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User talk:Bjburrows1121

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Human Legacy Course
Hello Bjburrows1121! I am very excited that you are interested in my Human Legacy Course. We are going to be starting a new course here, and I need to know immediately whether you are going to commit to this course or not. Please know that this is a college course, and there is going to be a good amount of work, thus I need to know if you will be in this for the long-run. You must be a member of WiZiQ in order to participate in this course, which is completely free and takes about 30 seconds. So, sign up on WiZiQ and then I will send you a link to the orientation session. If for any reason, you cannot make it to this orientation, please let me know immediately. Again, I am very sorry that I am being a bit hasty here, however, this is a new school year and I need to see who is staying with the course and who is not. If you have any questions whatsoever about anything that I have talked about or something that may be bugging you, please post them on my talk page. I am looking forward to seeing you and I hope that you can be apart of this great course! --MrABlair23 00:21, 6 October 2011 (UTC)

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User talk:Berserk798

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User talk:Falko Wilms

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Virtual Teamwork
Hi Falko Wilms!

Your course Virtual Teamwork appears to be well-developed and ready for learners! Would you like to have it announced in our Main Page News? --Marshallsumter (discuss • contribs) 04:01, 20 September 2017 (UTC)

title: User talk:Falko Wilms


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User talk:Zl1umk

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User:Snoozebob
Is that you? It's okay, but if this is you, it should be disclosed. Thanks. --Abd 17:55, 29 September 2011 (UTC)

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User talk:Moortooza

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User talk:Trinitrix

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User talk:Mgcsinc

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Draft of a Working Paper for Education at Brown University
I'm moving this draft, entirely created by you, to your user space. When you are ready, the page may be moved back into mainspace, with an appropriate name, or as a subpage of some other page where it would fit. Thanks. --Abd 18:07, 29 September 2011 (UTC)
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User talk:Psionski

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User talk:Damien.oconnor

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User talk:Gokulakrishnan693

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User talk:Crackthdawn

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User talk:Sdk8/Change is in order

Samantha, I really like this choice of topic. I am fascinated to learn why you chose this. Do you have good sources of information to underpin your research? I am looking forward to seeing how this develops. Postillion 18:59, 29 September 2011 (UTC) (Keith)

title: User talk:Sdk8/Change is in order


text:
User:Egm6321.f11.team2.kim/PR3

=Problem 3.2 - Integrating factor method =

Given
$$\displaystyle \left( \frac {1}{3}x^3+d_1\right)\left(y^4\right)y' + (5x^3+2)\left(\frac {1}{5}y^5+ sinx + d_2\right) = 0$$

Find
Show that the above equation is exact or can be made exact by IFM. Find intergrating factor h.

Solution
In order to exact condition First condition of exactness is that $$ \displaystyle M(x,y) + N(x,y)y' = 0$$

$$ \displaystyle (5x^3 +2)\left( \frac {1}{5}y^5 + sinx + d_2\right) = M(x,y) $$ $$ \displaystyle \left( \frac {1}{3}x^3+d_1\right)(y^4)y' = N(x,y)y' $$ $$\underbrace{ \left( \frac {1}{3}x^3+d_1\right)\left(y^4\right)}_{\displaystyle\color{blue}{N(x,y)}}y' + \underbrace {(5x^3+2)\left( \frac{1}{5}y^5+ sinx + d_2\right)}_{\displaystyle\color{blue}{M(x,y)}} = 0$$ So this equation satisfies the first condition. Second condition of exactness is that $$\displaystyle M_y(x,y) = N_x(x,y)$$ $$\displaystyle \frac {\partial M}{\partial y} = \frac {\partial N}{\partial x}$$ $$\displaystyle \frac {\partial M}{\partial y} = 5x^3y^4 + 2y^4 $$ $$\frac {\partial N}{\partial x} = x^2y^4 $$ It shows that this equation does not satisfy the second condition. Therefore, in order to make this equation to exact, integrating factor must be used. $$ \displaystyle h(x) = e^{-\int \frac{1}{N}(N_x -M_y)dx} $$ where d1 and d2 are integration constant at M(x,y) and N(x,y), so d1= d2= 0 at this point. Intergraing factor h is that $$\displaystyle h(x) = e^{-\int \frac{1}{N}(N_x -M_y)dx} = exp[-\int \frac{1}{\frac{1}{3}x^3y^4}(x^2y^4-5x^3y^4-2y^4)dx] =exp[-\int \frac {3}{x^3}(x^2-5x^3-2)dx]

$$ $$\displaystyle = exp\left[- \int \left(\frac{3}{x}-15-\frac{6}{x^3}\right)dx\right] = exp\left[-\left(3lnx - 15x + \frac{1}{2x^2}\right)\right] $$

=Problem 3.8 - =

Given
$$\displaystyle \dot x(t) = a(t)x(t) + b(t)u(t) $$

Find
Generalize $$\displaystyle \dot x(t) = ax(t) + bu(t) $$ to the case of linear time varient system.

Verify that your expression is indded the solution for

$$\displaystyle \dot \mathbf{X}(t)= \mathbf{A}(t)\mathbf{x}(t)+\mathbf{B}(t)\mathbf{u}(t) $$

Solution
From eq 3.2.2 $$\displaystyle \dot \mathbf{X}(t)= \mathbf{A}(t)\mathbf{x}(t)+\mathbf{B}(t)\mathbf{u}(t) $$ Let A(t)= a and B(t) = b the equation is following that $$\displaystyle \dot x(t) = ax(t) + bu(t)$$ rearranging the above equation. Thus, $$\displaystyle \dot x(t) - ax(t) = bt(u) $$ From the above equation, intergrating factor is that $$\displaystyle h(t) = e^{\int^t-ads}=e^{-at} $$ $$\displaystyle e^{-at}(\dot x(t)-ax(t)) = bu(t)e^{-at}$$ [LHS] : $$\displaystyle e^{-at}(\dot x(t)-ax(t)) = [e^{-at}x(t)]'$$ rearraing the eq $$\displaystyle [e^{-at}x(t)]' = bu(t)e^{-at} $$

interval is $$\displaystyle t_0< \tau < t$$ the equation is following that $$\displaystyle \int^t_{t_0} [e^{-a\tau}x(\tau)]'d\tau = \int^t_{t_0}bu(\tau)e^{-a\tau}d\tau $$ $$\displaystyle e^{-at}x(t)-e^{-at_0}x(t_0) = \int^t_{t_0}e^{-a\tau}bu(\tau)d\tau$$ dividing by $$\displaystyle e^{-at}$$ and rearraing for x(t) $$\displaystyle x(t) =\frac {\int^t_{t_0}e^{-a\tau}bu(\tau)d\tau}{e^{-at}} + e^{a(t-t_0)}x(t_0) = {\int^t_{t_0}e^{a(t-\tau)}bu(\tau)d\tau} + e^{a(t-t_0)}x(t_0) $$

=Problem 3.14 - =

Given
$$\displaystyle g=\cancel{xp^2}+\cancel{yp} = \phi_x + \phi_y p = \underbrace{(h_x + \cancel{yp})}_{\phi_x}+\underbrace{(h_y+\cancel{xp})}_{\phi_y}p $$ $$\displaystyle p(x)= y'(x) $$

Find
$$\displaystyle h_x + h_y p = 0$$

Find h(x,y).

Solution
$$\displaystyle h_x + h_y p = 0 $$ where

$$\displaystyle h_x = \frac {\partial h}{\partial x}$$ $$\displaystyle h_y = \frac {\partial h}{\partial y}$$ $$\displaystyle p = \frac {dy}{dx} $$ The eq 1.1.1 is following that

$$ \displaystyle \frac {\partial h(x,y)}{\partial x}+\frac {\partial h(x,y)}{\partial y} \frac {dy}{dx} = 0$$

title: User:Egm6321.f11.team2.kim/PR3


text:
User:Egm6321.f11.team4.shin.js/HW3

= Problem 3.10 - Free vibration of coupled pendulums = From [[media:Pea1.f11.mtg15.djvu|Mtg 15-5]]

Given
The equations of motion of coupled pendulums: Parameters: $$\displaystyle \begin{align} \mbox{Pendulums: } &a=0.3, \mbox{ } l=1, \mbox{ } k = 0.2 \\ &m_1 g = 3, \mbox{ } m_2 g = 6 \end{align} $$ $$\displaystyle \mbox{No applied forces: } u_1=u_2=0 $$ $$\displaystyle \begin{align} \mbox{Ini}&\mbox{tial conditions: } \\ &\theta_1 (0)=0, \mbox{ } \dot{\theta_1}(0)=-2 \\ &\theta_2 (0)=0, \mbox{ } \dot{\theta_2}(0)=+1 \\ \end{align} $$

Find
1. Integrate the system in matrix form for $$\displaystyle t \in [0,7] $$ 2. Use (2) p.15-2 to find the solution 3. Plot the results

Integrate the system in matrix form
In order to represent the Eq. (10.1) in matrix form (1) From [[media:Pea1.f11.mtg14.djvu|p.14-4]], the following state variables are defined. Then, the Eq. (10.1) can be rewritten as following. Rearrange the terms in the Eq. (10.3), Finally, the follow matrix equation is obtained.

The following is a matlab code to integrate the system.
 * {| style="width:100%" border="0" align="left"

The following figure is the plot of the integration results.
 * style="width:30%; padding:10px; border:1px solid #888888" align="center" |
 * style="width:30%; padding:10px; border:1px solid #888888" align="center" |
 * }
 * }
 * }

Use (2) p.15-2 to find the solution
Since no input is applied to the system, the second term in the Eq. (10.6) is zero. The matlab code shows the problem-solving using the Eq. (10.7).
 * {| style="width:100%" border="0" align="left"

The following figure is the plot of the results solved using the Eq. (10.7).
 * style="width:30%; padding:10px; border:1px solid #888888" align="center" |
 * style="width:30%; padding:10px; border:1px solid #888888" align="center" |
 * }
 * }
 * }

Plot the results
Refer to Figure 10.1 and Figure 10.2 $$\displaystyle x_1 $$ in Figure 10.1 and Figure 10.2 are $$\displaystyle \theta_1(t) $$ $$\displaystyle x_3 $$ in Figure 10.1 and Figure 10.2 are $$\displaystyle \theta_2(t) $$

Author
Contributed by Shin

= Problem 3.13 - The 2nd exactness condition = From [[media:Pea1.f11.mtg16.djvu|Mtg 16-6]]

Given
2nd exactness condition for N2-ODEs in the class note [[media:Pea1.f11.mtg16.djvu|16-5]] And, the N2-ODE equation

Find
1. Derive the Eq. (13.2), i.e., the 2nd relation in the 2nd exactness condition. 2. Derive the Eq. (13.1), i.e., the 1st relation in the 2nd exactness condition. 3. Verify that the Eq. (13.3) satisfies the 2nd exactness condition.

Derive the 2nd relation in the 2nd exactness condition.
From the equation (3), (4) in the class note [[media:Pea1.f11.mtg16.djvu|16-4]], g(x,y,p) and f(x,y,p) are as below. Differentiating the Eq. (13.4) with respect to p, Differentiating the Eq. (13.6) with respect to p, Rewriting the Eq. (13.7) using the symmetric property of mixed 2nd partial derivatives of the function $$\displaystyle \phi(x,y,p) $$ as below, Substituting the Eq. (13.5) into the Eq. (13.8),

- The Eq. (13.9) shows the derivation of the 2nd relation in the 2nd exactness condition.

Derive the 1st relation in the 2nd exactness condition.
To solve this problem, 3 relations (Eq. 13.10) for the symmetry of mixed 2nd partial derivatives are exploited. From the first relation in the Eq. (13.10), Express $$\displaystyle \phi_y $$ the Eq. (13.12) in terms of $$\displaystyle f, g, p $$, From the second relation in the Eq. (13.10), Rewrite the Eq. (13.14) using the Eq. (13.4), (13.5), Express $$\displaystyle \phi_x $$ the Eq. (13.15) in terms of $$\displaystyle f, g, p $$, Take the partial derivative of the Eq. (13.13) with respect to x, Take the partial derivative of the Eq. (13.16) with respect to y, Use the third relation in the Eq. (13.10), Move the terms with f to the LHS and move the terms with g to the RHS, - The Eq. (13.20) shows the derivation of the 1st relation in the 2nd exactness condition.

Verify that the Eq. (13.3) satisfies the 2nd exactness condition.
From the 1st exactness condition for N2-ODEs in the class note [[media:Pea1.f11.mtg18.djvu|Mtg 18-3]], The 1st relation in the 2nd exactness condition is satisfied as below. Also, the 2nd relation in the 2nd exactness condition is satisfied as below.

Author
Contributed by Shin

= Problem 3.14 - Find h(x,y) = From [[media:Pea1.f11.mtg18.djvu|Mtg 18-1]]

Given
The equation (1) in the class note [[media:Pea1.f11.mtg18.djvu|17-1]]. where $$\displaystyle p(x) := y^{\prime}(x) $$. The equation (1) in the class note [[media:Pea1.f11.mtg18.djvu|18-1]]

Find
Find $$\displaystyle h(x,y) $$ without assuming a priority that h=constant.

Solution
The Eq. (14.2) can be rewritten in the following form. Since y is the function of x, the Eq (14.3) is the partial derivative of the function h(x,y) with respect to x. So, the LHS term in the Eq. (14.3) is rewritten as follows.

Then, the following is true from the Eq. (14.3), (14.4).

The Eq. (14.5) implies that h(x,y) is the function of only y.

Substituting the Eq. (14.5) into the Eq. (14.2) would result the following. It is concluded that $$\displaystyle h_y = 0 $$ because if $$\displaystyle y^{\prime} = 0 $$ the solution would be trivial.

Author
Contributed by Shin

= Problem 3.15 - Verification of the 2nd exactness condition = From [[media:Pea1.f11.mtg18.djvu|Mtg 18-3]]

Given
The equation (1) in the class note [[media:Pea1.f11.mtg18.djvu|18-3]].

2nd exactness condition for N2-ODEs

Find
Verify whether the Eq. (15.1) satisfies the 2nd exactness condition (Eq. 15.2).

Solution
As proven in the class note [[media:Pea1.f11.mtg18.djvu|Mtg 18-3]], the Eq. (15.1) satisfies the 1st exactness condition for N2-ODEs.

The first condition (Eq. 15.2)
Computing each term in the Eq. (15.2) $$\displaystyle f_{xx} :$$ $$\displaystyle 2pf_{xy} :$$ $$\displaystyle f_{xy} = 0$$, since $$\displaystyle f_x$$ is a function of $$\displaystyle x$$ and $$\displaystyle y^{\prime}$$. $$\displaystyle p^2 f_{yy} :$$ $$\displaystyle f_{y} = 0, f_{yy} = 0 $$, since $$\displaystyle f$$ is a function of $$\displaystyle x$$ and $$\displaystyle y^{\prime}$$. $$\displaystyle g_{xp} :$$ $$\displaystyle g_{yp} :$$ $$\displaystyle g_{y} :$$ Substituting the Eq. (15.5)-(15.8) into the LHS of the Eq. (15.2), Substituting the Eq. (15.9)-(15.12) into the RHS of the Eq. (15.2), - Since the Eq. (15.13) and the Eq. (15.14) are the same equations, the first condition is satisfied.

The second condition (Eq. 15.3)
Computing each term in the Eq. (15.3) $$\displaystyle f_{xp} :$$ $$\displaystyle f_{yp} :$$ $$\displaystyle f_{y} :$$ $$\displaystyle g_{pp} :$$ Substituting the Eq. (15.13)-(15.15) into the LHS of the Eq. (15.3), Substituting the Eq. (15.16) into the RHS of the Eq. (15.3), - Since the Eq. (15.17) and the Eq. (15.18) are the same equations, the second condition is satisfied.

Author
Contributed by Shin

title: User:Egm6321.f11.team4.shin.js/HW3


title: File:Pea1.f11.mtg19.djvu


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Early childhood education

Early Childhood Education
Early childhood education is the formal teaching and care of young children by people other than their family or in settings outside of the home. Early childhood is usually defined as before the age of normal schooling five years in most nations, though the U.S. National Association for the Education of Young Children (NAEYC) instead defines 'early childhood' as before the age of eight.

Education of children
According to UNESCO ECCE (Early Childhood Care and Education) Unit, Early childhood is defined as the period from birth to 8 years old. A time of remarkable brain development, these years lay the foundation for subsequent learning. Children in the Early Childhood Centers are usually between the ages of 3-5. Children between the ages of 3-5 have much different needs than that of school-age children. Children between the ages of 3-5 have not yet developed strong foundation of their Developmental areas. Early childhood education often focuses on children learning through play and hands on learning.

Developmental Areas
Developmental Areas are areas that focus of the whole growth and development of the child, developmental areas can be broken down into areas such as, Physical,Fine Motor, Gross Motor, Cognitive,Social and Emotional Each Developmental areas can be integrated by different Learning Areas.

Learning Areas
A learning area is a type of play or Activity that can be used to satisfy a Developmental area. Learning areas include: Art The art area that inspires and expresses creativity through various crafts and mediums. Art can be used to make crafts and gifts for the child's portfolio or to be sent home. Do not scold the child for being Non realistic also it is ill advised to compare child's work to on another. Dramatic Play Dramatic play is an area of Fantasy or make believe play. Most of time this type of activity is use like role=playing or pretend play. Children will be given or select a role to play as, such as A nurse or cop for Community Helper. Home play items and various props and toys can be used. Language Language is the learning area that promotes speech, writing and literacy. Children can repeat trace and copy and write words. Also through language children can start basic letter and number and word recognition and repetition, and phonic development is key here. Math Math is used to promote number, shape, colour, pattern and spacial recognition. Math can also develop concepts such as measurement, growth, time, money, distance, weight, speed, and problem solving and also critical thinking. Music Music used to promote Auditory Discrimination, Speech, Creative, Cognitive skills. Children can be involved in not just singing but also learning to discriminate sounds, and developing speech by chanting mimicking and singing. Cognitive skills such as timing, rhythm, repetition, and patterns can be built up. Creative abilities such as singing and making up words, and playing with instruments, it can also promote positive Social interactions, and Positive self expression and confidence. Music is not limited to just songs and instruments, finger plays or poems can be also included. Science Science is the area in which promotes Cognitive areas such as match with measurements, timing, physics, critical thinking, cause and effect, same/different and also counting concepts along with health and nutrition based concepts. Cooking is also considered a science activity and concept. Sensory exploration and natural processes is part the science concept. Trough science children can start to learn about animals and life cycles an nature, along with weather and places. A developmental area can have more than 1 Learning area.

Physical
Physical Developmental area is the area that stimulates and Develops the Physical and active areas of a child. Another area of Physical is the actual physical growth of the child. Some Activities for Physical Development can include Tag, races, catching balls, hopscotch, parachute and balance beams. Learning Areas for Physical include Music, Dramatic Play, Gross motor and fine motor

Gross Motor
Gross Motor development is the growth and development of the large muscles such as legs, trunk, and arms. Gross Motor development can also assist in developing balance, hand and eye coordination, and Physical skills. Activities such as catching a ball, hoping, running, stomping, rolling, and tossing items can be great for Gross Motor. earning Areas Music, Dramatic Play

Fine Motor
Fine Motor development is the focus on small muscles such as hands and feet. Fine Motor can be used to develop hand strength, grasping abilities, self help skills, picking up and writing concepts. String beads, counting money, painting, typing, and dressing are activities that are good for Fine Motor. Learning Areas Art, Dramatic Play, Science and Music

Cognitive
Cognitive development focus on the child's intellectual needs. Cognitive concepts include Critical thinking, counting, cause and effect, time, distance, and problem solving skills and sensory development. Identifying numbers on a clock, doing puzzles, flashcards, name the person, and instrument, songs and doing science expirments and cooking are great for the cognitive areas. Learning Areas ''Music, Math, Science, Art. Language''

Social
Social Development focus on the child's social needs and skills. Concepts such as Cooperation, sharing, Talking, positive peer interaction and Developing positive relationships are some areas for the social development. Show and tell, bug under the rug, team games, puppets are activities for social. Learning Areas Music, Dramatic Play, Language, and Art

Emotional
Emotional Development focus on the need the child emotionally. Concepts such as self identity, self confidence, empathy and emotional understanding of others, expressing emotions and positive habits and positive interaction and relationships with others are topics for the emotional development. Activities for Emotional development include puppets, self portraits, sharing, and group games. Learning Areas Music, Language, Art, Dramatic Play

title: Early childhood education


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Talk:Early childhood education

Bonding and Attachment

Infant caregivers are in the profession because they love babies, but this is only half of the equation for high-quality infant care. The other half is the invisible bond that forms during feeding, playing, comforting, and reacting to baby’s signals with timed and thoughtful responses. At the end of the hour, day, or week, however long it takes for each unique child, the caregiver who responds to babies with the steadiness of a heartbeat can be assured that her relationship with baby is second only to the bond she shares with her parents.

Understanding Baby’s Needs

Although there has been much debate about whether to respond to baby’s every cry, many psychologists agree that responding with immediacy to a crying baby fosters early independence. When an adult reacts quickly, baby learns that her needs will be met and that she has a safety net when exploring new things. As caregivers begin to bond with the infants in their care, they will soon learn the various types of baby’s cues and how to respond. Not every cry means, “I’m hungry.” There’s a difference between a cry signaling a change of diaper and a cry that says, “I’m bored. I need more stimulation,” or “Come closer, I’d like to be held.”

Meeting Baby’s Needs

Not only do different cries have different meanings, but each baby is an individual who responds to your signals of care differently. What works for one baby, may not work for another of a different temperament. The creative caregiver has a variety of methods to calm a baby, which may include holding baby close, cradling baby in your arms, swaddling her in a blanket, holding her face-to-face, talking in low quiet tones, or singing a lullaby. Baby will let you know which one of these methods works best, and soon you’ll know exactly how to soothe him.

Making the Transition

As parents leave you with their treasured baby, they may need your support and encouragement to ease themselves and baby into the transition from home to child care. Here are a few suggestions for making the transition as smooth as possible.

·        Encourage parents to bring baby to your program for short periods of time a few days before full-time care begins.

·        Ask parents to bring a blanket, toy, photograph, or some other familiar item from home for baby.

·        Hold, cuddle, and let baby know you’re nearby. As your face becomes familiar to baby,so does your smell and the sound of your voice.

·        Build a language rapport with baby by making a sound and waiting for baby to make a sound, then make another sound and wait and on and on until one of you tires, preferably baby.

·        Sing a song or tell a story while diapering, eating, or transitioning baby from one activity to another.

The Miracle of Touch

One doesn’t have to be a certified therapist to know that loving, kind, caring, soft touch feels good. Through your touch, baby will receive the message that there is nothing to fear. Here are some games and activities you can try.

·        Stroke baby with soft objects such as a furry teddy bear, a feather, or a soft piece of cloth.

·        Play rhyming games such as, “To Market, To Market” or “This Little Piggy” on baby’s toes.

·        Rock baby to sleep and hold him during feedings.

·        Play a game of peek-a-boo to remind baby that even though you go away, you always come right back.

·        Give baby lots of kisses and tickle him until he squeals with glee.

title: Talk:Early childhood education


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User:Wrdlyscholar3

Hello. Hola. Bonjour. Guten Tag. Dia duit. Ciao. Bok. Hej. Tere. Haloo. Ola. Sveiki. Alo. Ahoj. Habari. Merhaba. Xin chào. Helo.

I am Wrdlyscholar3. Namaste.

title: User:Wrdlyscholar3


text:
User:Egm6321.f11.team2.Xia/RP3.3

= R*3.3 -First Integral =

Given
Consider a class of N1-ODEs of the form in (1)p.13-2: $$\displaystyle \overline{b}(x,y)c(y)y'+a(x)\overline{c}(x,y)=0$$ (3.3.1)

and $$\displaystyle a(x)=\sin x^{3}$$ $$\displaystyle b(x)=\cos x$$ $$\displaystyle c(y)=\exp(2y)$$ ---

Find
1. Find an N1-ODE of the form (1) that is either exact of can be made exact by IFM. 2. Find the first integral $$ \phi(x,y)=k$$

Solution
Since $$\displaystyle \overline{b}(x,y)=\int^{x}b(s)ds+k_{1}(y)$$ $$\displaystyle \overline{c}(x,y)=\int^{y}c(s)ds+k_{2}(x)$$ Substitute the given equations in the above two equations, we have $$\displaystyle \overline{b}(x,y)=\int^{x}\cos sds+k_{1}(y)=\sin x+d_{1}$$ $$\displaystyle \overline{c}(x,y)=\int^{y}\exp(2s)ds+k_{2}(x)=\frac{1}{2}\exp(2y)+d_{2}$$ (3.3.2) where $$ \displaystyle d_1, d_2$$ are integral constant. Then Let $$\displaystyle d_1=d_2=0$$ and substitute the above equations to (3.3.1) $$\displaystyle \sin x\exp(2y)y'+\frac{1}{2}\exp(2y)\sin x^{3}=0$$ hence $$\displaystyle M(x,y)= \frac{1}{2}\exp(2y)\sin x^{3}$$ (3.3.3) $$\displaystyle N(x,y)= \sin x\exp(2y)$$ (3.3.4) It is easy to know that $$\displaystyle M_y (x,y) \neq N_x (x,y)$$ Recall IFM $$\displaystyle h(x)=\frac{M_{y}(x,y)-N_{x}(x,y)}{N(x,y)}=\frac{\exp(2y)(\sin x^{3}-\cos x)}{\sin x\exp(2y)}=\frac{\sin x^{3}-\cos x}{\sin x}$$ (3.3.5) So, it can be made exact by IFM.

Since $$\displaystyle \exp(\int h(x)dx)=\exp(\frac{x}{2}-\frac{\sin2x}{4}-\ln(\sin x))$$ we have $$\displaystyle \phi_{x}=M(x,y)\exp(\int h(x)dx)=\frac{1}{2}\exp(\frac{x}{2}-\frac{\sin2x}{4}+2y)\sin x$$ $$\displaystyle \phi_{y}=N(x,y)\exp(\int h(x)dx)=\exp(\frac{x}{2}-\frac{\sin2x}{4}+2y)$$ then $$\displaystyle \phi=\frac{1}{2}\exp(\frac{x}{2}-\frac{\sin2x}{4}+2y)=k$$ (3.3.6)

title: User:Egm6321.f11.team2.Xia/RP3.3


text:
User talk:Hosborne~enwikiversity/BPS2011 Essay

Welcome! Let Leigh know if you would like some help with format. Let me know if you would like some help with content. 59.154.42.231 22:49, 29 September 2011 (UTC) (Keith)


text:
User:Egm6321.f11.team2.Xia/RP3.9

= R*3.9 - System of Coupled L1-ODE-VC =

Given
The following equation (1),(2),(3)p.15-4 $$ \displaystyle \mathbf{\Phi}(t,t_{0})_{n\times n}=\exp(\mathbf{A}(t-t_{0}))$$ (3.9.1) The fundamental or state transition matrix $$ \displaystyle \mathbf{\Phi}$$ is related to the integrating factor.

Properties of the state transition matrix $$ \displaystyle \mathbf{\Phi}$$ $$ \displaystyle \frac{d}{dt}\mathbf{\Phi}(t,t_{0})_{n\times n}=\mathbf{A}\mathbf{\Phi}(t,t_{0})_{n\times n}$$ (3.9.2)

$$ \displaystyle \mathbf{\Phi}(t_0,t_0)=\mathbf{I}$$ (3.9.1)

Find
Verify that (3.9.1) satisfies (3.9.2)-(3.9.3)

Solution
$$ \displaystyle \frac{d}{dt}\mathbf{\Phi}(t,t_{0})_{n\times n}=\frac{d}{dt}\exp(\mathbf{A}(t-t_{0}))=\mathbf{A}\exp(\mathbf{A}(t-t_{0}))=\mathbf{A}\mathbf{\Phi}(t,t_{0})_{n\times n} $$

(3.9.4) According to the formula of exponentiation of a matrix

$$ \displaystyle \exp(\mathbf{A})=\sum_{k=0}^{\infty}\mathbf{A}^{k}$$

(3.9.5) and $$ \displaystyle \exp(\mathbf{A}(t-t_{0}))=\sum_{k=0}^{\infty}\mathbf{A}^{k}(t-t_{0})^{k}$$ (3.9.6) Rebember $$ \displaystyle (t-t_0)^0=1$$

Hence

$$ \displaystyle \mathbf{\Phi}(t_0,t_0)=\mathbf{I}$$

-- Remark Sophus Lie is the first one who found the the solutions of (3.9.2) form a sort of group, we then call it Lie Group. Lie group equips both geometric characteristic (differentiable manifold) and algebraic characteristic (group).

title: User:Egm6321.f11.team2.Xia/RP3.9


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title: File:Egm6936.f11.qiandeng.AFT.JPG


text:
User talk:Powerengineer128

 Hello Powerengineer128, 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.
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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! --Abd 01:34, 30 September 2011 (UTC)

title: User talk:Powerengineer128


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User talk:Wrdlyscholar3

 Hello Wrdlyscholar3, 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

 * 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 01:43, 30 September 2011 (UTC)

title: User talk:Wrdlyscholar3


title: Literature/Tables/Eco-1975-Ogden


text:
TESOL/Asking prices

Review
{Put these words in the correct order. ---+--- Word 1 -+- Word 2 -+- Word 3 +-- Word 4 --+ Word 5 --+ Word 6 +-- Word 7
 * type=""}
 * shoes? | how | are | excuse | much | me | these

{Put these words in the correct order. +- Word 1 -+ Word 2 +- Word 3 --+--- Word 4 -+ Word 5 ---+-- Word 6
 * type=""}
 * be | will | $50, | you. | That | thank

{Put these words in the correct order. --+- Word 1 -+-- Word 2 ---+ Word 3 +--- Word 4
 * type=""}
 * it | will | I | take

英語で値段を聞く

title: TESOL/Asking prices


title: Literature/Tables/Eco-1975-Peirce


title: Literature/Tables/Eco-1975-Frege


text:
Motivation and emotion/Book/2011/Gambling

NOTE: /Glossary available. Within text links to expanded information are denoted by

Introduction

It is conceivable that readers of this Chapter would know someone who is tormented by the negative effects of gambling, such as depression; some may know of breakdowns in relationships (including marriage) as a consequence of gambling. Others might tell of a decline in a person's general health and well- being due to a pre-occupation with gambling. These are often the intangible costs to society that tend to be swept under the carpet.

Risk taking is a part of day to day life. In humans this risk taking, or sensation seeking activity can manifest through gambling. By avoiding possible pitfalls, this form of risk taking can, in a seemingly ironic twist, help to satisfy physiological and psychological needs, depending on the motivation for the behaviour. There are a variety of instruments available to health care professionals which can help to predict the type of individuals who may be prone to dysfunctional gambling activity. For example, the Iowa gambling task (Bechara, Damasio, Damasio & Anderson, 1994) measures emotional, or lack of emotional, response during a task (said to mimic real life), or the South Oaks Gambling Screen (Lesuire & Blume, 1987), a 20 item questionnaire that can help to determine if an individual has a gambling problem - this screen can be self administered and is available here South Oaks Gambling Screen  While those instruments help to define the type of person who may develop a gambling problem, or determine whether an individual has a gambling problem, neither explain why a person becomes involved in that form of risk taking activity in the first place. The purpose of this Chapter, then, is to introduce readers to the concepts of Extrinsic and Intrinsic motivation and how they apply to gambling activities.

Perhaps in a display of Australian humour, there is an established joke that a capacity crowd of 90,000 people would attend the Melbourne Cricket Ground to watch (and bet on) the grand-final of a Tiddly-winks competition! Most Australians of course know this to be untrue - at least half of that number would flock to the Sydney Cricket Ground to watch (and bet on) the final of the C.W.A. Crochet competition if that was scheduled on the same day!

A bit tongue in cheek, perhaps, but what this suggests is that people will gamble on the outcome of practically any event that pits one element against another element (Holtgraves, 2009). There is ample evidence to support this. Typically people who gamble tend to adhere to a particular type of gambling activity (Nower, Derevensky & Gupta, 2004) but they may engage in one or more of the following popular forms of gambling:

 * Electronic Gaming Machines (slot machines)
 * Lotteries/Scratchies (various types e.g. State or National lotteries)
 * Horse racing
 * Casino gambling (e.g. Craps, Black-jack)
 * Bingo
 * Sports betting (various)
 * Trading Online

The emergence of online bookmaking agencies, for example, Centrebet, Betstar (to name only two), enable people to wager on domestic and international sporting events, on the outcome of elections, or even on the date of birth for the first child of Prince William and Duchess Catherine. Some of those wagers can only be described as novel and they would fall in a category of low risk. Other forms of gambling however occupy a category of high risk, and have the potential to constitute problem gambling.

Extrinsic Motivation, Intrinsic Motivation and What's the Difference?
Extrinsic motivation and intrinsic motivation are encapsulated in the  Theory of Self -Determination (Deci & Ryan, 1985).

Extrinsic motivation can be defined simply as "an environmentally created reason (i.e. to get money or to end criticism) to initiate or persist in an action" (Reeve, 2009, p. 113.) Ryan and Deci (2000) state that extrinsic motivation "is a construct that pertains whenever an activity is done in order to attain some separable outcome" (p. 60). Extrinsically motivated people are principally acting on the basis that 'if I do this I will get that'; in other words they act out of a desire for some form of reward. The reward could be anything; for example it may be a prize, it might be financial; the reward could be avoidance of an adverse consequence. This suggests, perhaps, a sense of immediacy in their actions. At best, a sense of hedonic well-being may be achieved.

Ryan and Deci (2000) define Intrinsic motivation as "the doing of an activity for its inherent satisfactions rather than for some separable consequence" (p. 56). Reeve, (2009) notes that intrinsic motivation is "a natural motivation that emerges spontaneously out of peoples psychological needs for autonomy, competence and relatedness" (p. 112). When people are intrinsically motivated, then, they can be said to be engaging in an activity out of interest or purely for the fun of doing so, and importantly, because they choose to. Intrinsically motivated individuals can achieve a sense of eudaimonic and hedonic well-being.

The distinction between these two types of motivation is not quite as clear cut as one first surmises. Clearly intrinsic motivation emanates from simply enjoying the engagement with a task. Extrinsic motivation clearly emanates from incentive and consequence (Reeve, 2009). For example an intrinsically motivated individual may see a reward as recognition of his or her competence at a particular task. An extrinsically motivated student may do his or her homework to avoid punishment (External regulation). On the other hand the same student might attend to their homework without pressure, not to avoid punishment, nor because of interest, but because they quietly believe it will benefit them in the future. In the later scenario the student appears to be demonstrating competence - the reality is that despite the apparent autonomy, the student still is demonstrating the 'if I do this, I'll get that' notion found in extrinsic motivation. Further, in the later scenario, the individual is possibly floating between the Identification and Integration sub-types of extrinsic motivation which is drawing the individual closer to intrinsic motivation.

Recreational Gambling
Most people who gamble are recreational gamblers. Recreational gambling typically occurs with friends or colleagues and lasts for a limited period of time, with predetermined acceptable losses (APA, 2008, p. 673). Recreational gambling can be associated with both extrinsic and intrinsic  motivation. For example, a person may participate in workplace sweepstakes for the Melbourne Cup horse race purely because work colleagues are doing so. In that scenario the individual is engaging in the activity to be part of the crowd, in other words the individual is likely to rate highly on the need for affiliation or even assimilation (Tiedens & Jimenez, 2003, p.1049). Conversely, an intrinsically motivated individual is more likely to choose which sweepstakes they want to be involved with, are likely to derive more pleasure from discussing the horse(s) they have drawn (and the chances of success) with colleagues they are friendly with, rather than satisfying some compulsion to impress people - as the extrinsically motivated person is prone to do.

Recreational gamblers do not, generally speaking, engage in the gambling activity with the same level of frequency as pathological gamblers. For that reason, recreational gamblers are less likely to acquire the level of delusional thinking found in problem gamblers - they do not have the win/loss history or experience to reflect upon. Recreational gamblers gamble as a matter of choice,   a property of intrinsic motivation. Recreational gambling therefore appears more about having fun with friends rather than, necessarily, the pursuit of financial gain. This activity provides the individual with the opportunity to satisfy the psychological needs for autonomy, competence and relatedness. The key to achieving this is through an awareness of one's social identity (incorporating self determination theory) (Amiot & Sansfaçon, 2011) and common sense.

Intrinsically motivated people may be achievement or results oriented and, depending on the circumstances, say going to the race track and placing a bet on the Melbourne Cup, the aim is to have fun and to engage in intimate relationships i.e. shared experience with close friends. The goal then is more achievable as the individuals have a greater measure of control over the outcome, whereas, were the goal set to achieving financial benefit, chance plays a major part and the individuals lose the element of control over the situation and, hence, the outcome. As far as this aspect of their lives is concerned, successfully satisfying the psychological needs mentioned (autonomy, competence and relatedness) places the individual on the path to achieving hedonic and eudaimonic well-being (Ryan & Deci, 2001).

Pathological Gambling
Pathological gambling is associated more with extrinsic motivation. The urge to gamble typically stems from external triggers such as the person's gambling experiences and memories of wins and losses; cultural factors may also act as cues (Raylu & Oie, 2004). Of particular interest, people have reported that the desire to win money is not the paramount reason for gambling, rather that it is the excitement of the venue, or the 'rush' they receive following certain outcomes (Wolfert, Franco, Williams, Roland & Maxson, 2008). Despite that, money and the fixation with the acquisition of money, are strongly associated with pathological gambling and is a source of concern. Pathological gambling has created significant debate in Australia, partly due to the prevalence of the activity. Australia has a prevalence rate for pathological gambling reported to be as high as 7% of the population – this includes those under the legal age for gambling, presently 18 years old. Globally, prevalence is reported as being 0.4% to 3.4%. Reports for adolescents and college students (not Australia specific) suggest a range between 2.8% to 8% (APA, 2008, p. 673).

The APA (2008) reports that ‘pathological gambling begins in early adolescence for males and later in life for females’ (p. 673). A study by Desai, Maciejewski, Pantalon, and Potenza (2006) reported that, in the USA, approximately two thirds of adults had gambled in the year preceding the study, but that approximately only 5% of the population were considered to be problem gamblers. To some extent this was due to increased availability of gambling. Research on differences between the genders for pathological gambling is equivocal. Ladd and Petry (2002) reported that '[...] relatively little is known about gender differences' (p. 302).

Improved access to gambling has encouraged changes in gambling patterns by the genders, and while men still appear to gamble more than women, the gap between the two is decreasing. The researchers also noted that studies on gambling "have included predominantly or exclusively men as participants, leading to a deficiency in our knowledge about gambling behaviors in women and the health impacts of all types of gambling, including recreational gambling, among women" (p.145). Potenza, Steinberg, McLaughlin, Wu, Rounsaville and O'Malley (2001) concluded that women succumb to pathological gambling faster than men and that they engage in the activity for different reasons than men (notably escapism). Further, women are more likely to gamble on EGM than other types of gambling, except Bingo (p. 1550).

In both male and female problem gambling, individuals tend to gamble alone (for example playing poker machines); male gamblers are more likely to gamble with others in strategic games, for example poker, than females (Potenza et al. 2001). When they do engage in gambling activity with others, pathological gamblers tend to display a need to pursue the activity beyond the level acceptable or agreed to by those others. Also, involving other people in their gambling activity is likely to stem from a desire to ensure inclusion with, and a need to avoid rejection of, the others in the group. In that respect the pathological gambler comes across as being overly needy, pushy or even intrusive. When gambling alone, pathological gamblers succumb to delusional, grandiose thoughts and believe that money will solve any problems they are experiencing - hence the need to increase the frequency of gambling and the level of each wager (Ledgerwood & Petry, 2010). Pathological gamblers are prone to be less physically healthy than recreational gamblers and depression is relatively common - leading to poor mental health functioning and suicide ideation (Potenza et al. 2001). Attempts at diagnosing pathological gambling under laboratory conditions have not been entirely fruitful. However in those males vulnerable to pathological gambling, physiological abnormalities (in neurotransmitter systems such as serotonin, norepinephrine, and dopamine systems) have been reported (APA, 2008, p. 672).

The indicators of pathological gambling ascribed by the American Psychiatric Association are shown below.

Gambling in older adults
According to research by Desai, Desai and Potenza (2007) there are grounds to believe that recreational gambling has positive effects on the health and well-being of older people. Older adults demonstrated better 'physical and mental functioning' but on the down side, obesity was cited as a problem among some of the participants. While the results from Desai, et al. (2007) reflect outcomes in the USA, similar results can be expected in Australia. Indeed, Australian studies, when they occur, could show even better outcomes as Australia has an aging population which may have better access to superannuation or pensions, and possibly access to better health facilities via Medicare. A social dynamic exists in the types of gambling engaged in by older people - notably during Bingo (Desai et al. 2007) - which may suggest an intrinsic motivation towards gambling. This is a relatively new area of research. Limited research suggests that potential exists for older gamblers to become pathological gamblers (Nower & Blaszczynski, 2008), however further research in the area is required to fully establish the veracity of this.

Gambling in adolescents
A Canadian study (Hardoon, Gupta, & Derevensky, 2004) reported that, from a sample consisting of 2,336 adolescents (981 males and 1,326 females; 29 did not report their gender) in Grades 7 through 13 (age range:12–19; M = 14.76, SD =  1.91), 4.9% met the criteria for pathological gambling. The study also found that 8% of participants belonged in a category (the researchers) referred to as probable pathological gamblers (p. 170). Several important messages arise from that study; firstly, the adolescent's introduction to gambling was with family members (reporting that '25% - 40% of the parents of pathological gamblers were pathological gamblers themselves'); secondly, 6% - 10% of the participants met the criteria for alcohol/ chemical substance abuse (though there was a large number of casual 'users'); thirdly, there was some evidence to support a history of anti-social and/or deviant behaviour among the pathological gambling cohort. Obviously, these are areas where intervention and prevention is urgently required. In a report to the Department of Family and Community Services by the South Australian Centre for Economic Studies at Flinders University (2003), the researchers found that in samples from adolescents in Years 10, 11 and 12 (757 participants) and university students (250 participants) in an age range between 14 - 25 years old, 3% met the criteria for pathological gambling. This was not a study, per se, of gambling behaviour, but the report highlighted similar concerns as those expressed in Hardoon et. al (2004).

Risk
As humans we embrace risk (i.e. we accept risk and thrill seeking to one extent or another, as opposed to the more aversive phenomenon of risk taking (Reeve, 2009, pp. 380). This appears to hold true for gambling activity.

Given the nature of recreational gambling minimal risk is associated with this activity, except for the loss of a, usually pre-determined, amount of money. That does not mean that there is zero risk however. If recreational gamblers are indeed intrinsically motivated, the possibility exists for them to be overly optimistic regarding the likelihood of successful outcomes when engaging in risky behaviour. For example a recreational gambler may, on occasion, 'chase' his or her losses but this will not happen to the degree seen in pathological gambling. According to Dislich, Zinkernagel, Ortner & Schmitt (2010), human attitudes towards risky behaviour are based on 'expectations about the consequences of risk taking and the value we place on those consequences' (p.20). Atkinson's Theory of Achievement Motivation (1964) is predicated on approach behaviour versus avoidance behaviour i.e. probability of success versus fear of failure. This is important as people may not take risks and therefore may miss opportunities, for example in relationship building.

Regarding pathological gambling, the difficulty in discussing risk, apart from those risks mentioned earlier, is that there appears to be underlying issues that manifest in the act of gambling. The major risk is that where those possible issues are un-recognised, and hence un-resolved, the individual cannot escape either of the dysfunctional conditions. Substance abuse (including alcohol abuse) is often co-morbid with pathological gambling in both adults and adolescents for instance (Hardoon et. al 2004). Of particular concern for the pathological gambling cohort is un-recognised depression and potential for suicide (Cronce & Corbin, 2010). Further, pathological gamblers are more likely to perceive an external locus of control as the root cause for their problems and will not cope well in risky situations (Reeve, 2009, p.384).

Pitfalls, and the treatment of pathological gambling.
Identifying the pitfalls associated with gambling activity can be something of a hit and miss affair without access to psychometric instruments, e.g. the Myers-Briggs Type Indicator. It is not a simple matter of assuming that a person who gambles alone is a pathological gambler or that the individual has some other psychological condition. Indeed the reverse may be true; engagement in isolated activities may be an indicator that an individual is secure in their relationships and is comfortable within the self (Chua & Koestner, 2008). Older people may have access to greater funds and might appear to gamble a lot, but again this is not, necessarily, an indication of problem gambling. Common sense would dictate that over indulging in either alcohol or other substances should be avoided when gambling, (Potenza, et al. 2001), or perhaps more importantly, prior to gambling!

In a somewhat related study on Internet gaming, Han, Hwang and Renshaw (2010) found that the sustained release of Bupropion, over a six weeks period, reduced cravings for video game play and cue induced brain activity in Internet video game addicted individuals. Given the similarities between Internet gaming and EGM there may be some scope for the pharmacological treatment of pathological gambling. Successful treatment for pathological gambling is possible but the individual must acknowledge that assistance is necessary. Psychologists can introduce Cognitive Behaviour Therapy, and group therapy is available through organisations such as Gamblers Anonymous. Helplines of the type discussed in Potenza et al. (2001) are also available in Australia. As a first step however, individuals who recognise in themselves some elements of the diagnostic criteria above, could, perhaps, re-assess their attitudes towards personal gambling activities.

Summary
Gambling is a favourite past-time for many people. For some people however gambling represents a problem they have difficulty controlling. Those in that unfortunate situation are generally extrinsically motivated and, while they may consider they are enjoying themselves are unlikely to perform well in their day to day lives, and are more likely to experience depression and ill health than others. Thankfully, these people can receive help, and assistance is available from the resources linked below. Generally speaking, most men and women have achieved an elevated level of self-identity and self-determination. When they do gamble, they are intrinsically motivated, they do so for fun and for the enjoyment of spending time in good company and in sociable environments. This facilitates good health, happiness and well-being.

And the answer to the question on everyone's lips.... play BINGO!!

Quiz
What have we learned? {Risk taking is part of every day life for humans. + TRUE. - FALSE.
 * type=""}

{Extrinsically motivated people do not seek/expect rewards. - TRUE. + FALSE.
 * type=""}

{The gap in the prevalence of gambling between males and females is shrinking. + TRUE. - FALSE.
 * type=""}

{Intrinsic motivation does not facilitate well-being. - TRUE. + FALSE.
 * type=""}


text:
Literature/1975/Eco

 * Original: Trattato di Semiotica Generale

Excerpts
The semiotic study of content is often complicated by recourse to an over-simplified diagram which has rigidified the problem in an unfortunate way. The diagram in question is the well-known triangle, diffused in its most common form by Ogden and Richards (1923): (1)

The triangle apparently translate Peirce's: (2)

and is often considered to be equivalent to Frege's (1892): (3)

The first point to be made absolutely clear is that such triangles can indeed be useful in discussing a theory of sign production and particularly a theory of 'mentioning' (see 3.3), but they become something of an embarrassment when studying the problem of codes. As a matter of fact a model of a sign-function (such as the Saussurean dichotomy signiicant-signifie and the Hjelmslevian model outlined in 2.2) only concerns the left side of triangles (1) and (2), and can be of relevance to the whole of triangle (3) if and only if the notion of Bedeutung is not taken as strictly extensional.

The semiotics of Saussure and Peirce is a theory of the conventional (or at any rate strictly semiosical) relation between symbol and reference (or meaning) and between a sign and the series of its interpretants (see 2.7). Objects are not considered within Saussure's linguistics and are considered within Peirce's theoretical framework only when discussing particular types of signs such as icons and indices (for the elimination of the object within the framework of a theory of codes, even in such cases see 2.6. and 3.5.). Objects can be considered in the light of a 'narrow' Fregian reading only when the Bedeutung is understood as the real and actual object to which the sign can refer: inasmuch as the Bedeutung is regarded as a 'class' of actual and possible objects, not a 'token' but a 'type' object, it becomes very akin to the content in the sense that will be outlined in 2.6. From this intensional point of veiw the Bedeutung becomes something to be studied by a theory of interpretants (see 2.7)

It must be absolutely clear that the following argument has nothing to do with a theory of the t-values of an expression, that is, with an extensional semantics; within this framework, even if the meaning of an expression is independent of the actual presence of the objects it refers to, the verification of the actual presence of these objects (or states of the world) is necessary in order to satisfy the t-value of the given expression and thus to consider it within the framework of propositional calculus. .... (p. 60)

Wikimedia

 * Umberto Eco

title: Literature/1975/Eco


text: TESOL/Talking about abilities

title: TESOL/Talking about abilities


text:
User:Falko Wilms

~me

My name ist Falko Wilms. I am a profesor at the University of Applied Sciences in Dornbirn (Austria).

More about me:
 * here you find more information in german on de.Wikipedia
 * here you find more information in german on de.Wikiversity
 * here you find more information in german on wiki commonse
 * here you find me on more information on about.me

That's all. Greetings, Falko Wilms

My course in Wikiversity: .
 * Virtual Teamwork

title: User:Falko Wilms


text:
Template:Key sentence/doc

This is the documentation subpage of Template:Key sentence.

Usage
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title: Template:Key sentence/doc


text:
Template:SentenceDrill/doc

This is the documentation for Template:SentenceDrill.

Usage
This is meant to be used by Template:EnglishLesson to provide a table with drills for a given sentence. The sentence is pre + pos + post, where pos stands for "part of speech" and may be a part of speech or just a label for what can be substituted there, such as price. The template requires four examples of things that can be substituted for pos, and those variables are variable1, variable2, variable3, and variable4.

The template removes the space between pos and post if post is just a period, and does the same for the examples.

title: Template:SentenceDrill/doc