OpenLLM-France/wikimedia huggingface dataset:
# Progress and Prospects in Parkinson's Research/Therapy

< Back to: Progress and Prospects in Parkinson's Research
This page will be an introduction to the range of current and potential therapies for PD. It will discuss the prospects for developing better therapies and the expected difficulties en route. Sub pages will go into detail for specific types of therapy. There will also be discussion of the difficulties of getting drugs to market and getting the therapies of all kinds to the clinic.

## Related pages

< Back to parent pages: Progress and Prospects in Parkinson's Research > Therapy
Subpages:
    Transplantation, Symptomatic Relief, Exercise, Neuroprotection, From Lab to Clinic, Gene Therapy
# Physics and astronomy Wikibooks
### Wikibooks

* FHSST Physics
* Physics Guide
* Modern Physics
* Calculus Physics
* Physics With Transforms
* Special Relativity
* General Relativity
* Classical Mechanics
* GCSE Science
* A-Level Physics
* Basic Electricity
* Acoustics
* Energy and Power
* Statistical Mechanics
* Supersymmetry
* This Quantum World
* String Theory & M-Theory
* Engineering Thermodynamics
* Solid Mechanics
* Astronomy
* Astrophysics
* Physics Exercises
* Physics Study Guide
* Physics Study Guide
# Physics and Astronomy Labs/group 8

If you came here looking for your work go to Physics and Astronomy Labs/Who
# The Design Argument
## What is the Design Argument?

The Design Argument for the existence of God focuses on the perceived order and regularity of nature and the universe to posit the existence of a higher being or deity. Also known as the teleological argument (from the Greek telos, meaning end or purpose; it focuses on empirical evidence and sense experience as opposed to a priori internal logic and rationality - it is, therefore, an a posteriori argument.
There are two forms of this argument, the analogical argument, as proposed by Paley (and discussed below in the analogy of the watch), and the inductive argument which can be breiefly summarised as stating that when we observe the world we see regularity, and regularity implies adherence to laws. Laws have to have been put in place, and that something was God.
There is another side the design argument by david hume he says that why compare the eye to a watch? why not compare it to a dandelion instead.We do not know if this god is a good god e.g. because of earthquakes, tsunamis, disease.

## The Analogy of the Watch

The argument was first put forward by William Paley with the analogy of the watch. He claimed that if a man were to walk across a heath and were to see a watch, he could easily tell it apart from the inanimate and technically simple other entities on the heath, for example rocks and stones. He could do this because of the many parts and mechanisms that comprise the form of the watch, and Paley claims that it would be rational to say that the watch is the product of a designer due to the fact that all of the parts work together in perfect unison to tell the time. Paley therefore claimed that this was true of the world; the earth is so perfect for human life that it could not have happened by chance. This would indicate that had been designed, and Paley claimed that this designer was God.

## How does the argument work?

The basic formation of the argument can be outlined as follows:
1. x is a complex, highly intricate biological being. All of its parts function perfectly, in unison, towards some kind of goal (for example, eye = seeing)
2. Therefore, x must have been created by something intelligent, because it is such a complex entity.
3. This intelligent force is God.
4. Therefore, due to the existence of x, God exists.

## About the Contributors

Albert Fenton and Grant Robinson are Philosophy of Religion students from Kent, England.
# Software applications/Overview/Kickstarter

On Kickstarter you can find projects that need funding.

## Recent development

* Kickstarter added social functionality. You can see projects that are backed by your friends.
# Software applications/Overview/LastPass

* Category: Password manager
* Website: https://lastpass.com
# Software applications/Overview/Mavim Rules

* Category: Modelling
* Website: http://www.mavim.com
# Software applications/Overview/Mendix

* Market: System development
* Website: https://www.mendix.com/
* Wikipedia: Mendix
Founded in 2005, Mendix has 150 employees in 2013.

## Recent development

* In October 2016 Mendix 6.0 was launched.

## To-do

* In September 2015 User:Timboliu talked to Eugene Swinnerstone Miheso from Flock of Birds about their learning project. See the following link for more info: https://mxforum.mendix.com/questions/7941/How%20can%20you%20Support%20us%20with%20this%20Mendix%20Training%20Course%20in%20Uganda

## Index

* Course
* Functionality
# Software applications/Overview/Mendix/Course

Mendix provides two free online courses to learn the Mendix basics.
# Software applications/Overview/Mentimeter

* Category: Voting
* Website: https://www.mentimeter.com
You can use the Menitmeter to make your application more interactive.
# Software applications/Overview/Microsoft PowerApps

* Category: Model driven development
* Website: https://powerapps.microsoft.com
In 2015 Microsoft launched a new product called PowerApps. PowerApps allows the business user to create simple apps. See blogpost on TechCrunch for more info.
# Software applications/Overview/LinkedIn
## Index

* Improvements
# Software applications/Overview/Knewton

* Category: Learning
* Website: https://www.knewton.com
# WikiJournal Preprints/Semantic Publishing: The Future Open Textbook – a Contribution to NFDI4Culture

WikiJournal Preprints Open access • Publication charge free • Public peer review
WikiJournal of Science
WikiJournal of Humanities
WikiJournal of PPB
Editorial guidelines Ethics statement Bylaws Indexing Financials and reports 1-year/3-year plan Proposed platform Meeting minutes Calendar
WikiJournal User Group is a publishing group of open-access, free-to-publish, Wikipedia-integrated academic journals. <seo title=" Wikiversity Journal User Group, WikiJournal Free to publish, Open access, Open-access, Non-profit, online journal, Public peer review "/>
This article is an unpublished pre-print not yet undergoing peer review.
To submit this article for peer review, please: Submit authorship declaration form
Create peer review location

## Article information

Author: Simon Worthington
* ↑ Technische Informationsbibliothek (TIB)

## First Heading

Manuscript text goes here

### Subheading
## Additional information
### Acknowledgements

Any people, organisations, or funding sources that you would like to thank.

### Competing interests

Any conflicts of interest that you would like to declare. Otherwise, a statement that the authors have no competing interest.

### Ethics statement

An ethics statement, if appropriate, on any animal or human research performed should be included here or in the methods section.
# United States Law/Contract/Quiz
## Class Schedule

* Introduction
* Acceptance
* Indefinitness
* Consideration
* Promissory Estoppel
* Statute of Frauds
* Third Party Beneficiaries
* Assignment
* Delegation
Q1 Can we consider the convenant between the Israelites and God during the Moses a contract?
No, because law will not enforce it.
Q2 Chris takes Michael to a theater in Sinchon. Michael inadvertently allows Chris to pay for the movie "The Invasion". They had no prior discussion about who will pay for the tickets. Is this a contract?
No, because there was no promise made. Moreover, it is executed rather than executory.
Q3 Chris said "I will have my relatives send me a CD of civil procedure lectures and give you a copy of them. In return, please give me the MPRE lectures on a CD." Michael responds, "Sure." They made no written record of their negotiation. Is it a contract?
Yes, provided that the value of the CD does not exceed the amount set by the Statue of Frauds. Contracts can be oral as well as written.
Q4 Chris goes to Kaplan Korea and takes the final review course from Jeff. After the class he refuses to pay arguing that he did not make a promise to pay the tuition. Given that there was a contract between Jeff of Kaplan and Chris, how do you explain the lack of explicit mention of the fee?
The tuition was implied-in-fact when Chris signed up for the course.
# United States Law/California Performance Tests/2011

re Brent Quillen
* Can Mr. Quillen get reimbursement from Mr. Phillips?
* Can Mark get any recovery from you?
* Does First Franklin's apparent loss of its security interest in the equipment and inventory reduce any obligation you have and, if so, to what extent?
* Does First Franklin's release of Mark act as a release of you to any extent?
# United States Law/California Performance Tests/2014
## Feb 2013 PT-A
### Hospital v. Doc

* Objective Memo for Clients
* Find what the law is
* Read the LIBRARY first

#### Library
##### Key Issues
##### 2. CMS Protectable Interest

* Patient base and network of referral sources

##### 3. Scope of the Restrictive Covenant

* Scope- Duration
* Scope- Geographic Restriction
* Scope- Activity Prevented: no exception for emergency and over broad

##### 4. Public Policy

* per se unreasonable
* Undue hardship to the physician
* Availability of other physicians
* Patient Physician Choice: interferes with the patients' choice of doctors

## Feb 2013 PT-B

There is an enforceable logging agreement
Confirmatory Memo Rule 1. Merchant 2. Memo is sent within a reasonable time after the oral agreement 3. Confirms the oral agreement 4. Memo is good against the sender
Signed Terms
5. Recipient receives the memo
6 Receipient has reason to know of its content
7. Recipient does not object within 10 days
Terms of agreement
1. Marking the tree
2. Cut the road
3. Temporary storage
4. Burn the slash
5. Obtaining environmental permits
6. Replanting
7. Price
Section 2-207 Damages
# United States History/Feedback
## Feedback

Please post your feedback to these questions here whenever you feel like you want to try to answer them. You can answer these questions as many times as you would like, whenever you would like. This will give us some incentive as to what we can do to better improve this course for you and for future students.
Make sure that you put your signature with your timestamp when you are finished.

### Do you have any other thoughts or concerns regarding this course?
## Questions For The Instructor

Please post any questions that you have for Mr. Blair right here and he will get back to them as soon as possible.
I've been trying to put my name on the class roster with zero success, please help. You can send any instructions to my email selenacoul@me.com.
Many thanks and I look forward to your course.
Kind regards,
Selena C.
# Statistical inference
## Hypotheses

* Null Hypothesis (H$_0$): No differences or effect
* Alternative Hypothesis (H$_1$): Differences or effect

## Decisions

When a hypothesis is tested, a conclusion is drawn, based on sample data; either:
* Do not reject H$_0$, p is not significant (i.e. not below the critical alpha (α))
* Reject H$_0$, p is significant (i.e., below the critical α)

### Correct decisions

* Do not reject H$_0$: Correctly retain H$_0$ when there is no real difference/effect in the population
* Reject H$_0$ (Power): Correctly reject H$_0$ when there is a real difference/effect in the population

### Incorrect decisions: Type I and II errors

However, when we fail to reject or reject H$_0$, we risk making errors:
* Type I error: Incorrectly reject H$_0$ (i.e., there is no difference/effect in the population)
* Type II error: Incorrectly fail to reject H$_0$ (i.e., there is a difference/effect in the population)

## Decision-making table

Cells represent:
* Correct acceptance of H$_0$
* Power (correct rejection of H$_0$) = 1-β
* Type I error (false rejection of H$_0$) = α
* Type II error (false acceptance of H$_0$) = β
Traditional emphasis has been too much on Type I errors and not enough on Type II error – balance needed.
# Statistical power/Data analysis tutorial
## Power

* Power.xls
* If I am using a confidence interval of 95% and I want a power level .8, what would be the minimum sample size to detect a standardised mean difference of .3?
* If I am using a confidence interval of 99% and I want a power level of .7, what would be the minimum sample size to detect an effect size of .7?
* If I am using a confidence interval of 90% and I want a power level of .9, with a sample size of 200, what effect size will I be able to detect?
* If I am using a confidence interval of 95% and I will have a sample size of 50, and I want a power level of .8, what effect size will I be able to detect?
# Statistical software

This statistics resource is a "stub". Learn how you can help Wikiversity to develop it.
This Software resource is a "stub". Learn how you can help Wikiversity to develop it.
# Statistical economics
## Contents

* Introduction to Probability
* Common Probability Density Functions
* Statistics

## Related Wikibooks

* Statistics
This Economics resource is a "stub". Learn how you can help Wikiversity to develop it.
This statistics resource is a "stub". Learn how you can help Wikiversity to develop it.
# Statistical population

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
In survey research, the target population is the group of people to whom the researcher hopes to be able to generalise his/her research study.
# Real function/Strictly decreasing/Definition

Let $I\subseteq \mathbb {R}$ denote an interval and let
    $f\colon I\longrightarrow \mathbb {R}$
denote a function. Then $f$ is called strictly decreasing if
    $f(x')<f(x){\text{ holds for all }}x,x'\in I{\text{ with }}x'>x.$
# Real function/Taylor formula/(n+1)-times continuously differentiable/Estimate for error/Fact

Suppose that $I$ is a bounded closed interval,
    $f\colon I\longrightarrow \mathbb {R}$
is an $(n+1)$-times continuously differentiable function, $a\in I$ an inner point, and $B:={\max {\left(\vert {f^{(n+1)}(c)}\vert ,c\in I\right)}}$.
$f(x)$
$n$
Taylor polynomial, we have the estimate
    $\vert {f(x)-\sum _{k=0}^{n}{\frac {f^{(k)}(a)}{k!}}(x-a)^{k}}\vert \leq {\frac {B}{(n+1)!}}\vert {x-a}\vert ^{n+1}\,.$
# Real function/Taylor formula/(n+1)-times continuously differentiable/Estimate for error/Fact/Proof

The number $B$ exists due to fact, since the $(n+1)$-th derivative $f^{(n+1)}$ is continuous on the compact interval $I$. The statement follows, therefore, directly from fact.
# Real function/Taylor formula/(n+1)-times continuously differentiable/Lagrange/Fact

Let $I$ denote a real interval,
    $f\colon I\longrightarrow \mathbb {R}$
an $(n+1)$-times differentiable function, and $a\in I$ an inner point of the interval.
$x\in I$, there exists some $c\in I$ such that
    $f(x)=\sum _{k=0}^{n}{\frac {f^{(k)}(a)}{k!}}(x-a)^{k}+{\frac {f^{(n+1)}(c)}{(n+1)!}}(x-a)^{n+1}.$
Here, $c$ may be chosen between $a$ and $x$.
# Real function/Theorem of Rolle/Fact

Let $a<b$, and let
    $f\colon [a,b]\longrightarrow \mathbb {R}$
be a continuous function, which is differentiable on $]a,b[$, and such that $f(a)=f(b)$.
$c\ina,b$, such that
    $f'(c)=0\,.$
# Real function/Theorem of Rolle/Fact/Proof

The statement is true if $f$ is constant. So suppose that $f$ is not constant. Then there exists some $x\ina,b$, such that $f(x)\neq f(a)=f(b)$. Let's say that $f(x)$ has a larger value. Due to fact, there exists some $c\in [a,b]$, where the function attains its maximum. This point is not on the border. For this $c$, we have $f'(c)=0$, due to fact.
# Real function/x times modulus x/Differentiable, derivative not/Exercise

Prove that the function
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto x\vert {x}\vert ,$
is differentiable but not twice differentiable.
# Real function/Strictly increasing/Definition

Let $I\subseteq \mathbb {R}$ denote an interval and let
    $f\colon I\longrightarrow \mathbb {R}$
denote a function. Then $f$ is called strictly increasing if
    $f(x')>f(x){\text{ holds for all }}x,x'\in I{\text{ with }}x'>x.$
# Real functions/Differentiability/Linear approximation/Section

We discuss a property which is equivalent with differentiability, the existence of a linear approximation. This formulation is important in many respects: It allows giving quite simple proofs of the rules for differentiable functions, one can use it to reduce differentiability to the continuity of an error function, it yields a model for approximation with polynomials of higher degree (quadratic approximation, Taylor expansion), and it allows a direct generalization to the higher-dimensional situation.

## Theorem

Let $D\subseteq \mathbb {R}$ be a subset, $a\in D$ a point, and
    $f\colon D\longrightarrow \mathbb {R}$
a function. Then $f$ is differentiable in $a$ if and only if there exists some $s\in \mathbb {R}$ and a function
    $r\colon D\longrightarrow \mathbb {R} ,$
such that $r$ is continuous in $a$, $r(a)=0$, and such that
    $f(x)=f(a)+s\cdot (x-a)+r(x)(x-a)\,.$

### Proof

If $f$ is differentiable, then we set
    $s:=f'(a)\,.$
Then the only possibility to fulfill the conditions for $r$ is
    $r(x)={\begin{cases}{\frac {f(x)-f(a)}{x-a}}-s{\text{ for }}x\neq a\,,\\0{\text{ for }}x=a\,.\end{cases}}\,$
Because of differentiability, the limit
    $\operatorname {lim} _{x\rightarrow a,\,x\in D\setminus \{a\}}r(x)=\operatorname {lim} _{x\rightarrow a,\,x\in D\setminus \{a\}}{\left({\frac {f(x)-f(a)}{x-a}}-s\right)}\,$
exists, and its value is $0$. This means that $r$ is continuous in $a$. If $s$ and $r$ exist with the described properties, then for $x\neq a$ the relation
    ${\frac {f(x)-f(a)}{x-a}}=s+r(x)\,$
holds. Since $r$ is continuous in $a$, the limit on the left-hand side, for $x\rightarrow a$, exists.
$\Box$
The affine-linear function
    $D\longrightarrow \mathbb {R} ,x\longmapsto f(a)+f'(a)(x-a),$
is called the affine-linear approximation. The constant function given by the value $f(a)$ can be considered as the constant approximation.

## Corollary

Let $D\subseteq \mathbb {R}$ be a subset, $a\in D$ a point, and
    $f\colon D\longrightarrow \mathbb {R}$
a
$f$
$a$

### Proof

This follows immediately from fact.
$\Box$
# Physics equations/06-Uniform Circular Motion and Gravitation/Q:derive

* Physics_equations/Equations#06-Uniform_Circular_Motion_and_Gravitation
* Testbank
The following derivation of a=v$^2$/r for uniform circular motion needs to be studied before the student attempts this quiz:
Using the figure we define the distance traveled by a particle during a brief time interval, $\Delta t$, and the (vector) change in velocity:
1 $\Delta \ell =|{\vec {r}}_{2}-{\vec {r}}_{1}|$, and $\Delta v=|{\vec {v}}_{2}-{\vec {v}}_{1}|$
2 $\Delta \ell =v\Delta t$ (rate times time equals distance).
3 $\Delta {\vec {v}}={\vec {a}}\Delta t$ (definition of acceleration).
4 $\Delta v=a\Delta t$ (taking the absolute value of both sides).
5 ${\frac {\Delta v}{v}}={\frac {\Delta \ell }{r}}$ (by similar triangles). Substituting (2) and (4) yields:
6 ${\frac {a\Delta t}{v}}={\frac {v\Delta t}{r}}$, which leads to ${\frac {a}{v}}={\frac {v}{r}}$, and therefore:
7 $a={\frac {v^{2}}{r}}$

## Practice quiz

all of these questions refer to this image:
# Physics equations/06-Uniform Circular Motion and Gravitation/Q:friction

* Solutions to many wikiquiz questions (pdf)
* Physics_equations/Equations#06-Uniform_Circular_Motion_and_Gravitation
* Testbank

## practice quiz

* More practice
# Physics equations/06-Uniform Circular Motion and Gravitation/Q:friction/Testbank

Study: http://en.wikiversity.org/wiki/Physics_equations/Sheet/All_chapters
# Physics equations/07-Work and Energy
## Wikiquizzes

Two wikiquizzes using a frictionless cart and a spring:
* Q:cart1
* Q:cart2
* CALCULUS: Q:lineIntegral

## Supplementary material
### Reading

* Work, energy, power (reading)
* See also Coordinate_systems#Line_integral_of_a_vector_field_in_Cartesian_coordinates

### Lab activities

* A:pendulum introduction to a lab activity
# Physics equations/06-Uniform Circular Motion and Gravitation/Q:friction/More practice

Testbank
# Physics equations/07-Work and Energy/Q:cart1

This quiz has an interesting history.

## Practice quiz

More practice
# University of Florida/Egm6321/F10.TEAM1.WILKS/Mtg25
## EGM6321 - Principles of Engineering Analysis 1, Fall 2009

[tp://upload.wikimedia.org/wikiversity/en/e/e5/Egm6321.f09.mtg25.djvu Mtg 25:] Tues, 20Oct09

### Page 25-2

Generate non-exact L2_ODE_VC that can be made exact by intergral factor method:
$x^{a}\left[x^{2-a}y''+x^{1-a}(2+x^{3})y'+4x^{3-a}y\right]=0\$
Where $x^{a}\$ is the integrating factor $h(x,y)=x^{m}y^{n}\$ and $\left[x^{2-a}y''+x^{1-a}(2+x^{3})y'+4x^{3-a}y\right]=0\$ is L2_ODE_VC, not necessarily exact
"$a\$" can be any number, $a=1,{\frac {3}{2}},5...\$
# University of Florida/Egm6321/F10.TEAM1.WILKS/Mtg1
## EGM6321 - Principles of Engineering Analysis 1, Fall 2009

Mtg 1: Tue, 25 Aug 09

### Page 1-1

1-1 defined as (Meeting Number) - (Slide Number)
German Transrapid Emsland 500 km/h , youtube, Uploaded by TransrapidSupporter on Feb 14, 2007
Vu-Quoc & Olson (1989) CMAME
The magnet (i.e vehicle) and structure (i.e. guideway) interaction is shown below.
Where: $y^{1}(t)=\$ nominal motion
$u^{1}(s,t)=\$ axial displacement of guideway
$u^{2}(s,t)=\$ transversal displacement of guideway

### Page 1-2

$f(y^{1}(t),t)\$
Total time derivative of f is given as:
| $\displaystyle {\begin{aligned}{\frac {d}{dt}}f(y^{1}(t),t)={\frac {\partial f}{\partial s}}(y^{1}(t),t){\dot {y}}^{1}(t)+{\frac {\partial f}{\partial t}}(y^{1}(t),t)\end{aligned}}$ | (1) |
Where ${\dot {y}}^{1}(t)={\frac {d}{dt}}y^{1}(t)\$
${\frac {d}{dt}}f=f_{,s}(y^{1},t){\dot {y}}^{1}+f_{,t}(y^{1},t)$
| $\displaystyle {\begin{aligned}{\frac {d^{2}}{dt^{2}}}f=f_{,s}(y^{1},t){\ddot {y}}^{1}+f_{,ss}(y^{1},t)({\dot {y}}^{'})+2f_{,st}(y^{1},t){\dot {y}}^{1}+f_{,tt}(y^{1},t)\end{aligned}}$ | (2) |
Where ${\dot {y}}^{'}={\dot {y}}^{2}$
Coriolis forces - Dynamics
Material time derivative - Continuum Mechanics
Reynolds transport theorem - Continuum Mechanics
| $\displaystyle {\begin{aligned}c_{3}(y',t){\ddot {y}}^{1}+c_{2}(y^{1},t)({\dot {y}}^{1})^{2}+c_{1}(y^{1},t){\dot {y}}^{1}+c_{0}(y^{1},t)=0\end{aligned}}$ | (3) |
is an example of a nonlinear ordinary differential equation (ODE)
# University of Florida/Egm6321/F10.TEAM1.WILKS/Mtg15
## EGM6321 - Principles of Engineering Analysis 1, Fall 2009

Mtg 15: Thur, 24Sept09

### Page 15-1

Ex.1 P.14-4 :
$N_{J}(x)=\$ finite element basis function associated with node J = "hat" function.
$N_{J}\in C^{0}\$ , but $N_{J}\notin C^{1}\$
Ex.1 P.14-4 : Cubic Spline (Bexler, cubic Hermitian)

### Page 15-2

Cubic $\Rightarrow \ \$ 4 Coefficients $\Rightarrow \ \$ 4 degrees of freedom per element $\Rightarrow \ \$ 2 degrees of freedom per node (each element has 2 nodes)
HW: $N_{J}^{\alpha \ }(x)\in C^{1}\$, but $N_{J}^{\alpha \ }\notin C^{2}\$, for $\alpha \ =1,2\$

### Page 15-3

$L_{2}(y_{H}^{\alpha \ })=0\$ , $\alpha \ =1,2\$
$L_{2}(y_{P})=f(x)\$
$y=Ay_{H}^{1}+By_{H}^{2}+y_{P}\$ , where A and B are constants
Where this can be rewritten for x as: $x=Ax_{H}^{1}+Bx_{H}^{2}+x_{P}\$ , where A and B are constants
$L_{2}(y)=f\Leftrightarrow y=L_{2}(f)\$

### Page 15-4

Euler Equations: Special Homogeneous Ln_ODE_VC
$a_{n}x^{n}y^{(n)})+a_{n-1}x^{n-1}y^{n-1}+...+a_{1}xy'+a_{0}y=0\Leftrightarrow \sum _{i=0}^{n}a_{i}x^{i}y^{(i)}=0\$
Where $y'=y^{(1)}\$ and $y=y^{(0)}\$
Two methods of solution:
Method 1: Transfer of variables $x=e^{t}\$
Method 2: Method of undetermined coefficients $y=x^{r}\$
(Or Trial Solution) K.etal(2003)