
 * Western swing fiddle
 * Bluegrass fiddle
 * Quebec fiddle
 * Klezmer fiddle
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Mandatory listening
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Mutes allow vigorous bowing practice when you need to keep the volume down.

Listening is critical

 * Old timer from W Virginia
 * Boogie Woogie Fiddle Country Blues Rock
 * Natalie MacMaster Cape Breton
 * Ahokan Farewell
 * Jay and Molly
 * Cregg's Pipes (Link 8)
 * Masons Apron played by Marty Hayes
 * Tamlin Canada's Fiddlers 3 with Trad Dancers
 * Aly Bain plays Bonaparte's Retreat
 * King of the Faeries played by the legendary Scotty Fitzgerald
 * Percussive Metis style with commentary
 * Old Time Jukebox

Course originator Geof Bard posts as Wikidgood
... and if you can find it, course instructor Geof Bard was recorded as here playing McPherson’s Lament, a sad bagpipe style tune of a rogue fiddler who met his demise and played one last tune “upon the gallers tree”.

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Geof and Scott, a damned good guitarist demonstrate the spirit of collaboration which is essential in makin' music.
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 * This course will use humor, graphics and collaboration at all times.
 * Listen more! Note the percussion on this clip. It is from French-Canadian-First Nations fiddle.
 * Keep listening. For Irish style you can't beat Rollin' In the Barrel, Youngest Daughter Reel.

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Lesson One Wrap Up
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 * What this course covers
 * Fiddle styles especially indigenous and Anglo-Celtic as developed in North America.
 * Southern fiddle styles, especially from the Piedmont area of Virginia and the Appalachia, will be studied and taught only as they have influenced the above said Yankee fiddle traditions
 * Canadian fiddle styles, since they are influential on Down East and Northwest Fiddle, will be considered, studied, and absorbed, but this course will not teach those styles unless a Canadian fiddle instructor signs on.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Conclusion title
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Lesson 2

 * Continue this lesson on More fiddle...

Contact your instructor

 * Your instructor for this class is Geof Bard. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

Resources
Lester McCumbers demonstrating how to hold the fiddle Appalachia style, violin teachers beware!

Class /Notes/.

Lesson on /How to Accompany/.
 * }

title: Fiddlers Green Beyond Violin


text: Portal:Food chemistry

title: Portal:Food chemistry


text:
Biological Nitrogen Fixation

Biological Nitrogen Fixation (BNF)
Soil microorganisms have developed specific systems that make them capable of adapting and surviving to diverse conditions of nutrient availability or starvation, as well as getting through different stress factors to which they are exposed in the environments in which they live. Among these changes, there are physiological and morphological adaptations, and also specialized systems that allow the utilization of available nutrients and keep an optimal metabolic state. In particular, as an adaptation to the nitrogen starvation, a group of bacterial species named diazotrophs, has developed the ability to fix atmospheric N2 by reduction to assimilable forms (like ammonia) for plants and other bacteria that constitute the N biogeochemical cycle. Due to this remarkable feature, these microorganisms play an essential role in the recycling and maintenance of the N cycle. Furthermore, BNF is an important factor in soil conservation and agronomical and livestock productivity.

Three groups of bacteria can be distinguished among diazotrophs depending on the way they carry out the biological fixation of N2. The first group can fix N2 in the free-living state whereas the second one includes bacteria that need to establish an association with a host plant but without any vegetal structure modification. The third group is formed by bacteria that carry out the fixation under symbiotic state. The bacterial genus Rhizobia (from the Greek “riza”= root, “bios”= life) is found in this last group and its members have the special characteristic of associating closely with their host plants roots (legumes as soybean, pea, and others). There, special structures, known as nodules, are formed, and the bacteria inside these nodules suffer a differentiation process that leads them to fix atmospheric N2.

title: Biological Nitrogen Fixation


text:
Ascariasis

Ascariasis is a parasitic disease, among the so called Tropical Neglected Diseases, caused by the nematode Ascaris. It is one of the most common geohelminthiases which affects more than a billion people. Despite being spread around the world, the prevalence of this disease correlates with poor sanitary conditions, and it becomes endemic in many of the undeveloped countries.

Infection occurs when embrionated eggs on contaminated food reach the human gastrointestinal tract. When this occurs, once inside the intestine, the larva inside the eggs hatches and migrates through the intestine wall to vein circulation. About three days later the larva reaches the lungs where it molts. After maturing, the L4 stage larva breaks the lung tissue and is swallowed by the patient when it arrives at the trachea. Finally the Ascaris larva approaches the small intestine where it molts to the adult state. A single female specimen can produce up to 200,000 eggs per day. These eggs are eliminated with feces that may contaminate soil to start the cycle over again.

Symptoms

Clinical manifestations are generally associated with the obstruction these nematodes cause during migration or due to the large number of parasites residing in the intestine. Children, who are the most affected population, present malnutrition, growth impairment and low school performance. Other symptoms are nonspecific and include abdominal pain, vomiting and anorexia, among others.

Treatment

The World Health Organization recommends the following drugs, which have been proved to be safe: albendazole, mebendazole, levamisole, and pyrantel pamoate. New drug targets are under research to deal with the eventual acquisition of drug resistance and in view of reduced efficacy of single dose drugs.

Issues and solutions

Given that eggs contaminating the soil remain infective up to 15 years, controlling sanitary conditions and environmental improvement is high priority for achieving control in the dissemination of diseases caused by helminths. Repeated mass chemotherapy programs have also been successfully established in endemic areas with satisfactory results. Furthermore in countries where sludge reuse for agricultural fertilization is a common practice emphasis should be placed on treatment of excreta that ensures helminth ova inactivation. Finally regarding vaccination, despite there are no vaccines currently available for humans, there are ongoing trials that hold a lot of promise, for controlling parasitic infection in animals.

References

title: Ascariasis


text:
Fiddlers Green Beyond Violin/Lesson 2

Please listen to Old English style rock. This will not only focus on chopping but the bow will be the main focus.

How to accompany

A great demonstration of how to accompany singers in a fiddle band is provided by the clip of Jay Ungar and Molly Mason performing Home Grown Tomatoes with their band Swingology. It's a song written by Guy Clark. If you need convincing that fiddle is essential to performance of this kind of song, consider this clip form the Central Ohio Folk Festival. The clip might be useful for fiddle practice as a kind of "Plus One" background track, but the real take home point is how this lineup just screams "Fiddler Needed"!

Don't improvise too much too early

If you are the lead instrument, lay down the "head", as jazz musicians say, before getting too creative or you may confuse others in the band or audience.

If you are in improve mode, know your pentatonic scales and hit that blue note. The flat third and the flat five are your friends !

Learning resources
Although traditional music purists prefer learning by ear rather than learning "by note", in modern times a plethora of educational material is available, often by well known composers and performers. According to ethnomusicologist Lynn Whidden, old time traditions such as Metis fiddling are transmitted directly rather than through the "passive" mode of teacher-student. "Like other things in aboriginal culture it wasn't consciously taught...[it was taught] very actively."
 * Mark O'Connor: Notable sources of instruction in the Old Time fiddle tradition include Mark O'Connor, who, despite a varied repertoire including jazz, bluegrass and swing, is recognized as an exemplary player of Texas style Old Time Fiddling. In 2009, O'Connor released Books 1 and 2 of his 10-book O'Connor Method - A New American School of String Playing O'Connor pedagogy is also offered in conjunction with Berkelee College of Music and the East Tennessess State University Mark O'Connor Fiddle Camps is a 501(c)3 corporation with an arts advisory board including O'Connor's notable collaborator Yo Yo Ma. The camps include other styles, but faculty relevant to Old Time fiddle include Shane Cook (Canadian Fiddling),Daniel Carwile (Texas Fiddling)and Matt Glaser (Bluegrass Fiddling).

 * Jay Ungar: Jay Ungar, one of the more famous American fiddlers, while popular with many casual OT fiddling novices, is not a pure old time fiddler. He is however an educator who has elevated the social prominence of all forms of Americana and American culture through his composition and fiddle camps. He achieved fame in fiddle circles due to use of his material in the film industry, notably Ashokan Farewell and he operates fiddle camps in New York State. The educational offerings by this notable fiddler and pedagogue provide an interesting secondary source suggesting a categorization scheme for various genre and styles. These include:

 * Western & Swing:Swing dance, two-step, waltz, square dance|squares & contras, fiddle, mandolin, guitar, piano, singing, vocal workshops, swing & country band clinics, music theory and more.
 * Northern style: Contras, squares, English, Quebecois, Scandinavian dances, New England, Quebecois & Scandinavian fiddle, guitar, piano, singing, band clinics and more.
 * Southern: Squares, contras, clogging, Cajun & Zydeco dance, fiddle, banjo, guitar, singing, band clinics, callers workshop and more.
 * Other:Cajun, Swing, squares, contras, fiddle workshops, song. Guitar:Blues, Rags, Jazz, Flatpicking.

Summer Dances at Ashokan Summer Dance and Dinner at Ashokan.

 * See also:Fiddler magazine list of fiddle camps

title: Fiddlers Green Beyond Violin/Lesson 2


text:
Talk:Fiddlers Green Beyond Violin

Please adhere to Manual of Style

 * In development.Geofferybard 01:43, 11 July 2011 (UTC)

Contact
http://www.facebook.com/geof.bard /Wikidgood (discuss • contribs)

title: Talk:Fiddlers Green Beyond Violin


text: Talk:Fiddlers Green Beyond Violin/Lesson 2


text:
File talk:FourHandGuitar.jpg

Contact me at my talk page for info thanks. Geofferybard 00:13, 9 July 2011 (UTC)

title: File talk:FourHandGuitar.jpg


text:
File talk:CourseInstructor.jpg

Contact us here at my talk (non-commercial only).Geofferybard 00:14, 9 July 2011 (UTC)

title: File talk:CourseInstructor.jpg


text:
User talk:Andreapereyra

 Hello Andreapereyra, 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.

To get started, you may

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 * Visit a (kind of) random project.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 03:48, 9 July 2011 (UTC)

title: User talk:Andreapereyra


text:
Literature/1992/Sterling

Wikimedia

 * The Hacker Crackdown

title: Literature/1992/Sterling


title: File:Operators.1.A.20110709.pdf


text:
Exercises on the bisection method

Exercises on the bisection method

Exercise 1

 * Write a Octave/MATLAB function for the bisection method. The function takes as arguments the function $$f$$, the extrema of the interval $$a$$ and $$b$$, the tolerance $$\epsilon$$ and the maximum number of iterations.
 * Consider the function $$\displaystyle f(x)=\cos x$$ in $$\displaystyle [0, 3\pi]$$.
 * How many roots are there in this interval?
 * Theoretically, how many iterations are needed to find a solution?
 * With $$\epsilon=10^{-10}$$, how many iterations are needed? Does the numerical result satisfy this condition?
 * With $$\epsilon=10^{-20}$$, how many iterations are needed? Does the numerical result satisfy this condition?

Exercise 2

 * Consider the function $$\displaystyle f(x)= e^x-x^2$$ in $$\displaystyle [-2, 0]$$.
 * Show the existence and uniqueness of the root $$f(\alpha)=0$$.
 * Given the tolerance  $$\epsilon=10^{-8}$$, how many iterations are needed?
 * Consider the restriction of the interval to $$\displaystyle [-2, -1]$$. In this case how many iterations are needed?
 * With the aid pf the Octave/MATLAB function of exercise 1, compute the root of the function.
 * Compute the solution with precision $$\epsilon=10^{-15}$$ e consider it as the exact solution. Then considering $$\epsilon=10^{-8}$$, draw a logarithmic plot to represent the average error and the actual error. Comment.

Exercise 3
Show that the sequence defined by the bisection method with $$k\geq 0$$ we have
 * $$|\alpha-x_k|\leq \frac{b-a}{2^{k+1}}$$.

title: Exercises on the bisection method


text: File:EGM6341.s11.team5.cavalcanti.L25fig1.png


text:
Exercises on the bisection method/Solution

Solution of the exercises on the bisection method

Exercise 1

 * The following is a possible implementation of the bisection method with Octave/MATLAB:

For point 4 we have
 * The solution of the points 1, 2 e 3 can be found in the example of the bisection method.
 * $$k\geq\log_2 3\cdot 10^20\pi\approx 69.8$$,

so we would need at least 70 iterations. The chance of convergence with such a small precision depends on the calculatord: in particular, with Octave, the machine precision is roughly $$2\cdot 10^{-16}$$. For this reason it does not make sense to choose a smaller precision. The number of iterations, if we don't specify a maximum number, would be infinite.

Exercise 2

 * 1) To verify the existence of a root $$\alpha$$ we need to show that the hypothesis roots theorem are satisfied. The first hypothesis requires $$f$$ to be continuous. Obviosly this is a continuous function since it is sum of two continuous functions. The second hypotheses requires the function to have oppiste signs at the interval extrema, and in fact we find
 * $$f(-2)\approx -3.86, \quad f(0)=1 \quad \implies f(a)f(b)<0$$.
 * NumericalAnalysis BisectionExercise 2.png
 * To show the uniqueness of the root we need to prove that the function $$f$$ is monotone and in fact
 * $$f'(x)=e^x-2x > 0 \quad \forall x \in [-2, 0]$$.
 * 1) The number of iterations need is given by
 * $$k\geq\log_2\frac{b-a}{\epsilon}=\log_2 2 \cdot 10^8 \approx 25.8$$,
 * and so we have $$k\geq 26$$.
 * 1) The interval $$[-2,-1]$$ does not contain aany root as the second hypotesis of the roots theorem fails, in fact
 * $$f(-2)\approx -3.86, \quad f(-1)=-0.63 \quad \implies f(a)f(b)>0$$.
 * 1) $$\alpha \approx -0.7035$$
 * 2) In the plot we show in red the average errorand in blu the actual error. From the graph, it is clear that the actual error is not a monotone function. Moreover, note that the global behavior of both curves is the same, clarifying the term average error for $$\displaystyle e_k$$.

Exercise 3
For the solution look at the convergence analysis in the bisection method page.