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User talk:Felhariri3680/enes100/Rube goldberg

10/5/0 ... I don't recall a laser printer being taken home .. don't see any pictures, descriptions of the parts, what they were originally used for, how they could be used now ... 1sfoerster 19:51, 26 September 2011 (UTC)

You are a great listener when it comes to someone else throwing out ideas. We were able to bounce ideas off of each other and sketch more drawings of the machine than we initially came to each with. You suggested that we keep things simple. This is an important reminder because even though our team may not 'complete' the project, we want to get as far as we can in the construction of it.JaeHaynes 18:56, 29 September 2011 (UTC)

Page looks great so far. Make sure when you are filling out this weeks narrative you include a journal scan or recreate your designs in Abode illustrator or something.K.saunders 15:41, 2 October 2011 (UTC)

10/5/5 ... nothing committed to for the team over the weekend, nothing except some sketches in your notebook ... hopefully will get notebook points ... get a lot more points if sketches are electronic with screen shots uploaded here 1sfoerster 19:26, 3 October 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 18:17, 11 October 2011 (UTC)

10/10/20 .. not clear exactly what you did .. can see pictures of the arduino .. need links to arduino program used (programs are called sketches) .. maybe you just hooked to a power supply ... 1sfoerster 20:34, 17 October 2011 (UTC)


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User talk:Koalex/enes100/escher

0/0/0 ... nothing done 1sfoerster 19:57, 26 September 2011 (UTC)

0/0/0 ... nothing done 1sfoerster 17:41, 3 October 2011 (UTC)

please put a back link into the project

0/0/0 ... nothing done 1sfoerster 13:28, 11 October 2011 (UTC)

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

title: User talk:Koalex/enes100/escher


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Wrong explanations and emendations

—On education (Über Pädagogik), Immanuel Kant

Introduction
—Albert Einstein For the curriculum "Wrong explanations and emendations" (in German "Dichter und Denker") the pupils are meant to construct humorous but false explanations and present these to other pupils for emendation or discuss them in groups until the mistakes have been found. Lessons following this curriculum can become entertaining, humorous and instructive. Before the pupils learn to deduce emendations during discussions they should especially learn to construct interesting errors with a good sense of humor and to distinguish if an intentional error is also entertaining for the class or might be seen as ridiculous, pointless, dull or as too arbitrary or too difficult. For the author of a wrong explanation a good knowledge of the topic is, of course, a prerequisite, so that interesting errors can be integrated into the correct knowledge. In order to add interesting and educational errors logical fallacies and cognitive biases can be used intentionally. The curriculum is only suitable for fifth grade to seventh grade if older pupils or adults provide the intentional errors.

Wrong explanations and emendations
—Democracy and Education, John Dewey

 * Humour
 * Explanation
 * Criticism
 * Metacognition
 * Scientific modelling
 * Problem solving
 * Argument
 * Rhetoric
 * Logic

title: Wrong explanations and emendations


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User talk:TFrancis3580/enes100/Model Boat

0/0/0 ... don't see any week 1 entries 1sfoerster 20:18, 26 September 2011 (UTC)

10/0/0 ... dont' see any narrative, don't see clearly anything can value like a picture, list of materials, discussing the entire team is not appropriate an individuals page .. 1sfoerster 18:14, 3 October 2011 (UTC)

0/0/0 ... don't see anything to grade 1sfoerster 13:53, 11 October 2011 (UTC)

0/0/0 .. don't see anything to grade 1sfoerster 13:22, 18 October 2011 (UTC)


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User talk:Dpatel5391/enes100/Helicopter

Week 1 Peer Review
10/10/30 ... good job with pushing the arduino forward ... 1sfoerster 20:21, 26 September 2011 (UTC)

Week 2 Peer Review
10/10/50 ... do more docmentation! I know you are working harder than these points reflect 1sfoerster 18:16, 3 October 2011 (UTC)

Week 3 Peer Review
10/10/70 ... great job ... 1sfoerster 13:56, 11 October 2011 (UTC)

Week 4 Peer Review
Professor S.Foerster may I please have extra time (till Monday night) to document my work, since I have been pretty busy last week (had Citizenship interview, exam in Calc.3, and Midterm in Fine Arts). I did all the work and wrote down everything in notebook, but didn't get enough time to do Wikiversity pages, including the team page, Week4, and Week0 for the next project.

Thank you! Dpatel5391 13:37, 17 October 2011 (UTC)

10/10/70 ... great job ... 1sfoerster 13:37, 18 October 2011 (UTC)

title: User talk:Dpatel5391/enes100/Helicopter


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User talk:Spatel5040/enes100/Music Project

10/5/0 ... no comments on team mates pages .. "research" does not help me be able to predict what you are going to do .. something more specific like "review previous teams information" would be better ... 1sfoerster 20:29, 26 September 2011 (UTC)

10/5/10 ... good .. could have earned a lot more points if you had created wikiversity pages of the previous teams documentation, uploaded pictures of the gluing that you did, and commented on your team mates discuss pages 1sfoerster 18:20, 3 October 2011 (UTC)

Awesome you're working on the Hall Effect Probe, but what exactly don't you understand? If it's just syntax stuff I can help with that, I'm pretty sure I have your number and vice versa. Contact me if you get stuck on something like that. Dmoreno1899 17:16, 9 October 2011 (UTC)

10/10/10 ... need documentation .. pictures of the base you built ... need it drawn on some three D software .. need the work you did gluing ... scrapping off the old glue ... what is the point of putting the same glue on if it didn't work before ?? ... what is different ... lots of questions ... how does the spacing of the probes line up with the lines on the can ? so far just retracing the steps of the previous group with out improving the documentation (if any exists) 1sfoerster 14:04, 11 October 2011 (UTC)

You're not supposed to display a lack of knowledge on these pages. How did it not work? How do you know it didn't work? If you're "bad with programming" the arduino, you have my number, I could have helped you out. More details on how it "doesn't work" are necessary to help the next team move forward. Dmoreno1899 16:09, 16 October 2011 (UTC)

10/0/0 Where did you get stuck? Start talking about it. This is valuable information. You could get lots of points just trying over and over again to do the same thing. Write down all your thoughts. Improve the documentation. What are you expecting? How does this compare with the starting point you found? Did you search for different starting points until you exhausted all possibilities as being unsuited to yourself? 1sfoerster 13:47, 18 October 2011 (UTC)


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User talk:Dmoreno1899/Enes100/Music Project

0/0/0 ... don't see any changes to the form instructions on this page 1sfoerster 20:30, 26 September 2011 (UTC)


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User talk:Cwoo4792/enes100/R.O.I.T Wheel Bot

10/10/20 .. center of gravity concept pushes the project forward 1sfoerster 20:35, 26 September 2011 (UTC)

I really liked you center of gravity design. It was very simple yet quite effective. Now we need to figure out how to remake it in a larger wheel so we can use a larger motor. :: Mark Muhlbock 1sfoerster 13:41, 2 October 2011 (UTC)

10/10/20 ... need pictures, lots of pictures, links, inwheel background stories, lots of stuff your team mates could be doing ... more documentation ... pictures of what you have done so far would really push the project forward 1sfoerster 18:27, 3 October 2011 (UTC)

10/10/70 .. good pictures .. need descriptions of the pictures and a narrative connecting them together. It may be better to link to the pictures in your narrative. Putting them down the right side of the page doesn't work. 1sfoerster 14:09, 11 October 2011 (UTC)

10/10/100 .. good job .. 1sfoerster 13:52, 18 October 2011 (UTC)


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User:Gus gardiner/The business and politics surrounding football: The AIS documentary case example

These two video interviews are personal observations from Mark Pepper (Football Operations Manager, Australian Institute of Sport) and Jan Versleijen (Head Coach, Australian Institute of Sport and Australian National Team U-20) about the business and politics surrounding sporting programs nationally and internationally. This includes insights about football generally and specifically insights applied to the Men's Football program at the Australian Institute of Sport.

These transcripts highlight the main points raised by Mark Pepper and Jan Versleigen - to see the whole interview please refer to the videos. Gus Gardiner (former Operations Coordinator at the Australian Institute of Sport, and assistant Team Manager for Joeys) revisits the key points established in the summary transcript and video.

Transcript
1) Mark, in your experience what do you believe are the key points for the operation of a successful sporting program?

There are a number of different aspects including:
 * Having capable and committed people;
 * Having the resources including materials, players, and equipment; and
 * Money, you just can’t go past money, although a bottomless pit still wouldn’t be enough.

2) If you were to highlight key characteristics of successful administration, what would they be?

The number one characteristic would be a willingness to get your hands dirty, and nothing can be beneath you. I’m the football operations manager and I sign documents as the general manager, I do international and national clearances, I work with all the A-League Club’s and the Football Federation Australia (FFA). That’s the top end of what I do, although I also, when I don’t have an intern, wash football strips, fill drink bottles, and pump footballs. That’s the nature of the beast; you must be willing to get your hands dirty as a young administrator.

3) Do you think it’s a key consideration for a young student to ‘get dirty’ to break into the industry?

I think to an extent you can do that too much. If you focus too much on the nuts and bolts you can become known as just being very good at doing that one thing. You can become renowned for doing those nuts and bolt type things really well and that could hamstring you in the future. What I’m saying is you have to be willing to do things when the need arises. For example in you come on as my intern; you will be expected to ‘lick stamps’ and ‘seal envelopes’. That is the nature of the beast unfortunately. In saying that there will be roles done by people, very close to us, that have filled roles for FFA, and specifically Australia’s football team management. At this point maybe you can push some of those other things on; in other words you may not need to do it all yourself. So there is a balance in how you do it, and when you do it. As mentioned if I have an intern, I won’t be pumping footballs, because I have other things to do and that is one point of having an intern. Interns can use this opportunity as a foot in the door. You are not going to start you career at the top, unless your dad is Frank Lowe, you are not going to break into the top. So be prepared to do what it takes.

Another thing is initiative, if you have initiative and can think of a better way to do something that can improve the process, mention it! This is a way you will make your name. Bring fresh ideas to the organisation. Good administrators will recognise fresh ideas for what they are and embrace them. You will always get people who will want to maintain the status quo, who don’t like change. But you should show initiative and if they don’t recognise good ideas, you’re in the wrong place and just get out.

4) Do you believe that Sponsorship plays an important role in most sporting businesses.

I think it has the potential to. Certainly we are seeking sponsorship, and sponsorship does play a big part in sport generally. Marketing and those things are the grease that keeps the wheels turning. Here we are slightly different being a quasi-government organisation, in that we are well looked after by the AIS/ASC and FFA. So we get enough to tick over, although sponsorship gives us some breathing room in terms of operations and luxury items that we may require. There are always things that are needed in a development program to do things better and to give players more opportunity. In you don’t have the funds you can’t always do some of these things.

5) In relation to the Nike sponsorship deal, was it hard to implement?

We are currently in the process of implementing a sponsorship deal with Nike. This relationship will contain products given in kind, such as clothing and playing equipment. It’s a reasonable deal, by our standards. They are a great organisation that really ‘fits’ with our program. The people at Nike we have a very good relationship with. The product is good and highly recognisable and we are very happy with our relationship with Nike.

We did have a [Nike] deal that passed us by this year, but we are hopeful that we can resurrect it next year, to something a bit more substantial. On the positive side we are very happy to have someone providing much needed clothing and equipment. So for bureaucratic reasons we missed out on a better deal this year, although we are confident next year to resurrect that relationship.

6) Would you say relationship building plays a part in sponsorships?

The number one thing here is relationships. But also the thing we found with Nike is that they want a relationship with our young players who represent potential Harry Kewell’s etc. So Nike wants a relationship there, [and] we want a relationship with Nike in that the brand ‘fits’ well with the corporate image of the AIS. Fit is a very important issue, especially in a quasi-government organisation. We can’t just go anywhere, in terms of image. So Nike is a really good fit for us. They are predominately our sole sponsor, although we worked up another sponsor a couple of years ago called Oxey. Oxey is a male skin care company, and was another good fit. Sometimes sponsorships can fall through and sometimes there is nothing you can do, and that’s the way it works sometimes.

The one comment I always recall, that holds true no matter what, is that it is a lot easier to hold onto a sponsor than to find a new one. Seriously you fall over yourself trying to make sponsors happy, because if you’re doing right by the sponsor they will look after you.

7) Do you believe politics plays a role in youth football generally?

I think there is a degree of micro politics involved. I don’t think the policy makers at the top of the hill have a large impact. At ground level, like in a lot of sports, it's whose dads running the club, and how the kids get on with the representative coaches. It doesn’t hurt to have a relationship with key personal. If a coach has a choice to make between two technically even players, he will choose the one he knows. Young footballs should take their chances to form relationships. I think a lot of it comes down to the parent’s; making sure they’re involved with the coaches, and generally being supportive.

Transcript
1) Do you believe politics plays a role nationally and internationally in football?

I think from my experience there is a difference form what I notice in Australia to what I notice on an international level. I feel that in Australia there is more politics involved then in the international game. You still have situations where family and/or sponsors children get a preference in the team, and not always looking at the quality. I never saw that, because I come from Holland, I never saw that overseas. Dutch youth development is only about quality and the sport, and there are no political things involved.

2) Do you think that [politics in sport] comes up from a young age in Australia?

Yes, I still believe the Australian game needs to mature a little bit more. There are too many people that use football for their preferences and interests. You see countries with a long history of football, not using the football but actually serving the football for the sake of making football better.

3) Do you think politics plays a role in football generally, as a whole?

Yes, I think so. That has to do with it not being established yet, the more established the less political influences involved.

4) Do you think politics played a role in the under seventeens World Cup in Mexico?

No, I don’t think there were any politics involved. You can always talk about referees, but that is part of the game. I don’t see that as political involvement. We had an experience in the World Cup where we had to play the last game in the group against Denmark, and that game was cancelled due to weather. We had to play the next day in the morning, which was not ideal. It was the same for both teams. On the other hand for qualification for the first stage, we had to travel to another venue in Mexico by bus and plane. We then had to play against Uzbekistan, and that had some influence on the result, because Uzbekistan had three or four days’ rest. Whereas, we only had one day of rest and traveling involved. This is not so much political, and more just the rules that FIFA makes. You have to adapt, even if it’s not necessarily fair.

You could discuss, what’s happening with the World Cup bid. The World Cup bid had a lot of political influences involved, where lobbying was going on, and some say even bribery.

5) Do you think that there was bribery going on?

It’s difficult to say, but I guess on every level where we have a lot of money involved those things are happening to a certain degree. That’s not only in sports, but everywhere, and in some parts it’s accepted and in some it’s not. That’s how you play the game, and how the rules are established. There were a lot of other things about the world cup bid that were not fair. Like with the Olympics, there is also a lot of lobbying, and trying to please people and to get votes. It’s a thin line, and when you cross that line, it can be a grey area. Stay away from the grey area, and especially when you’re involved in sports always look at sports as a chance to serve the sport.

If you’re involved as a coach or an administrator always try a serve the sport.

Summary Transcript

Three key points where highlighted in the operation of a successful sporting program, including having capable and committed people, and having adequate resources including sufficient materials, players, and equipment. Both of these points lead into the third point, which is money. Money can influence many things including the players you can afford, the equipment you can purchase, the quality of facilities you can access, and the quality of staff you can afford to employ. All of these factors centered around money and can ultimately influence results on the playing field.

Sponsorship works hand in hand with money, and can greatly enhance the operation of a sporting organisation. As mentioned, increased capital can lead to greater spending capacity on essentials and can also create enhanced opportunities for player development. Key considerations with sponsorships include having a ‘fit’ and a 'relationship’ between the parties involved. The term 'fit' is used to illustrate the need for your image to match that of your sponsors. If the organisations do not relate to each other, they will not succeed, and are potentially doomed to fail. Once you have established the corporate fit and concluded the sponsorship contract, you should always maintain a good relationship with your sponsor. This will lead to better channels of communication, and ultimately lead to a more fulfilling and productive corporate relationship. Having a successful initial relationship with your sponsor could lead to further sponsorship opportunities, and in turn increase the long term financial stability of your organisation. Some good advice was given in the previous interviews that young sports administrators could use in their careers. Sports administrators must be willing to get involved in all aspects of the sporting business, in other words a willingness to ‘get dirty’. Administrators can’t just expect to do the nice jobs all the time; there are also messy jobs that will need doing. This could include less desirable jobs such as washing playing strips, and filling up water bottles. Another key piece of advise was that administrators should demonstrate initiative, by bringing fresh ideas to their organisation. Ultimately by bringing up fresh ideas you can increase productivity and enhance your professional reputation.

I believe in addition to the advise given, young administrators should also positively put themselves out there in the market, and just generally take their chances.

Politics can play a role in football. This is demonstrated at the micro level with coaches showing a preference for players they know and trust. With this being said, its in a players interest to build a relationship with their coaches and representative officials. Unfortunately politics can also be demonstrated with some coaches selecting players that are associated with key sponsors or are a personal affiliate of the theirs. This can be a negative part of Australian football, and is seen at all levels. This should begin to change with the maturation and development of the game, with new initiatives being established to combat this issue. People working in sporting programs, and specifically football, need to work to better the game, and not just themselves.

Politics is a normal aspect of sports. I believe as a young administrator as long as I serve the sport for its interest and to better the game and myself I can maintain my integrity and reputation, while also achieving personal success.

I hope you have enjoyed the previous interviews, and learned something new. These interviews demonstrated the business and politics of sport, specifically football, at a local, national, and international level. This was achieved by gaining key professional opinions from Mark Pepper (Football Operations Manager, Australian Institute of Sport), and Jan Versleijen (Head Coach, Australian Institute of Sport and Australian National Team U-20).

Links and references
http://www.youtube.com/embed/dH0XWM5TRE8 Induction to the Australian Institute of Sport


text: Literature/Tables/Subject-meaning-trigon


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Category:Tables

This category contains all the subpages of the page "Tables".

title: Category:Tables


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User:ELMO-Y-QUENOCHE

Hello there buds, I'm ELMOYQUENOCHE. A total contributor of ORANGEY FOUNDATION.

title: User:ELMO-Y-QUENOCHE


text: Literature/Tables

title: Literature/Tables


text: File:Egm6321.f11.team1.Cubic air resistance.gif.gif


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User:Dmoreno1899/ENES100/Music Project

Link to project Music Team team page.

Give instructor top 3 project choice list
1 Music Project - Project taken/accepted

Write problem statement
The can to place the magnets on that is then read by the arduino is mounted, but could use work. Furthermore, little progress has been made with connecting the hall sensor probe to the arduino, the arduino to the MIDIshield, and then the MIDIshield to the keyboard.

Assign Task1
I was assigned to work on studying the arduino and MIDIshield.

Compare actual work done to Task2
Teammates went over concepts studied and work done over the last weekend - I studied the Hall Effect, the Hall Effect sensor probe,and "played" with the "Hello World" code of the arduino to get a better understanding of it, and shared this information with my teammate, giving a demonstration with time delays of the blinking LED light on the arduino board.

Week 1 Narrative
As far as dissecting the singing card goes, I feel rather successful in taking it apart. It consists of a small dremel board (perhaps 1 x 1 in) that seems to act as a motherboard (supplying power and "holding" code), connected to an round audio device by two wires. This audio device (now referred to as part (b)) is approximately 1 in diameter, and a hard green plastic dome top with a flat, thin plastic bottom. I ripped out the underside to find only a copper ring and two EXTREMELY thin copper wires running from the copper ring to the edge of part (b), where they met up with the two external wires that connect the dremel board and part (b). Additionally, I ripped out the circular looking item on the dremel board, and it was in fact a battery - as evidenced by the "3v lithium battery" written on it.

I'm not sure if I'll actually be able to use this to create sound. In the first place, it might have been possible to strip the wires connecting part (b) and the dremel board, and somehow connect that so that it can "talk" to the arduino, but when I tore open the plastic underside to part (b), I tore those incredibly thin copper wires, so I'm not sure if it's broken beyond repair, or is worth the effort trying to connect them back together.

Week 1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task 2
This coming week I plan to take home some device that I'm more confident I can get talking to the arduino - either the keyboard in the engineering design classroom, or the toy guitar, and seeing if I can get that instead to talk to the arduino. Additionally, I will start looking into how to produce sound with an arduino.

Compare actual work done to Task3
I managed to indeed get the arduino/MIDI shield talking to the keyboard, which I took home, and wrote a program that plays Mary had a Little Lamb over and over on a loop.

Week 2 Narrative
Tuesday in class I tested my sample code just to see if the basic connection of placing the MIDI shield on the arduino would be enough to provide sound. It was, and the code used to display this can be found here:

Uploading this code to the arduino, connecting the MIDI shield to said arduino, connecting MIDI out to the MIDI shield, and MIDI in to the keyboard (or any other device with a MIDI in) will result in all notes the device (keyboard) can possibly play, in ascending sequence. Understanding how this code works requires a basic understanding of arduino environment programming, as well as basic MIDI protocol properties.

All code using MIDI protocol MUST be set to a baud rate of 31250. This is done in the void setup with:

Additionally, this code is written to play a different note after every iteration of the loop, inside of which there is a 100 millisecond delay; in other words, every time the code repeats itself (which occurs every 1 tenth of a second, it plays a different note. To do this, a "for" statement is used. A "base" value is applied to a specified integer, and every time the loop repeats itself another value is added on to that base value, up to a certain point, at which it repeats itself. A simplified way of explaining this is to say that the for function makes the the note one value higher each time the loop repeats itself.

The code "accesses" the MIDI protocol with:

This basically creates the noteOn function that is used in the void loop. It specifies what each of the three values for noteOn do - the MIDI protocol requires at least these three values to play a note, although there are others. Additionally, the MIDI protocol is written in hexidecimal, which is fairly easy to calculate values for using a hexidecimal calculator. "0x" always precedes any hexidecimal values, so that the code knows to read it as hexidecimal and not decimal.

All MIDI protocol messages MUST start with the command that essentially says "these following values are to be interpreted as MIDI". This value is ALWAYS 0x90. Next, pitch simply refers to what note is played. All notes have a corresponding hexidecimal value that ranges from 0 to 127/ 0 to 7F (binary/hexidecimal), where 60/3C is middle C. Finally, the third value is velocity - or how long the note is played. This is much harder to find appropriate values for, because, through testing, I found that a velocity value of 120/78 corresponds to approximately 2.88 seconds of play time. According to the previously linked page on MIDI specifications, the actual device interprets how to use velocity values. Guess and check seems to work surprisingly well, as long as the velocity value doesn't interfere with the time delay on a loop - but more on that later.

When I first tested this code, I did not understand all of the things I just tested, but rather all of this information came as a result of several hours of studying MIDI specification, and testing what code would and would not compile in the arduino environment. There were actually no problems with uploading this code, as it worked the very first time I tried connecting it all together.

The following Thursday in class I experimented with creating sound from my own code. To start, I simply wanted to play middle C over and over on a loop. I wrote the following code with the information extracted from the last code:

Where the values for velocity and delay are arbitrary. The code worked wonderfully. The next step was significantly harder, as I set out to write Mary Had a Little Lamb. The resulting (and successful) code is as follows:

I encountered several problems writing this code.
 * Figuring out delay values. I wanted to write this song at a certain BPM, not just get whatever BPM resulted from arbitrary delay values. I decided I wanted to see how long a single quarter note at 145 BPM played, in milliseconds. Through dimensional analysis: (145 Beats)/(1 minute) * (1 minute)/(60 seconds) * (1 second)/(1000 milliseconds) = 2.4167x10^(-3) BPMs (beats per milisecond). To calculate the length of a single beat: (1 beat) * (1 millisecond/2.4167x10^(-3) beat) = 413.793 milliseconds. I rounded up, and hence, used a delay of 414 for quarter notes. A half note is exactly twice as long as a quarter note, and is therefore 828 milliseconds.
 * The biggest problem I had was actually realizing that the pitch value was a single value 0/0-127/7F (binary/hexadecimal). It was my initial belief that 0x3C was to be read as 0x[3rd octave][note C], instead of 60 (decimal). As a result I tried writing Mary Had a Little Lamb with the wrong intervals. It resulted in a "haunting" sound, that I thought to be dissonant. I incorrectly believed this was because my (initially arbitrary) velocity values were causing the notes to play longer than the delay that followed them, causing notes to overlap, and sound dissonant. This was incorrect because of A), the information I just gave, and B), the three notes used in Mary Had a Little Lamb are all part of a common chord, and as a result would be/are not dissonant when played over one another (in fact, more "advanced" versions of Mary Had a Little Lamb for piano have the player playing those exact three notes in a different octave together with the left hand)
 * Another problem was dealing with velocity values. Initially, I was using a velocity value of 0x99 (hexadecimal)for the final (whole) note, with a delay of 5000 milliseconds before it would restart the loop. This resulted in the last note just not being played. I'm not sure why, but when I made the velocity value significantly (and arbitrarily) shorter (0x28), it was fine. My theory is that the velocity value was so much longer than the decimal value, that the loop would have restarted itself before the note was done playing, and so just did not play that note. Further testing is needed to understand this, playing with velocity and delay values. Perhaps using a noteOn with a "silent" (0x00) velocity after an appropriate delay, and THEN the 5 second delay before the next loop is necessary.

Important Links for MIDI Programming

 * The MIDI protocol
 * Hexadecimal Calculator
 * Arduino references
 * For those who need a stronger background in musical theory, this is not a horrible place to start.

Assign Task 3
The next step is to get notes playing based on input values. This would ideally be tested using the button labeled "S1" on the arduino board - press the button, and play a note, essentially simulating a keyboard. This would work to simulate different input values from magnets being read from the Hall Effect Probe.

Compare actual work done to Task 3
I found a few pieces of code that are essential to writing a program that will cause a note to play based on an analog input.

Week 3 Narrative
I was advised to work on getting a note to play when the switch on the arduino board was pressed. However, that switch turned out to be a reset button, and not necessarily a programmable switch. There is a method for programming a button, but it requires a breadboard, resistor, and separate button to work. So another method of playing a note on command.

Because the Hall Effect Probe runs with analog, I figured researching analog interactions with arduino would be useful. I found the analogRead function.

As a footnote, the arduino page on analogRead said that if nothing is connected to that pin, the analogRead can pick up very random values, based on a massive amount of conditions - the one that I noticed was the closeness of one's hand. I loaded the Analog Input test code that will blink a light for a length of time based on the analogRead (the lower the voltage, the faster it blinks, the higher the voltage, the slower).

I loaded this code and found that the voltage read from pin 0 was fluctuating greatly just sitting there - however, the closeness of my hand did not seem to effect the rate at which the light blinked. I then got the idea that, because the Human brain is basically a massive ball of electrical signals, that might somehow be picked up by the arduino. I held the pin against my temple, and actually saw the light begin to blink slower, by my estimates around the 700-1000 millisecond range. I found this to be fairly reliable, as I tested it about fifteen times - it's a strangely reliable way to alter the analogRead input without a potentiometer.

The second part necessary to code a note playing based on conditional statements (preferably the analogRead just used) is understanding the "if" function and comparison operators. Especially when compared to the "for" function previously used in an example code, "if" is fairly simple to understand.

This is a quick example using the if statement. If the analogRead picks up a voltage approximately 2.5 or greater, the LED pin is on, if it's less, the light is off. The "Serial.begin(9600);" in the voide setup is not actually necessary if the only thing being used is the analogRead - so this code could actually be used in conjunction with MIDI protocol as is. So my next step was to replace the blinking light with a note playing on the keyboard. My end result was as follows.

It must be noted that this code did not work as intended. It resulted in a "thumping" being played twice, a pause of approximately 4 to 5 seconds, and then repeat. Originally I thought a lack (initially) of a "silent" note to "turn off" the note being played was what was causing it, but that didn't seem to be the case.

My Thoughts on Problems with the Code

 * The "silent" note being within the "if" statements could be the problem. Just taking it out of there and putting it after both if statements could work - similar to factoring in algebra. For example, 2x + 2y = 2(x+y).
 * Using a delay value within the if statements could somehow be causing problems. Because the sensorValue value is so difficult to control with this setup, it is essentially RNG when it is within the delay function, meaning it waits for an arbitrary length of time.
 * It's possible that more precise control of the program is necessary with "If... Else" statement(s) instead of just if. Further research into "If... Else" is necessary.
 * While a value from analogRead of 0 corresponds to 0V and 1023 to 5v, there is a level of uncertainty associated with dealing with how they interact on the interval in between. If 2.5v is not equal to 511.5, and there is some other kind of ratio involved, it is currently unknown, and could be problematic.

Start Next Project Week0 activities
The next team must get a note to play based on the analogRead function. This should be done more accurately with a potentiometer at first, rather than just holding the arduino to your temple. A good place to start is with breaking down the code I provided, and figuring out why it does not play a note at any given time (which it should - the if statements just have the pitch of the note different from one another, rather than the presence of a note), and then reconstruct it so that it does play a note.

From there, using previous team's knowledge, it should be possible to connect the Hall Effect Probe to the arduino, pass a magnet through its sensor, and through MIDI shield to arduino to keyboard connections, play a note. From there, it is fairly easy to get six Hall Effect Probes working on one arduino (using the 7 analog pins provided on the arduino board), and then setting up the the actual tin can to play the notes on a hand crank.

title: User:Dmoreno1899/ENES100/Music Project


title: Literature/Tables/Magritte-1929


title: File:Convolution.1.A.20110927.pdf


title: File:Convolution.1.B.20110927.pdf


title: File:CORDIC.VHDL.1.A.20110927.pdf


text:
User talk:Kath St. Laurent/Qatar's slick goal

Kath your topic looks great and a very controversial issue. I enjoy how you are going to focus on Australia and USA bids. Your introduction drew me in and I look forward to looking watching your discuss develop.

I think this is a good choice of topic too, Kath. It is interesting to note the ongoing issues at FIFA. Postillion 18:48, 29 September 2011 (UTC) (Keith)


text:
User:Golies/Books/Wikiversity Web Design Course

Wikiversity Web Design course

 * CSS
 * Web design
 * Web Design/CSS
 * Web Design/Dynamic websites
 * Web Design/Dynamic websites with PHP
 * Web Design/An Introduction to Programming with JavaScript
 * Web Design/JavaScript Challenges
 * Web Design/Getting to know JavaScript events
 * Web Design/Getting to know the Document Object Model with JavaScript
 * Web Design/Dynamic Websites/Creating Database Tables
 * Web Design/Dynamic Websites/Simple Functions in PHP
 * Web Design/Accessibility
 * Web Design/Build a basic web page
 * Web Design/Useful Applications
 * Web Design/HTML Challenges
 * Web Design/What is HTML
 * Web Design/CSS challenges
 * Web Design/Lists and Tables
 * HTML Quiz
 * Web Design/The Structure of HTML
 * Web Design/Build a small website
 * Web Design/A step-by-step web design project
 * Web Design/Design Principles for Web Design
 * Web Design/Useful Books
 * Web Design/Developing a Client Project
 * Web Design/A scaffolded Web Project
 * Web Design/Testing Website performance
 * Web Design/Website Performance Test Plan
 * Web Design/Emerging Technologies
 * Web Design/Getting Your Site On the Web
 * Web Design/Introductory algorithm challenges
 * Web Design/An introduction to Project Management
 * CSS exam questions
 * HTML exam questions
 * Web Design/Information Architecture Challenges
 * Named colors
 * Web Design/Using the Internet as a Learning Tool
 * Web Design/History of the Web
 * Web Design/XML challenges
 * Web Design/A small website project
 * Web Design/AJAX Challenges
 * Web Design/About the web design learning project
 * Web Design/PHP challenges
 * Web Design/CSS Classes
 * PHP exam questions
 * Web Design/Cert IV Websites Qualification in Australia
 * Address copyright requirements
 * Apply web authoring tool to convert client data for websites
 * Develop cascading style sheets
 * Develop guidelines for up-loading information to a website
 * Ensure site usability for full range of users
 * Monitor traffic and compile website traffic reports
 * Produce basic client side script for dynamic web pages
 * Use SQL to create database structures and manipulate data
 * Create a simple mark-up language document to specification
 * Web Design/Design Suggestions
 * Web Design/Advanced HTML Tutorial
 * Web Design/Pen and Paper HTML activities
 * Web Design/Learning Basic HTML and CSS
 * Web Design/Embedded CSS
 * Web Design/Basic HTML and CSS Tutorial
 * Web Design/Inline CSS
 * Web Design/Develop cascading style sheets
 * Web Design/Generating a receipt with PHP
 * Web Design/Responding to HTML forms with PHP
 * Web Design/JavaScript pen-n-paper activities
 * Web Design/JavaScript/Web Programming Intro
 * Web Design/Produce basic client side script for dynamic web pages
 * Web Design/Web design challenges
 * Web Design/Web design group learning activities
 * Web Design/Group Activities/A WebDesign Quiz show
 * Web Design/Group Activities/Ordering Tasks for a Web Project
 * Web Design/Group Activities/Paired Bio Pages
 * Web Design/Group Activities/Scoping a Small Project
 * Web Design/Emerging Technologies Research Activities
 * Web Design/Australian Qualifications
 * Web design qualifications
 * Web Design/Developing your online portfolio
 * Web Design/Contribute to personal skill development and learning
 * Web Design/New Structure
 * Web Design/Sample Timetable
 * Creating dynamic webpages


text:
User talk:Jasmoli

Hi,

I recently started a master's course in International Politics and having no background of this major, I am finding it difficult to understand especially since my course is in Chinese. I already have my first assignment which is to analyze every chapter of James E, Dougherty's book, Contending Theories of International relations, A comprehensive survey (5th Edition). I would very much appreciate if someone can help me with ideas on how to analyze IP topics and chapters.

Your help will be highly appreciated

Jasmine--Jasmoli 14:45, 27 September 2011 (UTC)

Wikiversity cannot provide assistance with particular aspects of your course (although individual editors may be able). However, there may be political science resources which relate to your course on Wikiversity. Thanks. S Larctia 16:20, 27 September 2011 (UTC)

title: User talk:Jasmoli


text:
Dominant group/Timeline and radiance

While dominant group may appear in a publication within a specific subject area, it may not necessarily be the case that a change in meaning specific to that subject area has occurred.

Here, it is used for the apparent first appearance of the term dominant group singular or plural in the title or text, where some specific designation of subject area and radiance are indicated.

The appearance of dominant group is implied, variations are noted.

After about 1920, subject areas re-occurring are usually not indicated by another entry but further radiance is.

Earlier titles, subject areas, and radiances may change this timeline.

Finer specialization using the term is also included.

Dominant group
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.

Timeline
Def. "a graphical representation of a chronological sequence of events (past or future)" is called a timeline.

For a timeline, the evidence that demonstrates dominant group has a timeline, diversity, and radiance is the chronological presentation of occurrences, alternate meanings, relative synonyms, and changes in subject areas or specialization with time.

 * 1826 - "Groups, according to their range, may be denominated either predominant, dominant, sub-dominant, or quiescent.", "An Introduction to Entomology: or Elements of the Natural History of Insects, Volume IV", Entomology.
 * 1840 - "XXII.—Monograph of the Dorylidæ, a family of the Hymenoptera Heterogyna", The Annals and Magazine of Natural History Series 1, Entomology.
 * 1853-7 - "a group is ... dominant", "The Old Regime and the Revolution: Notes on the French Revolution and Napoleon", Government.
 * 1859 - "dominant groups", “On the Origin of Species by Means of Natural Selection”, Natural Selection.
 * 1866 - "November 19, 1866", Transactions of the Royal Entomological Society, Entomology.
 * 1867 - "Mimicry, and Other Protective Resemblances Among Animals (1867)", Entomology.
 * 1871 - "Contributions to the theory of natural selection", Entomology.
 * 1877 - "On the Classification of Butterflies, with Special Reference to the Position of the Equites or Swallow-Tails", Transactions of the American Entomological Society.
 * 1880 - "Cainozoic Time [On the Insecta of the Miocene Period, and the animals and plants with which they were correlated.]", in the book: The geological antiquity of insects: Twelve papers on fossil entomology, Paleoentomology.
 * 1887 - "The Significance of Certain Phases in the Genus Helminthophila", Botany.
 * 1895 - "The Philosophy of Flower Seasons, and the Phaenological Relations of the Entomophilous Flora and the Anthophilous Insect Fauna", Botany.
 * 1899 - "The Trend of Human Progress", American Anthropologist New Series, Anthropology.
 * 1903 - "The Structure and Significance of Vestigial Wings among Insects", Entomology.
 * 1907 - "Some Disputed Points in Primary Election Legislation", "Proceedings of the American Political Science Association".
 * 1908 - "A Manual of North American Diptera, 3rd edition", Entomology, Paleoentomology.
 * 1912 - "I.—A Note on some Fossil Plants from the Kent Coal-field", Paleobotany.
 * - "Race Psychology: Standpoint and Questionnaire, With Particular Reference to the Immigrant and the Negro", American Journal of Sociology.
 * 1914 - "Internal Relations of Terrestrial Associations", Ecology.
 * 1916 - "The Logic of Religion: Concluded", The American Journal of Theology.
 * 1920 - "Price Economics Versus Welfare Economics".
 * - "The Port of Paris", Geographical Review, Geography.
 * 1921 - "Croonian lecture: Release of function in the nervous system", Neurology.
 * 1923 - "Art in a Democracy", Art, Sociology.
 * - "Common Law in a Transitional Era".
 * 1926 - "The chrysotoxine syrphid-flies", Entomology.
 * 1928 - "Self-Respect as a Factor in Racial Advancement", Annals of the American Academy of Political and Social Science.
 * - "Early neurology in the United States", Neurology.
 * 1929 - "The phylogeny of the Leporidae, with description of a new genus", Journal of Mammalogy.
 * 1930 - "A study of a test of ascendence-submission", Psychology.
 * 1931 - "Two Racial Islands in Alabama", American Journal of Sociology.
 * 1932 - "Personality and group factors in the making of atheists", The Journal of Abnormal and Social Psychology.
 * 1933 - "The furless rabbit", Journal of Heredity.
 * 1935 - "A critical analysis of the tactics and programs of minority groups", The Journal of Negro Education.
 * 1936 - "The "Failure" of the League of Nations", The American Journal of International Law.
 * 1938 - "Psychiatry and the conditioning of criminal justice".
 * 1942 - "form-dominant group", "Genetic studies in abstraction", Journal of Comparative Psychology.
 * 1943 - "Nativistic movements", Anthropology.
 * 1944 - "Tempo and Mode in Evolution".
 * - "Territory as a result of despotism and social organization in geese", Ornithology.
 * 1946 - "Psychodynamic and electroencephalographic factors in duodenal ulcer", Psychosomatic medicine.
 * 1947 - "Spanish cosecha and its congeners", Language.
 * 1950 - "Persistence of individual strains of Escherichia coli in the intestinal tract of man", Journal of Bacteriology.
 * - "Some aspects of magmatic evolution", Volcanology, Igneous Petrology
 * 1954 - "The influence of the Gebel Aulyia Dam on the development of Nile plankton", The Journal of Animal Ecology.
 * 1958 - "On the composition of meteors", Planetary Science.
 * - "Fault patterns in southeastern Alaska", Structural Geology, Geology
 * 1959 - "Intelligibility and inter-ethnic attitudes", Anthropological linguistics.
 * 1960 - "The Concept of 'Egemonia' in the Thought of Antonio Gramsci: Some Notes on Interpretation", Journal of the History of Ideas.
 * 1961 - "A Group of Inscribed Egyptian Tools", Archaeology.
 * 1962 - "Petrography and genesis of recent sediments in Narragansett Bay and Rhode Island Sound, Rhode Island", Sedimentology.
 * 1964 - "A New Substituent Constant, π, Derived from Partition Coefficients", Journal of the American Chemical Society, Chemistry
 * - "Al-dominant group", "Stabilities of Three-Layer Phyllosilicates Related to Their Ionic-Covalent Bonding", "Clays and clay minerals", Mineralogy.
 * 1968 - "An Iron Spark Line List in the 10-18 Å Range and its Comparison with Flare Spectra", Solar astronomy.
 * 1969 - "Morphology, Petrology and Provenance of Pebbles from Lower Cretaceous Conglomerates of South-eastern Alexander Island", Sedimentary Petrology.
 * 1979 - "dominant Group D rocks", "Oxygen isotope geochemistry of the potassic igneous rocks from the Roccamonfina volcano, Roman comagmatic region, Italy".
 * 1981 - "Defining the "Dominant Group"", Ethnicity.
 * 1984 - "Hot subdwarfs in detached binary systems and thick-disk cataclysmic variables from the Palomar-Green survey", Stellar Astronomy.
 * 1986 - "Quaternary paleo-oceanography, pteropod preservation and stable-isotope record of the Red Sea", Palaeogeography, Palaeoclimatology, Palaeoecology.
 * 1987 - "Asymmetry of lineages and the direction of evolutionary time", Paleontology.
 * 1989 - "Minerals and trace elements in total diets in the Netherlands", Nutrition.
 * 1991 - "Review of the Silurian in the Brabant Massif, Belgium", Historical Geology, Paleozoology.
 * - "Decreased superovulatory responses in heifers superovulated in the presence of a dominant follicle", Agriculture.
 * 1994 - "Wavelet Spectrum Analysis and Ocean Wind Waves", Geophysics.
 * - "dominant minority group", "Childbearing, reproductive control, aging women, and health care: The projected ethical debates", Nursing, Demographics.
 * 1996 - "The functional basis of ocular dominance: functional MRI (fMRI) findings", Clinical Physics.
 * 1997 - "20. Oxygen-Isotope Constraints on Serpentinization Processes in Ultramafic Rocks from the Mid-Atlantic Ridge (23°N)", Metamorphic Petrology.
 * 2000 - "Getting the measure of biodiversity".
 * - "Quantum Physics: An Introduction", Chemical Physics, Condensed Matter Physics.
 * - "Hedging pressure effects in futures markets", The Journal of Finance.
 * 2005 - "Out of Tanganyika: Genesis, explosive speciation, key-innovations and phylogeography of the haplochromine cichlid fishes".
 * 2007 - "Molecular phylogenetics of Caenogastropoda (Gastropoda: Mollusca)".
 * 2011 - "Spin pumping by parametrically excited exchange magnons", Surface Physics, Solid State Physics.
 * 2012 - "Developing India-centric B2B sales theory: an inductive approach using sales job ads", Business.

Radiances
Def. "the quality or state of spreading around as if from an origin" is called radiance.

Synonyms
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".

Dominant classes

 * 1822 July "The prevalence of the Russian power is not the prevalence of the rude barbarians, that constitute the bulk of the nation, but of the dominant class of proprietors, which is equally civilized with the same class in any other part of Europe." Bold added, Political science, Economics.

Dominant family

 * 1857 "The poet here seems to assume that the province of Connaught took its name from the race of Conn of the Hundred Battles, who were the dominant family of that province in MacCoise's time." bold added, History.

Dominant party

 * 1820 April "There was a violent war party, who wished all the resources of the State to be placed at the disposal of the national government; there was a peace party, composed of members of both parties, determined to put every obstacle in the way of the administration; while the Federalists generally regarded the declaration of war as an act of tyranny, and the measures of the dominant party as an infringement of State rights." Bold added, Political science.

Dominant religions

 * 1726 The phrase “die Dominanten Religionen von ganz Europa” occurs.

Dominant schools

 * 1800 quotation not accessible.

Dominant species

 * 1859 "[I]n any limited country, the species which is most common, that is abound most in individuals, and the species which are most widely diffused within their country (and this is a different consideration from wide range, and to a certain extent from commonness), often give rise to varieties sufficiently well-marked to have been recorded in botanical works. Hence it is the most flourishing, or as they may be called, the dominant species -- those which range widely over the world, are the most diffused in their own country, and are the most numerous in individuals, -- which oftenest produce well-marked varieties, or, as I consider them, incipient species."

Master classes

 * 1811 February "As they advanced in the knowledge of the dictionary, and in reading, they were promoted to the second company, and afterward to the first of the master's class. Bold added, History.

Most important interests

 * 1780 "Even the actual promoters of the most important interests of mankind have seldom anticipated, in idea, the progressive consequences of their own plans."

Superior classes

 * 1807 quotation is inaccessible.

The dominants

 * 1757 “so sind solche entweder tonische Noten, Dominanten, oder Unterdominanren, und die Dominanten können simple oder tonische Dominanten seyn.”

Upper department

 * 1780 "For the impression of the commercial arts is often conspicuous in the upper departments of life, before it reaches those of inferior condition; but the circle gradually widens."

Hypotheses

 * 1) In Latin dominant group is dominans group, not classicus. When a dominant group exists for all humans, it is called gods, not dominant group.
 * 2) Gods that kill humans and thereby appear to rule them through killing are sometimes represented by human priests that convince others that they speak for the gods. The gods are not the dominant group of humans, but the priests are.

title: Dominant group/Timeline and radiance


text:
Category talk:Accounting

In groups of three, one person in each group pick one of the following topics, find information about it on the web and post on your wikiversity site. This is due Sept. 27 23:59. You are opening an e-company to sell used textbooks and other school items to new students coming into UTCC or other Thai universities. You need to find people willing to sell you their old stuff. You need to find new students to sell. •	What would be your business model and why? •	What is the best e-commerce package that would allow you to start this week? •	What would be the best way to market this business on mobile phones? 1. What would be your business model and why? We choose Virtual storefront because there are many advantages to selling a product online and shipping it through mail order to customers. One of the greatest advantages is that the business reaches a worldwide market of internet users, not just the local market of a physical store. The advantage of virtual storefront. •	Flexibility in being able to sell from any location. •	Web sites operate 24/7. •	Electronic systems to update prices, specifications or other time-sensitive data hourly if necessary. •	Promotions can be integrated quickly into the company’s Web site. •	Customers inquiries can be investigated more quickly. •	Order status obtained immediately.

2. What is the best e-commerce package that would allow you to start this week?Packages for buying-selling especially on the Internet. Focus on sales through this format is ideal for businesses with many products and want to have to sell through the Internet. The buyers can purchase products and pay passes the website immediately. For example of packages such as purchasing many products they get discount or free gifts .It’s selling that seller want attract buyers come to buy many products.

3. What would be the best way to market this business on mobile phones? The best way to market business on mobile phones provide service, send message tell that we will reduce price in the festival( New year, new semester of student ) such as buy one get one or buy the first piece more than 300 then buy the second piece in cheaper price 15%.

title: Category talk:Accounting


text:
User:Hmw8522

Secondhand smoke is also known as environmental tobacco smoke. This is a combination of two types of smoke. The first form of smoke is called sidestream smoke, which comes from the end of pipes, cigarettes, or cigars. The other form is mainstream smoke, which is the smoke that is exhaled from the actual smoker. The sidestream smoke is more dangerous than mainstream smoke because it contains a higher concentration of cancer causing agents. This also contains smaller particles that can enter the body more easily than mainstream smoke (Secondhand smoke, 2011). When a non-smoker is around someone else that is smoking this is called involuntary or passive smoking.

In children, secondhand smoke can cause asthma. This can occur in children that have never experience any asthma symptoms before exposure to secondhand smoke. The smoke can trigger the child to have asthma attack and make the symptoms more severe (Health effects of exposure to secondhand smoke). Children exposed to secondhand smoke also have a greater risk of Sudden Infant Death Syndrome (SIDS). In June of 2006 the U.S. Surgeon General released a major report that shows the casual relationship between SIDS and secondhand smoke (Health effects of exposure to secondhand smoke). This also showed that the home is the main location where children are exposed to the most significant secondhand smoke.

Adults are also adversely affected by secondhand smoke. Other then lung cancer, secondhand smoke can lead to premature deaths in the adult population. The smoke irritates the airways which effects a person’s heart and blood vessels. Putting such a damper on the cardiovascular system can lead to heart disease or even heart attacks. A person that is exposed to secondhand smoke at work or home increases their risk of heart disease by twenty-five to thirty percent. Within the United States, ETS causes around 46,000 heart disease deaths annually (Smoking & tobacco use). Chemicals that are found in sidestream smoke are able to enter a women’s breast tissue and enter the milk while pregnant.

Not only are children and adults affected by secondhand smoke, but so are animals that are around tobacco smoke. In a study by the Tufts College of Veterinary Medicine found that the rate of oral cancer within cats are much higher if they live in a home of a smoker. The carcinogen elements from secondhand smoke stay on the fur of cats and because of hygiene habits of cats they lick these elements off of their fur coats. Cats are also twice likely to develop cancer within their lymph nodes. Another animal affected by secondhand smoke is dogs. Dogs are likely to develop cancers in their nose or sinus areas. Dogs will longer noses are more susceptible because of the increase in surface area they are able to pick up more carcinogen elements from secondhand smoke (Thompson, 2007).

References

Farrelly, M., Evans, W., & Sfekas, A. (1999, March 25). The impact of workplace smoking bans: results from a national survey. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1763942/pdf/v008p00272.pdf Health effects of exposure to secondhand smoke. (n.d.). Retrieved from http://www.epa.gov/smokefree/healtheffects.html Secondhand smoke. (n.d.). Retrieved from http://www.cancer.org/Cancer/CancerCauses/TobaccoCancer/secondhand-smoke Secondhand smoke and cancer. (n.d.). Retrieved from http://www.cancer.gov/cancertopics/factsheet/Tobacco/ETS Smoking & tobacco use. (n.d.). Retrieved from http://www.cdc.gov/tobacco/data_statistics/fact_sheets/secondhand_smoke/general_facts/index.htm Thompson, A, (2007, August 31). Secondhand smoke causes cancer in pets. Retrieved from http://www.livescience.com/7378-secondhand-smoke-cancer-pets.html

title: User:Hmw8522