text:
User:Jtneill/Teaching/Technologies/Personal story

These "personal story" notes focus on describing my online teaching experience and practice.

What I do
I (James Neill) am fundamentally interested in emancipatory education. I develop blended learning experiences at a tertiary-level in psychology and research methods at the University of Canberra and strive to use open educational resources. I use a variety of educational technologies, currently mostly Moodle, Wikiversity, and slideshare.

For more info about me and what I do see my user page and User:Jtneill/Teaching.

 * 1) I have been developing and offering blended learning experiences in psychology and research methods using open educational resources at the University of Canberra and the University of New Hampshire since 2000.
 * 2) Blended learning strategies I have used (and continue to use to varying extents) include:
 * 3) Lectures - traditional but shared/recorded - see ideas developing at Lecture 2.0
 * 4) Tutorials - hands-on experiences and skill training - have been wikifying and modularising descriptions of group games and activities and class tutorial activities (see teaching
 * 5) Open educational resources: I use a combination of institutional and externally hosted platforms to serve online materials:
 * 6) html-based materials on an externally hosted server (http://wilderdom.com)
 * 7) blog-based materials (mainly via blogger: http://www.blogger.com/profile/01303497574192570961)
 * 8) wiki-based materials (mainly on Wikiversity and http://ucspace.canberra.edu.au)
 * 9) presentation slides (mainly on Slideshare: http://www.slideshare.net/jtneill
 * 10) LMS-based materials on university-hosted installations (mainly WebCT and more recently Moodle)
 * 11) All the units I formally teach are credit-based, on-campus units, however I seek to deliver them as "blended learning" (by personal choice/action), so I use a combination of face to face teaching accompanied by online learning pathways. More fundamental to me in the design and delivery of my tertiary teaching is flexible learning - by this I mean facilitating  multiple pathways (e.g., face to face and online) by which students can meet the learning objectives.
 * 12) In the process of seeking to provide flexible learning, I've gravitated towards a "free pedagogy" philosophy - or open academia - consistent with my underlying motive towards participating in emancipatory education - i.e., I strive to maximise the "freeness" of all content, processes, and outputs in my teaching, research, and service.
 * 13) I have found that "blended learning" and "openness" can be used to provide a tasty and nutritious educational menu for teachers and learners - as long as one is prepared to bleed at the edge. This is an important point - one needs to be intrepid - such an approach is a lot of work and not for the faint-hearted. For example, a good dose of gall will probably be needed to overcome institutional barriers/disenablements/inertia/conservatism/blindness with regard to online and blended learning and particularly also to openness - and this is a barrier at which many good-meaning educators understandably falter. Nevertheless, I feel that it is important territory to explore and develop.
 * 14) In my experience with online and blended learning, Amara's law seems to have applied — i.e., that "We tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run". I've also sought to apply Clarke's Second Law that "the only way of discovering the limits of the possible is to venture a little way past them into the impossible". . Clarke's Third Law probably should also apply to blended and online learning, that "Any sufficiently advanced technology is indistinguishable from magic". and that as educators our job is to weave "spells of learning".
 * 15) Personal goals teaching development goals I have set in the past include:
 * 16) Digitise all hard copy teaching materials (ongoing)
 * 17) Digitise as many teaching administrative processes as possible and make servicedesk and/or policy recommendations about how any non-digital teaching admin processes could be made digital (ongoing)
 * 18) Digitise the unit outline (i.e., an interactive, online document)
 * 19) Switch all images in slides and course materials to open-licensed images
 * 20) Switch from MS Powerpoint to Open Office Impress; and from MS Office to Open Office more generally
 * 21) Make all teaching material open access
 * 22) Invite peer review of teaching materials
 * 23) Experiment with innovative assessment methods and/or learning activities such as blogs and wikis.
 * 24) Switch from SPSS (proprietary) to R (free and open source) software for statistics

My educational philosophy

 * 1) Emancipatory education - free education for all
 * 2) Experiential education
 * 3) Challenge-based education (or more precisely, Challenge + support = growth (based on principles of experiential / challenge-based learning)


text: Category:User:Jtneill

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

title: Category:User:Jtneill


text:
User:Jtneill/Teaching/Flexible learning

Flexible learning

 * 1) Design of the learning experience exhibits clear intent to provide multiple methods/ways of learning and participating
 * 2) One methodology/approach may be dominant (e.g., face to face), but effort is also made in the educational design to facilitate learning by students who do not experience the face to face delivery (e.g., the lecture video and audio is streamed and recorded).
 * 3) Attendance isn't compulsory - successfully achieving the learning objectives is the only "compulsory" requirement.

title: User:Jtneill/Teaching/Flexible learning


text:
User:Lemuel Akins

I am interested in using the Internet to support great self-guided learning. I would like to see Wikiversity become the first place anyone comes to find out how to learn specific topics, how to learn how to learn, and where to find useful materials of different types, formats, and varieties.

title: User:Lemuel Akins


text:
User talk:Lemuel Akins

Please leave me a message here.

 Hello Lemuel Akins, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 22:38, 9 September 2009 (UTC)

Hello and welcome to Wikiversity! Looks like a lot of our goals for this site might overlap. I've been active on Wikiversity for about a year now, so if you have any questions about editing, navigating, etc. just drop me a line. I know it took me awhile to figure it out! Good luck, we need more dedicated editors who aren't afraid to be bold! Trinity507 03:45, 10 September 2009 (UTC)
 * Thanks, Trinity. I'm still trying to figure out how courses and fields are broken down, and how to suggest a project or exercise if it doesn't have that structure about it. Lemuel Akins

title: User talk:Lemuel Akins


text:
Talk:Random

Can we have a 'random page' link in the sidebar too? Lemuel Akins
 * Yes, we can. The background is that it was replaced with this more generic "random page" link instead (which itself contains some links to different kinds of random pages). This sidebar link has a relatively high hit rate, so its worth considering what's the best starting random link in the sidebar. -- Jtneill - Talk - c 22:51, 9 September 2009 (UTC)

title: Talk:Random


text:
Introduction to Genetics

Introduction
The study of genetics, the study of how living organisms inherit features from their ancestors (for example, children often look like their parents), is a fairly relevant topic. Not only is this important for you, the learner, and scientists all over the world, but to millions of people living in this world. The mastery of the topic of genetics will allow you to make smart political, financial, medical and personal decisions that will improve your life.

Genetics seeks to identify which features are inherited, and explain how these features are passed from generation to generation. In genetics, a feature of an organism is called a trait. Some traits are features of an organism's physical appearance; for example, a person's eye-color, height or weight (their phenotypes). There are many other trait types, and these range from aspects of behavior to resistance to disease. Traits are often inherited, for example, tall and thin people tend to have tall and thin children. Other traits come from the interaction between inherited features and the environment. For example, a child might inherit the tendency to be tall, but if little food is available and the child is poorly nourished, it will still be short. The way genetics and environment interact to produce a trait can be complicated: for example, the chances of somebody dying of cancer or heart disease seem to depend on both their family history and their lifestyle.

Genetic information is carried by a long molecule called DNA, which is copied and inherited across generations. Traits are carried in DNA as instructions for constructing and operating an organism. These instructions are contained in segments of DNA called genes. DNA is made of a sequence of simple units, with the order of these units spelling out instructions in the genetic code. This is similar to the order of letters spelling out words. The organism "reads" the sequence of these units and decodes the instruction.

Not all the genes for a particular instruction are exactly the same. Different forms of one type of gene are called different alleles of that gene. As an example, one allele of a gene for hair color could carry the instruction to produce a lot of the pigment in black hair, while a different allele could give a garbled version of this instruction, so that no pigment is produced and the hair is white.

Mutations are random events that change the sequence of a gene (changing the nitrogen bases of the DNA), and, therefore, create a new allele. Mutations can produce a new trait, such as turning an allele for black hair into an allele for white hair. The appearance of new traits is important in evolution.

Genes and inheritance
Genes are inherited as units, with parents dividing out their genes to their offspring. You can think of this process like mixing two hands of cards, shuffling them, and then dealing them out again. Humans have two copies of each of their genes (i.e, two alleles) and when people reproduce they make copies of their genes in eggs or sperm, but only put in one copy of each type of gene. An egg then joins with a sperm to give a child with a new set of genes. This child will have the same number of genes as its parents, but for any gene, one of their two copies will come from the father, and one from the mother.

The effects of this mixing depends on the types (the alleles) of the gene you are interested in. If the father has two alleles specifying green eyes, and the mother has two alleles specifying brown eyes, all their children will get two alleles giving different instructions, one for green eyes and one for brown. The eye color of these children depends on how these alleles work together. If one allele overrides the instructions from another, it is called the dominant allele, and the allele that is overridden is called the recessive allele. In the case of a daughter with both green and brown alleles, brown is dominant and she ends up with brown eyes.

However, the green eye color allele is still there in this brown-eyed girl, it just doesn't show. This is a difference between what you see on the surface (the set of observable traits of an organism, also called its phenotype) and which genes are in this organism (its genotype). In this example you can call the brown allele "B" and the green allele "g". (It is normal to write dominant alleles with capital letters and recessive ones with lower-case letters.) The brown-eyed daughter has the "brown eye phenotype" but her genotype is Bg, with one copy of the B allele, and one of the g allele.

Now imagine that this woman grows up and has children with a brown-eyed man who also has a Bg genotype. Her eggs will be a mixture of two types, one sort containing the B allele, and one sort the g allele. Similarly, her partner will produce a mix of two types of sperm containing one or the other of the two alleles. Now, when the alleles are mixed up in the offspring, these children have a chance of getting either brown or green eyes, since they could get a genotype of BB = brown eyes, Bg = brown eyes or gg = green eyes. In this generation, there is therefore a chance of the recessive allele showing itself in the phenotype of the children - some of them may have green eyes like their grandfather.

Many traits are inherited in a more complicated way than the example above. This can happen when there are several genes involved, each contributing a small part to the end result. Tall people tend to have tall children because their children get a package of many alleles that each contribute a bit to how much they grow. However, there are not clear groups of "short people" and "tall people", like there are groups of people with brown or green eyes. This is because of the large number of genes involved; this makes the trait very variable and people are of many different heights. Inheritance can also be complicated when the trait depends on the interaction between genetics and the environment. This is quite common, for example, if a child does not eat enough nutritious food. Although this will not change traits, like eye color, it could stunt their growth (see earlier example).

Inherited diseases
Some diseases are hereditary and run in families; others, such as infectious diseases, are caused by the environment. Other disorders are caused by a combination of hereditary and environmental factors.

Diseases that are caused by a single allele of a gene and are inherited in families are called genetic disorders. These include diseases like Huntington's disease, Cystic fibrosis or Duchenne muscular dystrophy. Cystic fibrosis, for example, is caused by mutations in a single gene called CFTR and is inherited as a recessive trait. Other diseases are influenced by genetics, but which alleles a person gets from their parents only changes their risk of getting a disease. Most of these diseases are inherited in a complex way, with either multiple genes involved, or both genes and the environment being important.

As an example, the risk of breast cancer is 50 times higher in the families most at risk, compared to the families least at risk. This variation is probably due to a large number of alleles. Each of them changes the risk a little bit. Several of the genes involved have been identified, such as BRCA1 and BRCA2, but not all of them. However, although some of the risk is genetic, being overweight, drinking a lot of alcohol, or not exercising, all increase the risk of this cancer. A woman's risk of breast cancer is therefore the result of a large number of alleles and her environment, so it is very hard to predict.

Genes make proteins
The function of genes is to provide the information needed to make proteins in cells. Cells are the smallest independent parts of organisms: the human body contains about 100 trillion cells, while very small organisms like bacteria are just a single cell. A cell is like a miniature and very complex factory that can make all the parts needed to produce a copy of itself, which happens when cells divide. There is a simple division of labor in cells - genes give instructions and proteins carry out these instructions, tasks like building a new copy of a cell, or repairing damage. Each type of protein is a specialist that only does one job, so if a cell needs to do something new, it must make a new protein to do this job. Similarly, if a cell needs to do something faster or slower than before, it makes more or less of the protein responsible. Genes tell cells what to do by telling them which proteins to make and in what amounts.

Proteins are made of a chain of 20 different types of amino acids. This chain folds up into a compact shape, rather like an untidy ball of rope. The shape of the protein is determined by the sequence of amino acids along its chain and it is this shape that, in turn, determines what the protein will do. For example, some proteins have depressions in their surface that perfectly match another molecule, allowing the protein to bind to this molecule very tightly. Other proteins are enzymes, which are tiny biological protein molecules that can alter other molecules.

The information in DNA is held in the sequence of the repeating units along the DNA chain. These units are four types of nucleotides (A, T, G and C) and the sequence of nucleotides stores information in an alphabet called the genetic code. When a gene is read by a cell the DNA sequence is copied into a very similar molecule called RNA (this process is called transcription). Transcription is controlled by other DNA sequences (such as promoters), which show a cell where genes are, and control how often they are copied. The RNA copy made from a gene is then fed through a structure called a ribosome, which translates the sequence of nucleotides in the RNA into the correct sequence of amino acids and joins these amino acids together to make a complete protein chain. The new protein then folds up into its active form. The process of moving information from the language of DNA into the language of amino acids is called translation.

If the sequence of the nucleotides in a gene changes, the sequence of the amino acids in the protein it produces may also change - if part of a gene is deleted, the protein produced will be shorter and may not work any more. This is the reason why different alleles of a gene can have different effects in an organism. As an example, hair color depends on how much of a dark substance called melanin is put into the hair as it grows. If a person has a normal set of the genes involved in making melanin, they make all the proteins needed and they grow dark hair. However, if the alleles for a particular protein have different sequences and produce proteins that do not do the job correctly, no melanin will be produced and the hair will be white. This condition is called albinism and the person with this condition is called an albino.

Genes are copied
Genes are copied each time a cell divides into two new cells. The process that copies DNA is called DNA Replication. . It is through a similar process that a child inherits genes from its parents, when a copy from the mother is mixed with a copy from the father.

DNA can be copied very easily and accurately because each piece of DNA can direct the creation of a new copy of its information. This is because DNA is made of two strands that pair together like the two sides of a zipper. The nucleotides are in the center, like the teeth in the zipper, and pair up to hold the two strands together. Importantly, the four different sorts of nucleotides are different shapes, so in order for the strands to close up properly, an A nucleotide must go opposite a T nucleotide, and a G opposite a C. This exact pairing is called base pairing.

When DNA is copied, the two strands of the old DNA are pulled apart by enzymes which move along each of the two single strands pairing up new nucleotide units and then zipping the strands closed. This produces two new pieces of DNA, each containing one strand from the old DNA and one newly made strand. This process isn't perfect and sometimes the proteins will make mistakes and put the wrong nucleotide into the strand they are building. This causes a change in the sequence of that gene. These changes in DNA sequence are called mutations. Mutations produce new alleles of genes. Sometimes these changes stop the gene from working properly, like the melanin genes discussed above. In other cases, these mutations can change what the gene does or even improve the function of the gene. These mutations and their effects on the traits of organisms are one of the causes of evolution.

Genes and evolution
A population of organisms evolves when an inherited trait becomes more common or less common over time. For instance, all the mice living on an island would be a single population of mice. If over a few generations, white mice went from being rare, to being a large part of this population, then the coat color of these mice would be evolving. In terms of genetics, this is called a change in allele frequency—such as an increase in the frequency of the allele for white fur.

Alleles become more or less common either just by chance (in a process called genetic drift), or through natural selection. In natural selection, if an allele makes it more likely that an organism will survive and reproduce, then over time this allele will become more common. But if an allele is harmful, natural selection will make it less common. For example, if the island was getting colder each year and was covered with snow for much of the time, then the allele for white fur would become useful for the mice, since it would make them harder to see against the snow. Fewer of the white mice would be eaten by predators, so over time white mice would out-compete mice with dark fur. White fur alleles would become more common, and dark fur alleles would become more rare.

Mutations create new alleles. These alleles have new DNA sequences and can produce proteins with new properties. So if an island was populated entirely by black mice, mutations could happen creating alleles for white fur. The combination of mutations creating new alleles at random, and natural selection picking out those which are useful, causes adaptation. This is when organisms change in ways that help them to survive and reproduce.

Genetic engineering
Since traits come from the genes in a cell, putting a new piece of DNA into a cell can produce a new trait. This is how genetic engineering works. For example, crop plants can be given a gene from an Arctic fish, so they produce an antifreeze protein in their leaves. This can help prevent frost damage. Other genes that can be put into crops include a natural insecticide from the bacteria Bacillus thuringiensis. The insecticide kills insects that eat the plants, but is harmless to people. In these plants the new genes are put into the plant before it is grown, so the genes will be in every part of the plant, including its seeds. The plant's offspring will then inherit the new genes, something which has led to concern about the spread of new traits into wild plants.

The kind of technology used in genetic engineering is also being developed to treat people with genetic disorders in an experimental medical technique called gene therapy. However, here the new gene is put in after the person has grown up and become ill, so any new gene will not be inherited by their children. Gene therapy works by trying to replace the allele that causes the disease with an allele that will work properly.

title: Introduction to Genetics


text:
User talk:Ktjfudge

 Hello Ktjfudge, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 22:23, 9 September 2009 (UTC)

title: User talk:Ktjfudge


text:
User talk:Niks2k6

 Hello Niks2k6, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 22:40, 9 September 2009 (UTC)

Computer Science
Hi! I saw you've been developing Computer Science resources and I am interested in this area as well. I'd be happy to discuss your ideas about what to do with you, and help you with the markup language. --AFriedman 22:40, 9 September 2009 (UTC)

title: User talk:Niks2k6


text: Template:Tip

title: Template:Tip


text:
User talk:NickJackson1992

 Hello NickJackson1992, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Trinity507 03:39, 10 September 2009 (UTC)

title: User talk:NickJackson1992


text:
User talk:JFRyan

 Hello JFRyan, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Trinity507 03:39, 10 September 2009 (UTC)

title: User talk:JFRyan


text:
User talk:Edef21

 Hello Edef21, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Trinity507 03:40, 10 September 2009 (UTC)

title: User talk:Edef21


text:
User talk:Ben Chud

 Hello Ben Chud, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Trinity507 03:40, 10 September 2009 (UTC)

title: User talk:Ben Chud


text:
User talk:Francois88

 Hello Francois88, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Trinity507 03:40, 10 September 2009 (UTC)

title: User talk:Francois88


text:
User:Egm6321.f09.Team1.vasquez

LaTeX for Windows (open source)

Homework 2

Homework 3

Homework 4

Homework 6

title: User:Egm6321.f09.Team1.vasquez


text:
Visual thinking strategies

 * Grade Level: Museum Educators
 * Subject: Climate Change
 * Length/Duration: 2 hours
 * Technologies Used: You Tube, Blogger, Make beliefs comix, Jing, Facebook

Workshop Overview
Stage 1: Students view a video on Climate Change, brainstorm ways that climate change affects their local community, and write down their opinions on climate change.

Stage 2: Using Blogger, students engage in dialogue about provocative climate change photos (online).

Stage 3: Students discuss their blogging experience and write what they learned about climate change (in person).

Stage 4: Using Make beliefs comix, students develop a comic based on Stages 1-3.

Stage 1
Ask your students to view the following video on climate change:
 * Climate Change Video

Brainstorm ways that climate change affects your local community (Dewey, 1902). For example, climate change can cause San Diego to go through a long-term drought, causing plants and wildlife to suffer.

Then, have your students write one paragraph describing their opinion on climate change.

Stage 2
During this portion of the workshop, students need to sign up for a Blogger account. Encourage students to sign up with an anonymous name so they will be more comfortable sharing their opinions (Merryfield, 2003). Ask students to view the provocative pictures showing the negative effects of climate change. Have them answer the following visual thinking questions about each picture:

 * 1) What's going on in this picture?
 * 2) What about the picture that makes you say that?
 * 3) If you lived here, what other factors could you find?

For more information about Visual Thinking Strategies, click here.

Ask students to respond to at least 2 other posts.

Check out Climate Change Blog for an explanation of the Climate Change pictures. Here is one of the pictures and explanation from the blog:

Stage 3
Lead students through a discussion about their blogging experience. Use the following questions to guide your discussion: * Which picture did you look at first? * What did you first notice about the picture? * What did you post about the picture? What did other people say about this picture? * Has blogging caused you to rethink your opinion on climate change?

Ask students to write one paragraph on the following: * What did you learn about climate change? * Has your opinion changed since beginning the assignment?

Stage 4
Have students develop a comic using Make Beliefs Comix. Ask them to answer the following prompt in the comic:

How did your view of climate change develop today?

In this stage, students are able to reflect on the workshop (Dewey, 1902). Students can use Jing to save their comic. Encourage students to post this on their Facebook page or other social media sites (Shirky, 2009).

Teacher Tips

 * For more information on Visual Thinking Strategies, check out VTS

 * Global warming resources:
 * Global Warming site
 * Environmental Protection Agency
 * Climate Change for Kids
 * How stuff works

 * Check out Climate Change Blog for an explanation of the Climate Change pictures.

 * As an extension, have your students consider the following:
 * After reviewing the posts on the blog, are other opinions trustworthy?
 * How can we use internet resources to find out?

You can also take this workshop in the direction of being critical of digital media that is user driven (Shirky, 2009). You can encourage your students to search other media site to test the validity of student's comments.

 * When the students are blogging, I suggest that you act as a mediator. Make sure the conversations are going in a productive and useful direction.  For instance, if you think that postings are too subjective, you can ask students to provide more evidence with articles or videos.

title: Visual thinking strategies


text:
User:Egm6321.f09.Team1.vasquez/Homework1

Differential Equations: Equations of Motion
Many physical, chemical and biological systems can be described using mathematical models (King et. al. 2003) . For instance, Vu-Quoc and Olson (1989) have formulated a model for the vehicle/structure interaction in high speed trains (e.g. Magnetic Levitaded Trains: Maglev). Figure 1 shows a basic model of the wheel and the deformed guideway from which the differential equation of motion can be obtained.

Figure 1 shows the following parameters

 * $$\displaystyle Y^1(t)$$ = nominal motion.
 * $$\displaystyle u^1(S,t)$$ = axial displacement of the guideway.
 * $$\displaystyle u^2(S,t)$$ = transverse displacement of the guideway.

The equation of motion can be obtained by finding the first and second time derivatives of the function $$\displaystyle f(Y^1 (t),t)$$. The total time derivative of $$\displaystyle f$$ is given by

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

$$ \frac{d}f\left( {Y^1 \left( t \right),t} \right) = \frac{\partial }f(Y^1 (t),t)\frac{d}Y^1 \left( t \right) + \frac{\partial }f(Y^1 (t),t) $$
 * style="width:95%" |
 * style="width:95%" |
 * style= | (1)
 * }

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

$$ \frac = \frac{\partial }f\left( {Y^1 ,t} \right)\dot Y^1 + \frac{\partial }f\left( {Y^1 ,t} \right) $$
 * style="width:95%" |
 * style="width:95%" |
 * style= | (2)
 * }

Changing the notation of the derivatives gives
 * {| style="width:30%" border="0"

$$ \frac = f_{,S} \left( {Y^1 ,t} \right)\dot Y^1 + f_{,t} \left( {Y^1 ,t} \right) $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style= | (3)
 * }

Now, we can take the second time derivative

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

$$ \fracf\left( {Y^1 ,t} \right) = \frac{\partial }\left[ {\frac{\partial }f\left( {Y^1 ,t} \right)\dot Y^1 + \frac{\partial }f\left( {Y^1 ,t} \right)} \right]\frac{d}Y^1 + \frac{\partial }\left[ {\frac{\partial }f\left( {Y^1 ,t} \right)\dot Y^1 + \frac{\partial }f\left( {Y^1 ,t} \right)} \right] $$
 * style="width:95%" |
 * style="width:95%" |
 * style= | (4)
 * }

Taking the derivative of the products gives

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

$$ \fracf\left( {Y^1 ,t} \right) = \left[ {\frac{\partial }\left( {\frac{\partial }f\left( {Y^1 ,t} \right)} \right)\dot Y^1  + \frac{\partial }f\left( {Y^1 ,t} \right)\cancelto{0}{\frac{\partial }\left( {\dot Y^1 } \right)}} \quad \right]\dot Y^1  + \frac{\partial }\left( {\frac{\partial }f\left( {Y^1 ,t} \right)} \right)\dot Y^1 + \frac{\partial }\left( {\frac{\partial }f\left( {Y^1 ,t} \right)} \right)\dot Y^1 + \frac{\partial }f\left( {Y^1 ,t} \right)\frac{\partial }\left( {\dot Y^1 } \right) + \frac{\partial }\left( {\frac{\partial }f\left( {Y^1 ,t} \right)} \right) $$
 * style="width:95%" |
 * style="width:95%" |
 * style= | (5)
 * }

Simplifying

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

$$ \fracf\left( {Y^1 ,t} \right) = \fracf\left( {Y^1 ,t} \right)\left( {\dot Y^1 } \right)^2  + \fracf\left( {Y^1 ,t} \right)\dot Y^1  + \fracf\left( {Y^1 ,t} \right)\dot Y^1 + \frac{\partial }f\left( {Y^1 ,t} \right)\ddot Y^1  + \fracf\left( {Y^1 ,t} \right) $$
 * style="width:95%" |
 * style="width:95%" |
 * style= | (6)
 * }

Reorganizing yields

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

$$ \fracf\left( {Y^1 ,t} \right) = \frac{\partial }f\left( {Y^1 ,t} \right)\ddot Y^1 + \fracf\left( {Y^1 ,t} \right)\left( {\dot Y^1 } \right)^2  + 2\fracf\left( {Y^1 ,t} \right)\dot Y^1  + \fracf\left( {Y^1 ,t} \right) $$
 * style="width:95%" |
 * style="width:95%" |
 * style= | (7)
 * }

Changing the notation of the derivatives gives

 * {| style="width:60%" border="0"

$$ \frac = f_{,S} \left( {Y^1 ,t} \right)\ddot Y^1 + f_{,SS} \left( {Y^1 ,t} \right)\left( {\dot Y^1 } \right)^2  + 2f_{,St} \left( {Y^1 ,t} \right)\dot Y^1  + f_{,tt} \left( {Y^1 ,t} \right) $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style= | (8)
 * }

Equation (8) is the differential equation that represents the nominal motion. It is a nonlinear second order partial differential equation with varying coefficients.

Linearity of differential equations
A differential equation can be interpreted as an operator and it is linear when its associated operator is linear, i.e. it satisfies additivity and homogeneity.

$$\displaystyle \forall u,v$$ functions of $$\displaystyle x$$ and $$\displaystyle \forall \alpha, \beta \in \mathbb{R} $$

The linear operator $$\displaystyle L(\cdot)$$ (associated with a linear differential equation) satisfies:

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

$$ L \left ( \alpha u + \beta v \right ) = \alpha L (u) + \beta L(v) $$
 * style="width:95%" |
 * style="width:95%" |
 * style= | (9)
 * }

Examples
Check the linearity of the following differential equations

 * $$\displaystyle 1) $$ $$ \quad 2 x^2 + \sqrt{y} + x^5 y^3 y' = 0$$

We can define the operator $$\displaystyle D(\cdot)$$ associated to the differential equation as follows:

D(\cdot)= 2 x^2 + \sqrt{(\cdot)} + x^5 (\cdot)^3 \frac{d( \cdot )}{dx} $$

We just need to check if it meets the linearity property given by (9). Using the left side gives

\begin{align} D(\alpha u + \beta v ) &= 2 x^2 + \sqrt{(\alpha u + \beta v)} + x^5 (\alpha u + \beta v)^3 \frac{d(\alpha u + \beta v)}{dx} \\ &=2 x^2 + \sqrt{(\alpha u + \beta v)} + x^5 (\alpha u + \beta v)^3 \left[ \alpha \frac{d( u )}{dx} + \beta \frac{d( v )}{dx} \right] \end{align} $$

Now, using the right side of (9)

\begin{align} \alpha D(u) + \beta D(v) &= \alpha \left [ 2 x^2 + \sqrt{(u)} + x^5 (u)^3 \frac{d(u)}{dx} \right ]+ \beta \left [ 2 x^2 + \sqrt{(v)} + x^5 (v)^3 \frac{d(v)}{dx} \right ]\\ &= \alpha \left [ 2 x^2 + \sqrt{(u)} \right ]+ \beta \left [ 2 x^2 + \sqrt{(v)} \right ] + x^5 \left [ \alpha (u)^3 \frac{d(u)}{dx} + \beta (v)^3 \frac{d(v)}{dx} \right ] \end{align} $$

Since $$\displaystyle D(\alpha u + \beta v ) \neq \alpha D(u) + \beta D(v)$$ we conclude that the given differential equation is nonlinear.

 * $$\displaystyle 2) $$ $$ \quad x^2 y^5+6 \left[ \frac{dy}{dx} \right]^2=0$$

We can define the operator $$\displaystyle D(\cdot)$$ associated to the differential equation as follows:

D(\cdot)=x^2 (\cdot)^5+6 \left[ \frac{d(\cdot)}{dx} \right]^2 $$

We just need to check if it meets the linearity property given by (9). Using the left side gives

\begin{align} D(\alpha u + \beta v ) &= x^2 (\alpha u + \beta v )^5+6 \left[ \frac{d(\alpha u + \beta v )}{dx} \right]^2\\ &=x^2 (\alpha u + \beta v )^5+6 \left[ \alpha \frac{d( u )}{dx} + \beta \frac{d( v )}{dx} \right]^2 \end{align} $$

Now, using the right side of (9)

\begin{align} \alpha D(u) + \beta D(v) &= \alpha \left [ x^2 (u)^5+ 6 \left[ \frac{d(u)}{dx} \right]^2 \right ]+ \beta \left [ x^2 (v)^5+ 6 \left[ \frac{d(v)}{dx} \right]^2 \right ]\\ &= \alpha x^2 (u)^5+ \beta x^2 (v)^5 + 6 \left [ \alpha \left[ \frac{d(u)}{dx} \right]^2 + \beta \left[ \frac{d(v)}{dx} \right]^2 \right ] \end{align} $$

Since $$\displaystyle D(\alpha u + \beta v ) \neq \alpha D(u) + \beta D(v)$$ we conclude that the given differential equation is nonlinear.

 * $$\displaystyle 3) $$ $$ \quad y''+y'+y=0 $$

We can define the operator $$\displaystyle D(\cdot)$$ associated to the differential equation as follows:

D(\cdot)=\frac{d^2(\cdot)}{dx^2}+\frac{d(\cdot)}{dx}+(\cdot) $$

We just need to check if it meets the linearity property given by (9). Using the left side gives

\begin{align} D(\alpha u + \beta v ) &= \frac{d^2(\alpha u + \beta v )}{dx^2}+\frac{d(\alpha u + \beta v )}{dx}+(\alpha u + \beta v )\\ &= \alpha \frac{d^2(u)}{dx^2}+\beta \frac{d^2(v)}{dx^2}+\alpha \frac{d(u)}{dx}+\beta \frac{d(v)}{dx}+\alpha u + \beta v \end{align} $$

Now, using the right side of (9)

\begin{align} \alpha D(u) + \beta D(v) &= \alpha \left [ \frac{d^2(u)}{dx^2}+\frac{d(u)}{dx}+(u) \right ]+ \beta \left [ \frac{d^2(v)}{dx^2}+\frac{d(v)}{dx}+(v) \right ]\\ &= \alpha \frac{d^2(u)}{dx^2}+\alpha \frac{d(u)}{dx}+\alpha u+\beta \frac{d^2(v)}{dx^2}+\beta \frac{d(v)}{dx} + \beta v\\ &= \alpha \frac{d^2(u)}{dx^2}+\beta \frac{d^2(v)}{dx^2}+\alpha \frac{d(u)}{dx}+\beta \frac{d(v)}{dx}+\alpha u + \beta v \end{align} $$

Since $$\displaystyle D(\alpha u + \beta v ) = \alpha D(u) + \beta D(v)$$ we conclude that the given differential equation is linear.

Exact ODEs. Integrating factors
A first-order ODE

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

 * style="width:95%" |
 * $$\displaystyle M(x,y)+N(x,y)y'=0$$
 * $$\displaystyle M(x,y)+N(x,y)y'=0$$

 * style= | (10)
 * }

is said to be an exact differential equation if the differential form

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

 * style="width:95%" |
 * $$\displaystyle M(x,y)dx+N(x,y)dy=0$$
 * $$\displaystyle M(x,y)dx+N(x,y)dy=0$$

 * style= | (11)
 * }

is exact, (Kreyszig 2006). The not only necessary but also sufficient condition for (10) to be and exact differential equation is given by

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

 * style="width:95%" |
 * $$\displaystyle \frac{\partial M}{\partial y}=\frac{\partial N}{\partial x}$$
 * $$\displaystyle \frac{\partial M}{\partial y}=\frac{\partial N}{\partial x}$$

 * style= | (12)
 * }

The implicit general solution for (10) is given by $$\displaystyle \phi(x,y)=c$$.

Integrating factors
If the ODE given by (10) is not exact, i.e. $$\displaystyle \frac{\partial M}{\partial y} \neq \frac{\partial N}{\partial x}$$, we can find $$\displaystyle h(x,y)$$ such that the differential equation

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

 * style="width:95%" |
 * $$\displaystyle \left[ h(x,y)M(x,y) \right] + \left[ h(x,y)N(x,y)\right]y'=0$$
 * $$\displaystyle \left[ h(x,y)M(x,y) \right] + \left[ h(x,y)N(x,y)\right]y'=0$$

 * style= | (13)
 * }

is exact. $$\displaystyle h(x,y)$$ is called the Euler integrating factor and it makes the non-exact differential equation integrable. Equation (13) satisfies the exactness condition if

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

 * style="width:95%" |
 * $$\displaystyle h_xN - h_yM + h \left( N_x-M_y\right)=0$$
 * $$\displaystyle h_xN - h_yM + h \left( N_x-M_y\right)=0$$

 * style= | (14)
 * }

Case 1
$$\displaystyle h_yM =0$$

In this case $$\displaystyle h(x,y)=h(x)$$ and (14) becomes

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

 * style="width:95%" |
 * $$\displaystyle \frac{h_x}{h}=\frac{1}{N} \left( M_y - N_x \right) = f(x)$$
 * $$\displaystyle \frac{h_x}{h}=\frac{1}{N} \left( M_y - N_x \right) = f(x)$$

 * style= | (15)
 * }

and the integrating factor is found by integrating both sides

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

 * style="width:95%" |
 * $$\displaystyle h(x)=\exp \int^x f(s)ds$$
 * $$\displaystyle h(x)=\exp \int^x f(s)ds$$

 * style= | (16)
 * }

Case 2
$$\displaystyle h_xN =0$$

In this case $$\displaystyle h(x,y)=h(y)$$ and (14) becomes

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

 * style="width:95%" |
 * $$\displaystyle \frac{h_y}{h}=\frac{1}{M} \left( N_x - M_y \right) = g(y)$$
 * $$\displaystyle \frac{h_y}{h}=\frac{1}{M} \left( N_x - M_y \right) = g(y)$$

 * style= | (17)
 * }

and the integrating factor is found by integrating both sides

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

 * style="width:95%" |
 * $$\displaystyle h(y)=\exp \int^y g(s)ds$$
 * $$\displaystyle h(y)=\exp \int^y g(s)ds$$

 * style= | (18)
 * }

Example
Find the solution of the first-order ODE

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

 * style="width:95%" |
 * $$\displaystyle p' + p = x$$
 * $$\displaystyle p' + p = x$$

 * style= | (18)
 * }

To find the solution, we need to perform the exactness test which requires two steps: 1. Writing the ODE in the form of (10) and 2. Checking the condition given by (12).

1. Re-writing (18) in the for of (10) gives

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

 * style="width:95%" |
 * $$\displaystyle (p-x)+ (1)p' = 0$$
 * $$\displaystyle (p-x)+ (1)p' = 0$$

 * style= | (19)
 * }

where $$\displaystyle M=(p-x)$$ and $$\displaystyle N=1$$.

2. Now, we have to test if $$\displaystyle M_p=N_x$$

 * $$\displaystyle M_p = 1$$ and $$\displaystyle N_x = 0$$

Therefore, (18)) is not an exact differential equation. Then, we need to look for an integrating factor (Case 1) in order to the ODE be exact.

 * $$\displaystyle f(x)=\frac{1}{N}\left[ M_p - N_x \right ]= \frac{1}{1}\left[ 1 - 0 \right ] = 1 $$

Now, we can use (16) to get the integrating factor

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

 * style="width:95%" |
 * $$\displaystyle h(x)=\exp \int^x 1ds = e^x$$
 * $$\displaystyle h(x)=\exp \int^x 1ds = e^x$$

 * style= | (20)
 * }

Multiplying both sides of (19) by (20) gives

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

 * style="width:95%" |
 * $$\displaystyle e^x(p-x) + e^x p' = 0$$
 * $$\displaystyle e^x(p-x) + e^x p' = 0$$

 * style= | (21)
 * }

which is now an exact differential equation ($$\displaystyle M_p = N_x = e^x$$).

To solve the differential equation we can use the following equation

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

 * style="width:95%" |
 * $$\displaystyle \phi(x,p)=\int^p{N(s)}ds+ l(x)$$
 * $$\displaystyle \phi(x,p)=\int^p{N(s)}ds+ l(x)$$

 * style= | (22)
 * }

Substituting $$\displaystyle N = e^x$$ into (22) gives

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

 * style="width:95%" |
 * $$\displaystyle \phi(x,p)=\int^p(e^x) ds+ l(x)$$
 * $$\displaystyle \phi(x,p)=\int^p(e^x) ds+ l(x)$$

 * style= | (23)
 * }

Integrating with respect to $$\displaystyle p $$

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

 * style="width:95%" |
 * $$\displaystyle \phi(x,p)=pe^x + l(x)$$
 * $$\displaystyle \phi(x,p)=pe^x + l(x)$$

 * style= | (24)
 * }

Now we can take the derivative of $$\displaystyle \phi(x,p)$$ to find $$\displaystyle l(x)$$

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

 * style="width:95%" |
 * $$\displaystyle \frac{\partial \phi(x,p)}{\partial x}= e^x p + \frac{\partial l(x)}{\partial x} = M = e^x (p - x)$$
 * $$\displaystyle \frac{\partial \phi(x,p)}{\partial x}= e^x p + \frac{\partial l(x)}{\partial x} = M = e^x (p - x)$$

 * style= | (25)
 * }

Then, from (25)

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

 * style="width:95%" |
 * $$\displaystyle \frac{\partial l(x)}{\partial x} = \cancel{pe^x} - xe^x - \cancel{e^x p}$$
 * $$\displaystyle \frac{\partial l(x)}{\partial x} = \cancel{pe^x} - xe^x - \cancel{e^x p}$$

 * style= | (26)
 * }

Therefore,

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

 * style="width:95%" |
 * $$\displaystyle l(x)= - \int xe^x dx$$
 * $$\displaystyle l(x)= - \int xe^x dx$$

 * style= | (27)
 * }

Integrating (27) by parts gives

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

 * style="width:95%" |
 * $$\displaystyle l(x)= - \left ( x e^x- \int {e^x} dx \right ) $$
 * $$\displaystyle l(x)= - \left ( x e^x- \int {e^x} dx \right ) $$

 * style= | (28)
 * }

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

 * style="width:95%" |
 * $$\displaystyle l(x)=- x e^x + e^x$$
 * $$\displaystyle l(x)=- x e^x + e^x$$

 * style= | (29)
 * }

Substituting (29) into (24)

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

 * style="width:95%" |
 * $$\displaystyle \phi(x,p)= e^x p - x e^x + e^x $$
 * $$\displaystyle \phi(x,p)= e^x p - x e^x + e^x $$

 * style= | (30)
 * }

Equation (30) represents is an implicit solution for the differential equation, and since $$\displaystyle \phi(x,y)=c$$,

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

 * style="width:95%" |
 * $$\displaystyle e^x p - x e^x + e^x = A$$
 * $$\displaystyle e^x p - x e^x + e^x = A$$

 * style= | (31)
 * }

From (31), we can get an explicit solution $$\displaystyle p(x)$$

 * {| style="width:25%" border="0"

 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * $$\displaystyle p(x)=A e^{-x}  + x - 1$$
 * $$\displaystyle p(x)=A e^{-x}  + x - 1$$

 * style= | (32)
 * }

Building exact nonlinear ODEs
To build an exact nonlinear differential equation, we just need to invent any $$\displaystyle \phi(x,y)$$ (nonlinear continuous function of $$\displaystyle x$$ and $$\displaystyle y$$), and find its total derivative with respect to $$\displaystyle x$$.

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

 * style="width:95%" |
 * $$\displaystyle F=\frac{d}{dx} \phi(x,y)$$
 * $$\displaystyle F=\frac{d}{dx} \phi(x,y)$$

 * style= | (31)
 * }

Therefore

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

 * style="width:95%" |
 * $$\displaystyle M=\frac{\partial \phi}{dx}= \phi_x$$
 * $$\displaystyle M=\frac{\partial \phi}{dx}= \phi_x$$

 * style= | (32)
 * }

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

 * style="width:95%" |
 * $$\displaystyle N=\frac{\partial \phi}{dy}= \phi_y$$
 * $$\displaystyle N=\frac{\partial \phi}{dy}= \phi_y$$

 * style= | (33)
 * }

Examples

 * $$\displaystyle \phi(x,y)=6 x^4 + 2 y ^{\frac{3}{2}}$$

 * $$\displaystyle M=24 x^3$$

 * $$\displaystyle N=3 y ^{\frac{1}{2}}$$

 * $$\Rightarrow \displaystyle \left (24 x^3 \right) + \left( 3 y ^{\frac{1}{2}} \right) y'=0$$

 * $$\displaystyle \phi(x,y)=xy + x^2y^2$$

 * $$\displaystyle M=y + 2xy^2$$

 * $$\displaystyle N=x + 2yx^2$$

 * $$\Rightarrow \displaystyle \left (y + 2xy^2 \right) + \left (x + 2yx^2 \right) y'=0$$

 * $$\displaystyle \phi(x,y)=e^{xy}+x$$

 * $$\displaystyle M=ye^{xy}+1$$

 * $$\displaystyle N=xe^{xy}$$

 * $$\Rightarrow \displaystyle \left (ye^{xy}+1 \right) + \left (xe^{xy} \right) y'=0$$

 * $$\displaystyle \phi(x,y)=y \sin(x)$$

 * $$\displaystyle M=y \cos(x)$$

 * $$\displaystyle N=\sin(x)$$

 * $$\Rightarrow \displaystyle \left [y \cos(x) \right] + \left [\sin(x) \right] y'=0$$


text:
User:Jtneill/Teaching/Technologies

This page contains some notes and advice about using educational technology.

"Any sufficiently advanced technology is indistinguishable from magic."

As educators, our job is to weave spells of learning.

Which technologies?
Which educational technologies might be fruitfully and sustainably pursued? Tips:
 * 1) Start small and focused - e.g., get to you know your learning management system, e.g, Moodle. Moodle is vastly more usable and flexible than WebCT and its potential is vastly underutilised. Aim to learn about and make use of at least one new resource type or activity per unit. Do not aim to use all tools, but rather aim to use a few well. Get your sites' peer-reviewed and ask to review others' sites.
 * 2) Avoid relying on a single educational technology system. So, also develop skills with at least one external educational technology e.g., consider sites such as ucspace, Wikiversity, flickr, slideshare, youtube etc. and try incorporating these into your teaching and learning. Gradually build your repertoire of external tools. The key direction for Moodle 2.0 is to better enable plugging in externally hosted content.
 * 3) Get familiar with and use recording technologies: Critical to flexible learning is having a flexible timetable. Minimise and eventually consider eliminating any learning activities which are one-off, time-bound events. Or make sure that any one-off, time-bound events are particularly well planned, communicated, and delivered so as to maximise the participation of all students. So, providing electronic written/visual materials and audio and video recordings is critical. And its also important for those who wish to build on the materials in future.

Tools I use
Educational technologies I use include:
 * 1) Traditional lectures, but increasingly experimenting with Lecture 2.0 techniques
 * 2) Tutorials - hands-on learning content experiences and generic skill training
 * 3) Open educational resources
 * 4) html-based materials on an externally hosted server (http://wilderdom.com)
 * 5) blog-based materials (mainly via blogger: http://www.blogger.com/profile/01303497574192570961)
 * 6) wiki-based materials (mainly on Wikiversity and http://ucspace.canberra.edu.au)
 * 7) presentation slides (mainly on Slideshare: http://www.slideshare.net/jtneill
 * 8) LMS-based materials on university-hosted installations (mainly WebCT and more recently Moodle)

Practical strategies

 * 1) Teaching staff (and also edtech training staff) should participate in specialised skill training, such as composing educational resources
 * 2) Teaching staff should be encouraged to set one "blended/open" performance goal per unit teaching iteration - e.g., as part of PDR.
 * 3) As well as individual endeavour, we need institutional commitment, action, and high quality solution-finding for digital-enablement of administrative and pedagogic activities - with a strong focus on usability - i.e., removing barriers to staff, students, and administrators for teaching in this way (i.e., online, blended, and f2f) - otherwise the critical mass will largely not bother, those at the bleeding edge will do so beyond the bounds of university, and the university will significantly miss the strategic potential and opportunity for effective use of  online technologies to enhance the flexibility of its core activities and offerings. Examples of what UC needs to do:
 * 4) Digitise the workflow for all administrative tasks pertaining to unit convening
 * 5) Provide a simple, flexible video and audio recording, editing, and hosting system
 * 6) Diversify educational technology training (e.g., current training is LMS-centric - whilst no training has provided for the corporate wiki tool)
 * 7) Provide virtual server sandpit space - currently only available to IT elite
 * 8) Review academic policy to address issues raised through recent attempts at online delivery (e.g., see Amanda George's presentation on Psychology 101 Online as part of the Justice Studies Online course)
 * 9) Address recommendations of the online and blended learning review
 * 10) Walk the talk - we need to see from VC-down, authentic institutional engagement with online and blended approaches
 * 11) Review IP policy (it is long overdue) and develop an institutional position with regard to openness
 * 12) Digital archiving
 * 13) Provide a digital repository
 * 14) In the current absence of a digital repository, require all teaching materials to be stored on institutional shared drives

title: User:Jtneill/Teaching/Technologies


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User:Jtneill/Teaching/Open educational resources

Open educational resources
Using and sharing open educational resources helps to:
 * 1) Maximise flexibility for students and teachers
 * 2) Maximise future utility of teaching materials
 * 3) Maximise digitisation
 * 4) Maximise openness
 * 5) Maximise capacity of graduates to have ongoing, convenient access to learning materials

Example
This is an excellent example of the utility of an open educational resource - by using a free and open source svg editor (such as inkscape), the diagram below can be edited, improved, changed, and re-used. Do you know any commercial publisher which let's you do this with its learning objects? Unlikely.

Example

Watch this 1 minute video (no sound) to see how easy it is to modify an open education educational resource, such as an svg file:


text: User:Jtneill/Teaching/Subpages

title: User:Jtneill/Teaching/Subpages


text:
Obstetrics and Gynecology/Infections in Pregnancy

Bacterial Infections
Urinary Tract Infections (UTI) are the most common infections to occur at any stage of pregnancy. Urine cultures are needed to identify bacteriuria, bacteria in the urine, which is usually Escherichia coli (E. coli). To prevent containation of the urine sample, an antiseptic wipe may be used to cleanse the genital area and the sample is collected midstream. Typical UTIs are treated with antibiotics like Amoxicillin, Ciprofloxacin, Sulfamethoxazole-trimethoprim, etc. If the UTI is severe, hospitalization and treatment with intravenous antibiotics may be required. Pregnant women with urinary tract infections have an increased risk of delivering low birth weight or premature babies.

Group-B Streptococcal Infections (Group-B Strep)

The Triad of Infectious Vaginitis
Bacterial Vaginosis (BV) Bacteria

Yeast Infections (Candidiasis) yeast

Trichomoniasis (Trich) parasite

Sexually Transmitted Infections
Chlamydial Infections (Chlamydia)

Gonococcal Infections (Gonorrhea)


text:
IIT-JEE 2009 practise problem (1)

Original Question by Aeroish

 * Here's the question...

Post a reply![]

What's Up?

 * Latest discussions on the forum

Misc-Math-Topics-Help

Mathematics-Help

Thread post

Additional notes

 * These comments, along with the notes on the left, were contributed by Aeroish 09:42, 10 September 2009 (UTC)

 * reply[]

Ans

Thread post

Additional notes

 * These comments, along with the notes on the left, were contributed by Pravinsanap 13:03, 12 April 2010 (UTC)

 * reply[]

title: IIT-JEE 2009 practise problem (1)


text:
User:OpenScientist/What would science look like if it were invented today/Part II

=What would science look like if it were invented today?=

Having considered, in part I, how the switch from paper-based to web-based forms of science communication might affect knowledge creation, the next issue to approach are the potential effects of the same technology shift on the structuring and maintenance of knowledge.

Part II: What would knowledge structuring look like if it were invented today
''Science is already a wiki if you look at it a certain way. It’s just a highly inefficient one -- the incremental edits are made in papers instead of wikispace, and significant effort is expended to recapitulate existing knowledge in a paper in order to support the one to three new assertions made in any one paper.'' (John Wilbanks)

There are many ways to structure knowledge. One is via coordinated cellular activity in your brain. Others may involve spatial arrangements of sheets of paper or. Here, we will focus on the difference between the latter two, building on a previous outline.

Structuring scientific knowledge online
Let us first consider some practical aspects of organizing scientific knowledge in online environments:
 * Newly incoming information can be inserted at any time later, independent of press runs — some call this micropublication. For example, part I of this post has already been "published" on the blog, but its wiki version can still be updated with references that were not available at the time. This may not be relevant for blog posts, but consider it as a proof of principle for writings in general, including scholarly reviews on a topic.
 * In sharp contrast to current practice in paper-based scholarly journals, online platforms like public wikis make the whole article openly accessible right form the start. Detailed explanations of keywords and key concepts can be linked from within the article, and the article itself can be put in linked context via a variety of mechanisms, e.g. categories (Wikipedia), Related Articles (Citizendium), or links to other ontological frameworks (like MeSH terms).
 * Documents can be edited simultaneously by multiple authors. Google docs have been doing this for years, Etherpad improves on it, and Google Wave (scheduled to be released later this week) is going to have truly realtime simultaneous editing as well; while wikis are currently somewhat limited in this regard.
 * Suitably designed schemes for identifying authors, their individual contributions, and versions of the whole document provide for bug tracking, permanent availability of text (or code) snippets, and attribution. For example, Wikibu tells you that at this point, the users RokerHRO, Proxima, Saperaud, 87.122.87.61, and BirgitLachner have been the main contributors to the Aggregatzustand (state of matter) entry in the German Wikipedia, and the individual contributions to the blog post you are reading can be viewed via its version history, embedded here:

These are certainly not all the aspects of online environments relevant to science (for instance, we have left out data management issues) but let us contend with these four for the moment and consider what their combination implies for the structuring of knowledge:

It is technically possible that all researchers currently investigating a given topic could coordinate their efforts by collaboratively creating, editing, and maintaining a central set of interlinked knowledge elements (be these wiki articles, knols, or other structures) that explain what is known about their topic in detail and embed it in a wider context.

As implied by the introductory quote, it is probably fair to say that this could make research on that particular topic (as well as teaching and outreach) much more efficient. Just imagine you had a time slider and could watch the history of research on general relativity, plate tectonics, self-replication, or cell division unfold from the earliest ideas of their earliest proponents (and opponents) onwards up to you, your colleagues, and those with whom you compete for grants. So why don't we do it?

Structuring scientific knowledge on paper
Traditionally, given the scope of a particular journal, knowledge about specialist terms (which may describe completely non-congruent concepts in different fields), methodologies, notations, mainstream opinions, trends, or major controversies could reasonably be expected to be widespread amongst the audience, which reduced the need to redundantly say and then repeat the same things all over again and again (in cross-disciplinary environments, there is a higher demand for proper disambiguation of the various meanings of a term). Nonetheless, redundancy is still quite visible in journal articles, especially in the introduction, methods, and discussion sections and the abstracts, often in a way characteristic of the authors (such that services like eTBLAST and JANE can make qualified guesses on authors of a particular piece of text, with good results if some of the authors have a lot of papers in the respective database, mainly PubMed, and if they have not changed their individual research scope too often in between).

Of course, there would be side effects: A manuscript well-adapted to the scope of one particular journal is often not very intelligible to someone outside its intended audience, which hampers cross-fertilization with other research fields (we will get back to this below). When using paper as the sole medium of communication there is not much to be done about this limitation. Indeed, we have become so used to it that some do not perceive it as a limitation at all. Similar thoughts apply to manuscript formatting. However, the times when paper alone reigned over scholarly communication have certainly passed, as discussed in part I. The relative merits of paper-based and wiki-based scholarly communication are covered in more detail at a dedicated Wikiversity page.

Cross-field fertilization is crucial with respect to interdisciplinary research projects, digital libraries and multi-journal (or indeed cross-disciplinary) bibliographic search engines (e.g. Google Scholar), since these dramatically increase the likelihood of, say, a biologist stumbling upon a not primarily biological source relevant to her research (think shape quantification or growth curves, for instance). What options do we have to systematically integrate such cross-disciplinary hidden treasures with the traditional intra-disciplinary background knowledge and with new insights resulting from research?

As a sidenote, lack of context is also a consistent feature of most "Facebooks for scientists" — in fact, the whole set of scholarly pages on the web is the appropriate network for researchers but so far it is not optimally connected, particularly because formal scholarly communication has not yet fully hatched from the structures from the paper-based era (see also this nice overview of the current situation). If it had, this would shift the focus away from periodicals (and, in passing, render things like a journal's scope and Journal Impact Factor superfluous; see part I), which is likely to meet resistance from the publishing establishment. Yet, authors might just act on their needs by moving their "content" to grow in better production and exchange surroundings like the ones discussed here. Without good authors, no established publisher will be able to keep their grip on anyone's research habits and thinking.

Wikis as an example of public knowledge environments online
Groupware comes to mind in this regard, and wikis in particular (another example would be collaborativey edited mindmaps, like the one embedded above that represents the topics covered by this blog post series): They allow us to aggregate and inter-link diverse sets of knowledge in an online-accessible manner, basically for free. The by now classical example is Wikipedia, and one scientific journal — RNA biology — has already announced that it requires an introductory Wikipedia article for papers it is to publish on RNA families, an idea that recently spurred a debate on the merits of such an initiative and of doing it with Wikipedia where basically anyone can edit any page, regardless of subject matter expertise.

An investigation (video lecture by Bill Wedemeyer here, a brief annotation here) of the quality of a set of science articles in the English Wikipedia is currently being written up for classical paper-style publication but the preliminary results indicate that "[t]here is a subset of reliably helpful science articles on the English Wikipedia for outreach, teacher training, and general science education" (slide shown at 29:35min in the video). However, the distribution of the set of articles was skewed towards the Good Article and Featured Article classes, which constituted only 2% of the English Wikipedia at the time of investigation, and it did not include articles in the humanities (scheduled to come next). Further information on academic studies about Wikipedia is available via these two Wikipedia pages.

The larger Wikipedias have a serious problem with vandalism: take an article of your choice and look in its history page for reverts - most of them will be about changes like this or worse. This is less of an issue with more popular topics for which large numbers of volunteers may be available to correct "spammy" entries but it is probably fair to assume that most researchers value their time too much to spend it on repeatedly correcting such information if it had already been correctly entered once. Other problems with covering scientific topics at Wikipedia include the notability criteria which have to be fulfilled to avoid an article being deleted, and the rejection of "original research" in the sense of not having been peer reviewed before publication. Peer review is indeed an important aspect of scholarly communication, as it paves the way towards the reproducibility that forms one of the foundations of modern science. Yet we know of no compelling reason to believe that it works better before than after publication (doing it beforehand was just a practical decision in times when journal space was measured in paper pages).

Fortunately, the Wikipedias are not the only wikis around, and amongst the more scholarly inclined alternatives, there are even a number of wiki-based journals, though usually with a very narrow scope and/or a low number of articles. On the contrary, Scholarpedia (which has classical peer review and an ISSN and may thus be counted as a wiki journal, too), OpenWetWare, Citizendium and the Wikiversities are cross-disciplinary and structured (and of a size, for the moment) such that vandalism and notability are not really a problem. With minor exceptions, real names are required at the first three, and anybody can contribute to entries about anything, particularly in their fields of expertise. None of these is even close to providing the vast amount of context existing in the English Wikipedia but the difference is much less dramatic if the latter were to scholarly useful content, as discussed above. Out of these four wikis, only OpenWetWare and some Wikiversities (here counted as one) currently allow for original research to be published on their site — in the case of OpenWetWare, this is indeed the main purpose. Furthermore, a number of more specialized scholarly wikis exist (e.g. WikiGenes, the Encyclopedia of Earth, the Encyclopedia of the Cosmos, or the Dispersive PDE Wiki) which can teach us about the usefulness of wikis within specific academic fields. We will not dwell on any details here, but since new suggestions about combining elements of wiki and scholarly environments keep coming in, e.g. in the form of a Wikipedia journal, we will list a number of features we deem desirable for future scholarly wikis, derived from experience with existing ones. These include, in no particular order:  Some system of peer review (basically, any wiki allows comments, annotations or formal reviews on talk pages of users or articles but these ratings should be featured more prominently; templates like those visualizing article status at Citizendium may help with that); this may be as simple as disallowing individuals to add information to Citizendium when the only available support is their own non-reviewed research published at OpenWetWare — the real name policy will minimize misuse  Uploadability of all kinds of media that traditionally (if you can call a habit that barely is a decade old a tradition already) went along with paper-based publications as "supporting online information" (which would be easily integrated in an all-online non-printable article with no sharp space limitations).  Stable versions for content that has undergone peer review (like the Approved Articles at Citizendium, or the results of the double phase review model at the OA journal ACPD/ACP), along with draft versions for anything else (including improvements to and updates of previous stable versions); like any non-protected page at the Wikipedias, these draft versions can serve as a playground, though a real-name policy would probably make it a more educational one  Search engines that integrate or otherwise compare favourably with major scholarly search engines on the web (the already mentioned Google Scholar and PubMed as well as, say, the BioText Search Engine that searches Open Access text and images), also in terms of the updating frequency.  pan-disciplinary scope, with consistent disambiguation of specialist terms (mainly but not fully achieved at Citizendium) Separate namespaces for references (already in use at the Dispersive PDE Wiki and the French Wikipedia, in test at Citizendium); as a side line, this would open up ways for new citation metrics, via the What links here function  Separate namespaces for original research. Encyclopedic endeavours need expert input. This is most likely to be achievable if the encyclopedic activites can be integrated with the experts' workflow, e.g. via platforms like OpenWetWare.

Attributability of contributions (automatically realized, though not in the traditional scholarly way, in any wiki with a real name policy like that at Citizendium, via the User contributions function; special arrangements exist at Scholarpedia and WikiGenes; OpenWetWare does allow nicknames but real names prevail; the Wikiversities have basically the same user name policy as the Wikipedias)

Easy download of selected sets of pages for local archiving or analysis.

Licenses that allow unrestricted reuse and derivative work if the original source is properly acknowledged (typically CC-by-SA or the older GFDL, both of which have been made compatible now)

Resource-effective design (see also discussions on the energy use of the internet and individual websites). This overview may also help in working out an ecological footprint scheme applicable to research, as described previously.

integration with the non-scholarly world (certainly achieved in the Wikipedias and Citizendium), particularly with students (cf. the Eduzendium initiative at Citizendium) and non-English contents

Automation of the formatting, as already common in non-wiki environments, e.g. with LaTeX templates, for which collaborative editing environments exist too. None of the wikis we know comes close to that, albeit templates are heavily used at the various Wikipedias and, to a lesser extent but in a more consistent manner, at Citizendium; they seem to be rather rarely used on smaller or more specialized wikis. The same applies to references, though automated wikification has already progressed considerably here, despite the lack of wiki export functions at publisher's sites (or of suitable XML-to-wiki converters for those who provide XML)

Integration with mind maps (which structure knowledge) and databases (which harbour bits of knowledge that are hard to interpret without a broader context).

One of the most useful templates in use at Citizendium is that for subpages (open the Biology article in a separate window to see what this is about) :

The article's main page is a stable version, approved by an author with expertise in that field

Next comes the Talk tab that leads to the discussion page, as per default in any wiki

The Draft tab leads to the editable version (this only applies for articles that have already been approved; in others, the main page is editable)

The Related Articles tab roughly corresponds to "see also" in the Wikipedias but is more usefully structured for navigation and somewhat replaces the categories which are heavily used in Wikipedia but only to a limited extent at Citizendium

It is interesting to see that these and other individual subpages largely complement existing social networking tools and have thus the potential to replace them (or to be replaced by them), at least for scholarly purposes:

the references subpage is a context-based alternative to CiteULike, Zotero, BibSonomy and other reference managers, possibly in conjunction with Open Library, scholarly search engines and tools like Scribd, Mendeley or Papers. One problem wikis cannot solve is that of access to paper-based research publications, but due to the current spread of Green and Gold Open Access initiatives, this is likely to change in the next few years anyway if authors decide to follow suit in a consistent manner and act accordingly for their own contributions.

the External Links subpage is a context-based alternative to conventional social bookmarking as known from delicious and simpy

Additional subpages could be tailored to meet the needs of individual categories of articles (e.g., properties of chemical elements, genes, stellar constellations etc.) or more general scholarly needs (e.g., peer review, slides, code, protocols, or bot-generated transcripts from video lectures)

Besides, User pages may provide context-based alternatives to individual pages at different networking sites, and possibly even to blogs like this one, while the Recent changes page could turn into an alternative for friendfeed, with items on your Watchlist (if you are logged in) equivalent to friendfeed rooms or personal feeds you are subscribed to. For the record, this social networking component of Citizendium has already been discussed three years ago, prior to its official launch and thus at a time when many of its current structures and their implications were not known yet.

Finally, and importantly, the easy availability of context (once the system is reasonably well adopted by scholarly communities, and the encyclopedic corpus thus reasonably complete) would make it more easy to guide expert attention and thus to identify obvious gaps in current knowledge (e.g., by means of an expert evaluation of items listed on the Most Wanted page). Science funders (or indeed anyone) could then put forward research proposals on such topics (e.g., via a Calls subpage, FundScience, InnoCentive, Mechanical Turk or by more traditional means). And while we are at it, we think science funders, job committees and review panels would profit from familiarizing themselves with the workings of collaborative platforms like wikis, particularly the aspects relevant to reliability, attribution, and outreach. Your organization, company, university, research subject or methodology probably has a page on some of the wikis described here — take a look at it, along with its history and talk pages, and you will almost certainly find something that needs improvement.

To sum up, the still fledgling Citizendium currently seems to be the closest match for a cross-disciplinary scholarly wiki anchored in the real world, and independent of whether it will allow original research to be posted in the future or not, this essential function in scholarly communication can be fulfilled by OpenWetWare (indeed, a similar separation of powers is one of the most healthy elements of most democracies). If widely adopted, this would entail a major shift in the way research is being done and communicated, towards what has come to be known as open science. As a side effect, commercial publishers would have to look for new things to publish, other than original research (non-commercial publishers like scholarly societies may, after the usual period of resistance, see more advantages than disadvantages in the groupware model). Reviews at different levels of expertise may be one option, also tutorials or other learning tools. All of this could be undertaken via some intelligently structured sets of groupware, too, depending on the incentives involved (in fact, such reviews are the scope of Scholarpedia). A side effect for researchers would be that they could use the author fees, page and figure charges and all other sums currently spent for publishing a paper for other purposes, including the maintenance of the shared public knowledge environments of the kind described here.

Of course, there are potential problems with such an enormous concentration of knowledge (e.g. for attacks and misuse, especially in relation to an international author identification that is currently being discussed). The obvious solutions are appropriate mirroring and otherwise transparency. Similar concerns would apply to a journal like PLoS ONE that does not have a scope in the traditional paper-limited sense mentioned above, yet one year after launch, it is doing pretty well. If it were to adopt a symbiosis with a suitable wiki in a way similar to the RNA Biology initiative — which requires authors to submit "a short manuscript, a high quality Stockholm alignment and at least one Wikipedia article" (emphasis added) — it might do even better. The first steps in this direction have already been taken.

This blog post was written and structured collaboratively by Daniel Mietchen, Claudia Koltzenburg and François Dongier, with further input received via the FriendFeed thread embedded below. As you can infer from the mindmap, the originally two-part series is now going to be continued, and as always, you are warmly invited to join the drafting of the next part, which will deal with the implications of the paper-to-digital transition for research funding. This text and the associated mindmap are available under a CC-BY license.


text:
User:Slam~enwikiversity

Parle Agro
Parle Agro is a manufacturing company based in Mumbai, India. They are a very quick growing business specializing in many different sectors. These divisions include: Beverages, Water, Confectionary Goods and Polyethylene Terephthalate (PET) preforms. Parle Agro has also opened a fitness facility in Mumbai called V3. The purpose is to encourage a healthy lifestyle for everyone.

V3
In addition to the normal workout facilities, V3 also offers :

 * 1) Dance Classes
 * 2) Yoga
 * 3) Tai Chi
 * 4) Schwinn Cycling
 * 5) Full Spa
 * 6) Juice Bar

Appy Fizz
A Delicious Sparkling Apple Drink

Product Information
Appy Fizz was first introduced to the public in June 2005. It is manufactured by Parle Agro, based in Mumbai, India. It is a product of India and is not to be sold anywhere else in the world. The product is availabe in 300ml, 500ml and 1 litre bottles.

Ingredients

 * Water
 * Reconstitued Apple Juice
 * CO2
 * Sugar
 * Malic Acid
 * Citric Acid
 * Permitted (Class II)
 * Preservatives (E211, E224)
 * Ascorbic Acid

title: User:Slam~enwikiversity


text:
Cognitive philology

Cognitive philology is the science that studies written and oral texts as the product of human mental processes. Therefore, studies in cognitive philology compare documentary evidence emerging from textual investigations with results of experimental research, especially in the fields of cognitive and ecological psychology, neurosciences and artificial intelligence. Cognitive philology:

 * investigates transmission of oral and written text, and categorization processes which lead to classification of knowledge, mostly relying on the information theory;
 * studies how narratives emerge in so called natural conversation and selective process which lead to the rise of literary standards for storytelling, mostly relying on embodied semantics;
 * explores the evolutive and evolutionary role played by rhythm and metre in human ontogenetic and phylogenetic development and the pertinence of the semantic association during processing of cognitive maps;
 * Provides the scientific ground for multimedia critical editions of literary texts.

Among the founding fathers and noteworthy scholars devoted to such investigations: Gilles Fauconnier, Alan Richardson, David Herman and Mark Turner in the USA; Benoît de Cornulier and François Recanati in France; Manfred Jahn in Germany; Paolo Canettieri, Domenico Fiormonte, Anatole Pierre Fuksas and Luca Nobile in Italy; Julián Santano Moreno in Spain.

title: Cognitive philology


text:
User:EGM6321.f09.Team2.gaddone

This page was created by Joe Gaddone

HW#3 Problem 8

[[Media:Graph1.pdf]]

title: User:EGM6321.f09.Team2.gaddone


text:
User:Egm6321.f09.team7.benedict

Problem Statement
Pg. 37-1 []

Show that the following relation is true:

$$x\frac12ln(x\frac{1+x}{1-x})-1 = xtanh^{-1}(x)-1$$

Problem Solution
We can recall from HW 6 Problem 13 the proof of $$\frac12ln(\frac{1+x}{1-x}) = tanh^{-1}(x)$$

From here a few easy steps give us the proof we are looking for.

First recognize that the relation from the last homework above is part of our original relation if we isolate it we have:

$$x(\frac12ln(\frac{1+x}{1-x}))-1 = x(tanh^{-1}(x))-1$$

we can cross out the relation from the previous homework and are left with:

$$x\cancel{(\frac12ln(\frac{1+x}{1-x}))}-1 = x\cancel{(tanh^{-1}(x))}-1$$ = $$x(1)-1=x(1)-1$$

or

x-1 = x-1

proving the relation is true

Problem Statement
Pg. 37-1 []

From the transparencies equation (2) is defined as:

$$Q_n(x) = \underline{P}_n(x)tanh^{-1}(x)-2 \sum\nolimits_{j=1,3,5}^{J} \frac{2n-2j+1}{(2n-j+1)j}\underline{P}_{n-j}(x)$$

Using (2)show the relationship of the odd or evenness of Q_n to "n"

Problem Solution
First we need to make some definitions within the equation number (2)

The function $$tanh^{-1}(x)$$ is an odd function both from the definition and also as explained on the transparency

Next the previous homework proved that the polynomial $$\underline{P}_n(x)$$ is an even function when n is even

It follows that the function $$\underline{P}_{n-j}(x)$$ is odd for even n since n-j would be odd (j always being odd)

we recognize that the order of the functions is $$tanh^{-1}(x)$$ multiplied by $$\underline{P}_n(x)$$ then subtracted by $$\underline{P}_{n-j}(x)$$ defining an odd function as "O" and an even function as "E" we will have the following two possibilities:

for an even n:

E * O - O leads to O - O which finally gives us O

for odd n:

O * O - E leads to E - E which finally gives us E

(The relationships for odd and even functions were explained in the previous homework if further information is needed)

So the final result for Qn is:

n=odd Qn=even, n=even Qn=odd

Problem Statement
Pg. 37-1 []

Plot the polynmial $$/underline{P}_{n}$$ for n 0 through 4 and $$Q_{n}$$ for n 0 through 4

Problem Statement
Pg. 37-2 []

Show that  = 0

Problem Solution
recall from lectures 32 and 33 the definition of a scalar product. For these two functions which are symmetric function in the range of -1 to 1 their scalar product will be zero if they are opposite (if one is odd and one is even).

Now recall from the second problem in this homework that for n=odd Qn=even or n=even Qn=odd

Also from the previous homework n=odd Pn=odd  n=even Pn=even

So no matter what if Q and P have the same "n" they will be opposite

Therefore:  by definition always = 0

title: User:Egm6321.f09.team7.benedict


text:
User:Egm6321.f09.team7

Hello team seven. Welcome to our page, I hope that we have a successful semester of working together. I think it would be good to put links to all of our user pages here so we can keep in touch and know who we are working with:

[] --Egm6321.f09.team7.benedict 15:30, 10 September 2009 (UTC)

Hello all, I am pretty new to this wiki stuff so I'm going to try hard to keep up with everything. My user page has all my important information. Egm6321.f09.team7.hua 18:00, 13 September 2009 (UTC)

title: User:Egm6321.f09.team7


text:
User:Egm6321.f09.Team2

Egm6321.f09.Team2/HW1

Egm6321.f09.Team2/HW2

Egm6321.f09.Team2/HW3

Homework#2

Homework#3

Homework#4

Homework#5

Homework#6

Homework#7

title: User:Egm6321.f09.Team2


text:
User:EGM6321.f09.Team2.gaddone/HW1

 Clearly delineate where the problem statement ends, and your solution begins. --Egm6321.f09.TA 02:28, 24 September 2009 (UTC)

Problem 1
Derive the 1st order and 2nd order Total Time Derivatives of $$f$$ where $$f=(Y^1(t),t)$$.1

$$Y^1(t)$$ is defined as the nominal motion

Take the 1st derivative d/dt of $$f$$

$${d\over dt}f(Y^1(t),t)=$$$$\frac{\partial f}{\partial s}+\frac{\partial f}{\partial t}={\partial f\over\partial s}(Y^1(t),t)\dot{Y^1}(t)+\frac{\partial f}{\partial t}(Y^1(t),t)(1)$$

1st Derivative $$=\Bigg[{d\over dt}f(Y^1(t),t)={\partial f\over\partial s}(Y^1(t),t)\dot{Y^1}(t)+\frac{\partial f}{\partial t}(Y^1(t),t)\Bigg]$$

Take the 2nd derivative d/dt of $$f$$

$${d^2\over dt^2}f(Y^1(t),t)=$$$${d\over dt}\Bigg[{\partial f\over\partial s}(Y^1(t),t)\dot{Y^1}(t)+{\partial f\over\partial t}(Y^1(t)t)\Bigg]$$

$$={\partial f\over\partial s}(Y^1(t),t)\ddot{Y^1}(t)+\dot{Y^1}(t)\Bigg({\partial \over\partial s}{\partial f\over\partial s}(Y^1(t),t)\dot{Y^1}(t))+{\partial \over\partial t}{\partial f\over\partial s}(Y^1(t),t)\Bigg)+{\partial \over\partial s}{\partial f\over\partial t}(Y^1(t),t)\dot{Y^1}(t))+{\partial \over\partial t}{\partial f\over\partial t}(Y^1(t),t)$$

2nd Derivative $$=\Bigg[{d^2\over dt^2}f(Y^1(t),t)={\partial f\over\partial s}(Y^1(t),t)\ddot{Y^1}(t)+{\partial f\over\partial ss}(Y^1(t),t)\dot{Y^1}^2(t)+2{\partial f\over\partial st}(Y^1(t),t)\dot{Y^1}(t)+{\partial f\over\partial tt}(Y^1(t),t)\Bigg]$$ 1Lecture 2

 Use some more steps to show this result. --Egm6321.f09.TA 02:28, 24 September 2009 (UTC)

Problem 2
Derive $$p(x)=Ae^{-x}+x-1$$ using the method of integrating factors.1

Consider a linear, first order differential equation in the form $$p'+p=x$$.

Using the method of Integrating Factors, derive: $$p(x)=Ae^{-x}+x-1$$ from $$y''+y'=x$$ (Eq.(1) from Pg. 4-2)

Let $$p(x)=y'(x)$$, so $$y''+y'=x$$ becomes $$p'+p=x$$.

Find the multiplying factor. Since $$p$$ is positive with a constant equal to (1), the integrating factor will be:

$$exp\int_{0}^{x} (1)\, dx = e^x$$

Multiply $$p'+p=x$$ by the multiplying factor to obtain:

$$e^xp'+e^xp=e^xx\Rightarrow {d\over dx}(e^xp)=e^xx$$

Integrate: $$\int_{}^{}{d\over dx}(e^xp)\,=\int_{}^{}e^x$$

$$e^xp(x)=(x-1)e^x+A\Rightarrow e^xp(x)=e^xx-e^x+A$$, divide through by $$e^x:$$

$$p(x)=x-1+{A\over e^x}$$, rearrange to obtain:

$$\Big[p(x)=Ae^{-x}+x-1\Big]$$ 1Lecture 4

 Show your integration steps. The footnotes are a nice touch, tying the material back to the lecture for reference.--Egm6321.f09.TA 02:28, 24 September 2009 (UTC)

Problem 3
Prove that (2x2+$$\sqrt{y}$$)+(x5y3y')=0 is non-linear.1

An equation is linear if each term within the equation has only 1 order of derivative, therefore allowing superposition. In other words, for an equation to be linear, where y is a function of x, the coefficients of y and its derivatives must depend on x and coefficients only; they cannot contain any other functions of y.

Mathematically, this means:

L($$\alpha\,$$ u +  $$\beta\,$$ v)' = ($$\alpha\,$$L'(u) + $$\beta\,$$ L'(v)__AND__ L($$\alpha\,$$ u) = $$\alpha\,$$ L(u)

By observation, it is obvious that (2x2+$$\sqrt{y}$$)+(x5y3y')=0 is non-linear due to the presence of >+$$\sqrt{y}$$ in the first term and y3y' in the second term. Mathematically, if we assume:

$$\alpha\,$$ = 2

u = x2 + $$\frac{1}{2}$$$$\sqrt{y}$$

$$\beta\,$$ = 1

v = x5y3y'

L($$\alpha\,$$ u +  $$\beta\,$$ v)' = $$\frac{d}{dx}$$(2x2 + $$\sqrt{y}$$ + x5y3y' = $$\frac{d}{dx}$$(2x2+$$\sqrt{y}$$) + $$\frac{d}{dx}$$(x5y3y')

$$\frac{d}{dx}$$(2x2 + $$\sqrt{y}$$ + x5y3y') = 4x + 5x4y3y'

2$$\frac{d}{dx}$$(x2+$$\frac{1}{2}$$$$\sqrt{y}$$) + $$\frac{d}{dx}$$(x5y3y') = 2 (2x + $$\frac{1}{2}$$$$\frac{d}{dx}$$($$\sqrt{y}$$)) + (5x4y3y')$$\frac{d}{dx}$$(y3)(y")

As the derivative has complex functions of y, the original equation is NON-LINEAR.

1Lecture 4  You should define a differential operator for this problem and show that it does not exhibit linear behavior. You do not need to pick values for $$\alpha,\beta$$--Egm6321.f09.TA 02:28, 24 September 2009 (UTC)

Problem 4
Show that $$F(x,y,y') = x^2y^5 + 6(y')^2 = 0$$ is a nonlinear 1st order ordinary differential equation using the differential operator.1

Since $$F(x,y,y')$$ contains the derivatives of only one variable, $$y$$, it is an ordinary differential equation (ODE). Since it contains only the first derivative of $$y$$, it is a 1st order ODE. However, since it contains a combination of the unknown variable $$y$$ and it's derivatives to powers other than $$1$$, it is nonlinear.

We can show that $$F(x,y,y')$$ is nonlinear by using the linear differential operator, $$D=(x^2)+6(\tfrac{d}{dx})^2$$. Evaluating,

$$D(y^5)=(x^2)y^5+6(\tfrac{d}{dx})^2y^5$$

This does not equal our original function $$F$$. In fact, there is no way to factor $$y$$ to generate an appropriate linear differential operator. Therefore, $$F$$ is nonlinear.

1Lecture 5  Incorrect differential operator used for this problem. Show that $$D(u+v)\neq D(u)+D(v)$$--Egm6321.f09.TA 02:28, 24 September 2009 (UTC)

Problem 5
'''Complete details of equation on pg. 6-1 and invent 3 additional exact non-linear equations.1'''

Let $$\Phi(x.y)=6x^{4}+2y^{3/2}$$

$$ M=\Phi_{x}$$ $$ N=\Phi_{y}$$

$$ M=\Phi_{x}=\frac{\partial \Phi(x,y)}{\partial x}$$

$$ N=\Phi_{y}=\frac{\partial \Phi(x,y)}{\partial y}$$

M+Ny'=0

$$\scriptstyle F={d\over dt}\Phi(x, y(x))$$

$$\Phi(x)= 6x^4$$ $$\scriptstyle{d\over dt}(\Phi(x))=24x^3$$

$$\Phi(y)= 2y^{3/2}$$ $$\scriptstyle {d\over dt}(\Phi(y))=(3/2)2y^{1/2}=3\sqrt{y}$$

$$\Big[24x^3+3\sqrt{y}y'=0\Big]$$

Examples

$$\Phi(x,y)= 3x^7 + y^5$$

$$\Phi(x,y)= 20x^{100} + y^{7/3}$$

$$\Phi(x,y)= 136x^{137} + 70y^{100/3}$$

1Lecture 6  Should not be $$\frac{d}{dt}$$ operators. Differentiations are with respect to $$x$$. For the three additional examples, calculate $$\frac{\partial \Phi}{\partial x},\frac{\partial \Phi}{\partial y}$$ and formulate the exact differential equation.--Egm6321.f09.TA 02:28, 24 September 2009 (UTC)

Contributing Team Members
Joe Gaddone 14:46, 16 September 2009 (UTC)

Kumanchik 19:30, 16 September 2009 (UTC)

Egm6321.f09.Team 2.walker 20:50, 16 September 2009 (UTC) (Matthew J Walker)

Egm6321.f09.Team2.sungsik 15:13, 23 September 2009 (UTC)

title: User:EGM6321.f09.Team2.gaddone/HW1


text:
Graphic Design/2D Design

Graphic Design (also 2D Design) is the art of digitally creating graphic contents and layouts. It can be sorted mainly into the categories of Pixel-based Graphic Design and Vector-based Graphic Design, although very often both techniques are used to create a graphic.

The industrial standard computer programs for Graphic design are Adobe Illustrator (vector) and Adobe Photoshop (pixel). However, there are also Open Source, license- and price-free programs to replace these, such as The GIMP and Inkscape.

The user Friedebarth is currently developing a course on working with the Adobe Creative Suite 4 for Graphic and Web Design, as well as Digital Image Manipulation. This course can be viewed under User:Friedebarth/Adobe CS4 Design&Image Manipulation Course

title: Graphic Design/2D Design


text:
User:Egm6321.f09.Team1.andy

I, Anandan Rangasamy, work with Team1 for EGM 6321 [Fall 2009] homeworks or assigments assigned by Prof. Vu-Quoc.

Please find my work on

 * Homework1 due by 16 September 2009.
 * Homework2 due by 23 September 2009.
 * Homework3 due by 7 October 2009.
 * Homework4 due by 21 October 2009.
 * Homework6 due by 18 November 2009.
 * Homework7 due by 9 December 2009.

The probable latest archived versions of our homework submissions can be found at:

 * Team1

title: User:Egm6321.f09.Team1.andy


text:
Northern Arizona University/Environmental Ethics/Journals/Fall 2009 journals

 * Tucker H's Journal

 * Spencer S's Journal

 * DeJa W's Journal

 * Jenika V's Journal

 * Jarrett B's Journal

 * Bianca B's Journal

 * Sample Journal

 * Jack F's Journal

 * Kristin M's Journal

 * Cynthia P's Journal

 * Rosie R's Journal

 * Maggie R's Journal


text:
User:Jriggsy

Interested in:

 * Inclusive Collaborative Knowledge projects
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 * Finding/starting/contributing to a School on Volunteer Management
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 * Contributing to resources on modalities of learning.

title: User:Jriggsy


text:
User talk:Jriggsy

Please leave me messages and questions. I'll try to check at least once a week.

welcome
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:38, 11 September 2009 (UTC)

Thanks for your input at Colloquium. I'd like to hear more about your perspective for developing wikiversity. --mikeu talk 13:40, 11 September 2009 (UTC)

title: User talk:Jriggsy