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The University of 2050/The Adaptable Classroom

Evolution of Chalkboard
In 1801, the first chalkboard was used by a professor in America for their lecture. Since then, the chalkboard has been a staple part of every classroom, changing forms to reflect technological advancements at that time. When markers became erasable, some institutions decided to switch to whiteboards to increase maintainability. As video technology emerged, slide-down projection screens were added to the classroom. In the early 2000s, the projection screen and the chalkboard were combined, resulting in the smartboard, a critical component of most classrooms in primary education. Over the last 200 years, the classroom didn't change. Only because the chalkboard was designed to be the center of attention in the classroom, was it updated to increase potential and effectiveness of learning.

The evolution of the chalkboard has shown that advancements in technology are incorporated if it is feasible and scalable. History has also shown favor towards individualized tools that fulfill the roles of many. There are many examples of this, such as screwdrivers with detachable tips, or smartphones. These tools were revolutionary and took the world like a flash, when people realized the potential behind this innovation.

Introduction of AR/VR Technology
Today, professors write their ideas on a large tablet that gets projected for the class to see. In the year 2050, personal AR/VR goggles/glasses will become a prevalent aspect in the classroom, bringing the chalkboard to the student. This means that as AR technology improves, the classroom could become a large meeting space, reducing the need for innovation within the physical classroom. We can reap the benefits of updated technology without having to add 2050’s equivalent to a smartboard to every classroom in the nation. AR technology will also greatly increase the efficiency of the learning process because students will be able to take notes without having to look away from the lecture screen. By converting the focus from producing good notes, to understanding that day’s ideas, the learning process itself in academia can be revolutionized. Additional utilization of these gadgets would be live lecture translation and laboratory simulations. The biggest issue of using AR technology is that it creates a society dependent on a specific technology that might be unaffordable/unfeasible. The Apple Vision, released recently, costs a little more than $3000. Historically, when a new ground-breaking technology was introduced, the price for that product reflected the jump in innovation. As AR technology improves and becomes heavily integrated in 2050, it will become more desirable and more affordable for everyone to use.

By 2050, advancements in AR technologies may reduce reliance on the laptop in the classroom. While some may say that using AR glasses as a supplemental tool will dehumanize the learning experience, it's important to consider that taking notes digitally or manually requires the usage of our hands. AR technologies would provide a hands-free alternative that allows students to create beyond the bounds of their laptop screen. Furthermore, the usage of these technologies allow for seamless outdoor integration to the learning experience. If the reliance on additional physical equipment can be reduced by AR glasses, any suitable location on grounds can be transformed to a classroom: a classroom without walls. If physical classrooms aren't as necessary to host a class session in 2050, academic institutions will no longer need to construct massive buildings, prioritizing instead the outdoor elements that show the beauty within our university.

Purpose of the Physical Classroom
Modern classrooms can be categorized into three categories, each with their own educational purpose:

 * 1) Lecture Halls:  hold hundreds of students and direct attention towards a front stage
 * 2) Laboratories: designed with specific structure and equipment for the unique needs of a class
 * 3) "Standard" Classrooms: hold around 30 to 40 students and promote discussion and teacher-student communication

Looking to 2050, mindset changes within education will change the purpose of the physical classroom. Therefore, how things are taught must follow suit. Asynchronous learning's emergence has presented new opportunity within where learning takes place. Lectures can be watched anywhere, reducing the need for large lecture halls, allowing for class sizes beyond lecture hall's capacity. Conversely, the advent of asynchronous learning can potentially harm the student-teacher communication and in-class discussions. This leads to the "flipped classroom" concept, where lectures are watched before class and applied in class through discussions or associated work. Currently, the concept of the "flipped classroom" is met with skepticism from students due to its' departure from educational norms and previous suboptimal implementations. By 2050, technological advancements will be made to enhance the "flipped classroom." AI models will aid students in retaining information from the video lectures. They will be designed for students to type out questions or comments while they are watching the lecture, getting answers or having associated conversations to enhance their learning. With the burden of assisting students acquire knowledge no longer on professors and teachings assistants (TAs), their efforts can be redistributed to further enhancing the time spent in class, improving the overall experience. Given both its compatibility with the benefits of asynchronous learning and in-person class and anticipated technological enhancements, it is reasonable to believe that the "flipped classroom" will be popular amongst students by 2050. This expected shift would suggest a decrease in large lecture halls in favor of more smaller, versatile classrooms.

Technological development will also contribute to the development of classroom purpose. Virtual reality (VR) technology opens doors for simulating activities, specifically lab-related activities. Currently, some labs require specific classroom structuring and equipment, an expensive undertaking limiting a classroom's use to the scope of the designated class. Given the downward trend of VR tech cost in recent years, by 2050 it is reasonable to believe the VR tech will be affordable on a wide scale. Furthermore, as VR tech becomes better at recreating real world environments, it will be able to replace the need for specific classroom structuring and purchasing lab-specific equipment, reducing the overall costs of conducting labs. Rather than needing to purchase specific equipment that only services one lab, schools can purchase VR devices that can be used across multiple if not all labs, leading to a decrease in the prominence of class-specific laboratories in favor of multi-use lab-designated rooms.

Beyond pedagogical shifts, the purpose of the classroom will likely develop outside of the scope of learning. Looking from 2000 to 2023, tools like Google and Wikipedia have made information exponentially more accessible. This trend is likely to continue into 2050 as those tools become more effective and new technologies, such as AI, become further developed. Aligning with this, classrooms will see a shift in focus towards social and communication-based learning development where discussion and communicational synthesis amongst students are promoted over the traditional means of concept and knowledge acquisition.

Evolution of Classroom Technology
The integration of technology, alongside its ethical implications and potential inequality issues, emerges as a central theme in our vision. The envisioned classrooms are not just spaces for learning, but also hubs of technological advancement that cater to the needs of various devices. The journey of laptops in education provides a historical lens through which we can view this evolution. Initially, laptops were high-cost and limited in accessibility, but as technology advanced, their prices dropped significantly, becoming a staple in educational settings. By 2009, 97% of American classrooms had one or more computers, and 93% of classroom computers had internet access, transforming the way education was delivered and accessed. This historical progression underscores the potential for emerging technologies to become integral in educational environments. Furthermore, the technology in our vision, which includes innovations like AR glasses, is not a distant future concept, but a rapidly developing reality. These technologies, as highlighted in Purdue Online’s article, can revolutionize education by allowing for real-world learning experiences and interactive engagements that were previously unimaginable.

Technological Cost
The feasibility of these advancements hinges on the careful balancing of costs and benefits. While the initial investment in technology-rich classrooms and sustainable infrastructure may be significant, the long-term savings in energy costs and the potential for an enhanced educational experience justify this expenditure. The challenge lies in ensuring that these benefits are universally accessible, avoiding a scenario where only affluent institutions can afford such advancements. Additionally, the cost and availability of VR and AR equipment present a significant challenge in realizing this vision. While VR and AR offer immersive and interactive learning experiences, their high cost can exacerbate the existing inequity gap in education. Addressing this issue requires concerted efforts from educational institutions, policymakers, and technology providers to make VR and AR technology more affordable. Subsidies, grants, and public-private partnerships could be potential solutions to bridge this gap.

Ethical Considerations
As more technologies enter the classroom, protecting student's data becomes a primary concern. Robust privacy policies and secure technological frameworks will be vital to protecting their information. Furthermore, the dependence on technology in education could hinder the development of critical thinking and problem-solving skills. It’s crucial that technology is used as a tool for enhancing these skills rather than replacing them.

Conclusion
The adaptable classroom of 2050 envisions a harmonious blend of advanced technology and humanistic education, aimed at fostering inclusive learning environments and equitable learning opportunities. This emphasizes the transformative role of educators in guiding personalized, student-centered learning, preparing students for an evolving society. A key focus is ensuring equitable access to technology for all, while maintaining ethical standards in data protection and responsible technology use. Ultimately, this vision seeks to nurture lifelong learning and adaptability, equipping students with the skills and mindset to thrive in 2050 and beyond.


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User:2600:6C4A:8F0:7180:29A0:3C66:BE5F:9533

Ottis Creek

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


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AI Art Application and Improvements Handbook

This AI Art Application and Improvements Handbook is intended to help people create free useful media for the public domain using AI art generators in practice with a focus getting things done in practice at all skill-levels. It informs about notable potential and existing applications and equips the reader with information about how to best implement these specific applications.

Launching
There are many ways you can use these tools. Main ways include:
 * You can install Stable Diffusion locally if you have a good graphics card. Whether that is a good idea depends on your hardware and needs. If you do so, AUTOMATIC1111 WebUI is probably the most advanced software to use but alternatives are listed here and also have benefits.
 * You can use a web platform like playgroundai.com to use it online (on many sites that is possible for free)
 * You can use an extension for an art software like for Krita or for Photoshop

Prompts
Which prompts work best differs by AI generator. The promptomania prompt builder is a great place to get started with prompts and to have a cheatsheet of different art styles one could use. It is missing many styles but may become more complete over time and be good enough for learning purposes. Many sites such as openart.ai and playgroundai.com let you see many other filterable/searchable images along with their prompts which you could build upon and learn from.

Here is a further comprehensive resource and here a list of resources for Stable Diffusion. You can use style studies (selected comprehensive ones: 1 2 3 4) to learn more about which styles you could use and could combine multiple styles. However, which style to use it not the tricky part or necessary to learn, you could just add phrases like "comic style", "3D render", "matte painting" to the prompt. When sites offer pre-made styles they usually just attach several terms to the end of the prompt.

Misgenerations and creating improved versions
As you can see below there still are some issues with these images. People who have better AI art skills may be able to generate much better images. Usually one may need to do slight manual editing.

Moreover, over time these images could be improved by their uploaders or other people using for example tools including:
 * the the Clipdrop cleanup tool
 * inpainting (requires some skills)
 * AI art web platforms' [# face restoration]
 * upscaling features
 * manually editing the images in image editors like GIMP or Photoshop
 * recreating the image using the same or similar prompts (example)
 * AI text removal tools (example)

If you can improve an existing image or an image you uploaded earlier on Wikimedia Commons, upload it as a new version, not as a separate new file. If the image has text, it can be removed via the listed ways. However, to prevent text from being anywhere in the image is best to use negative prompts, albeit that can be problematic for example when you'd like to generate a street scene with store texts being visible in the background. This is a good example of a specific skill to learn when generating AI art: creating texts that fit neatly into the image.

You need to continuously adjust the prompt until you get good results, sometimes and at some point it is better to just generate a new image from the same prompt rather than adjust the prompt (make sure the seed is set to random and not always the same except if you want to make the image look like the one just generated).

You can also generate a new image from the image just generated via img2img and then put it underneath the newly generated image as a layer in GIMP. Then cut out the upper layer to have the former visible at the places where you'd like it to (example).

Negative prompt
If you see things in your generated image that you don't want there or anticipate that the AI generator may add them or misunderstand your prompt in certain ways add these as negative prompt terms.

Examples of useful negative prompt terms to use when you generate…
 * humans:  (TBA)
 * rooms:

Add more terms as unwanted things show up when you generate to exclude them from the next images. You can also use a result in img2img and try to remove the unwanted parts e.g. by using the prior prompt but an additional negative prompt term if cleanup tools don't remove such well.

Parameters
Some images have their parameters specified. A step count of around 40 often yields best results. Setting the prompt strength too high such as over 10 makes it more difficult to get a good picture.

Differences between generators
Stable Diffusion is open source so that one is recommended and focused on here. However, Midjourney may as of 2023 often generate better images in many cases and DALL-E probably as well in some or many cases. A difference between SD and DALL-E for example is that in SD the prompts are phrased like tags separated by commas, not whole sentences or similar. See these pages for a comparison between software results for the same prompts as well as the style studies linked above.

Paleoart of the ancient past
AI art can be used to create realistic-looking scenes that depict the past either how we it may have looked like to the best of our knowledge, for example including high-resolution depictions of extinct ancient organisms. For accuracy, substantial skills are required. For such images, img2img techniques can be used.

Good anthropological knowledge may be required to be able to create an image that is not clearly inaccurate and likely a realistic depiction. For example, a major flaw is that AI art generators are likely to generate hairstyles that were impossible to highly unlikely in the deep past of pre-humans and ancient humans. See also "Inaccurate paleoart" on WMC. Crowd-reviewing systems and practices may evolve that provide feedback so that AI art engineers can modify their images according to best available scientific knowledge. Future developments may enable combination of paleontological data and tools and paleoart techniques with AI art software to enable more accurate and useful images. For now, if you do not have good anthropological knowledge try to collaborate with somebody who has before putting your image out in the public domain for other people to use.

Caricatures and public characters
In the 2020s it became more easily possible to create artworks using public characters due to the emergence of AI art generators like Stable Diffusion.

This
 * it democratized the creation of caricatures and political art
 * enabled problematic
 * enabled humorous art using known characters, including fictional characters (prime example: 'Harry Spotter')

It works well with some specific public characters without any kind of extra training. Some of these are well-known to be easily generatable in realistic-looking ways such as Vladmir Putin.

Historical scenes
AI art can be used to create realistic-looking scenes that depict the past either how we it may have looked like to the best of our knowledge or how stories depict it. The latter may also include images for imaginary stories of the past, illustrating how imaginaries of past people may have looked like in more visual ways.

Whether or not there are still some minor glitches may not matter very much when you're interested in visualizing for example how ordinary daily life experienced by average people may have looked like in high resolution or when creating the first image of some historical events that are in the public domain rather than locked away.

Using tools like one can train AIs on a set of images based on a historical figure. Below are some examples which may deviate somewhat from how (Ferrandino d'Aragona) looked like at an older age according to the artistic drawing that is the first image here and the second image that was drawn a whole hundred years after he died:

As just explained, AI generators still have problems with generating faces and other issues. Please keep that in mind since correcting that can require significant skills and may limit the usefulness or realism of the images.

Images can also focus on historical events entirely without any kind of historic character, realistic or not, in the foreground.

Educational games
AI art can be used to generate the images for board games, for example for the cards. These can be educational games or otherwise useful. Note that in such cases you should only generate the image, not full cards because the text for example will be gibberish.

Objects and topics for which no free media is available
For example it can show how pulp science fiction comics looked like or how what a science fiction subgenre is about or what the styles and themes of it are. It can illustrate how a certain style or object looks like and other things but it requires a disclaimer that the image is AI-generated. One way this can be useful is showing people which media is currently missing but would be useful in terms of the concept.

Illustrating contents of books
For the last image, text was removed with a text removal tool as listed above and then added via GIMP.

Illustrating technologies, ideas and concepts
Especially useful if no other or only low-quality images are available for the concept

Creative children's games and sketches
Children could make drawings, then use these drawings as image input for img2img generation, describing what the image is intended to show. The child's description is then used for the prompt that is added to the sketch input. This may enable children to build up their creativity and imaginative skills.
 * Pro imagination creative AI art kids game

There could be an app for that where voice input is possible or adults could help kids where the kids first make the sketch and the adult takes a photo and asks what it's supposed to show so that the AI art generates images which the child can refine and use as inspiration for further images, for modifications to the image and feedback and so on. It reduces the level of cognitive and technical minimum skills required for artistic engagement enabling novel ways of imaginative play, especially for children.

As part of games
Beyond more accessible card art design and similar applications, the AI art generation itself could be part of games. These are simply entertaining and could also raise skills of AI art generation.

Multiple (e.g. two) players take turns at generating an AI art image by altering the prompt or writing a new prompt. The starting player draws a scene, a being, or something similar. The second tries to generate an image where what is depicted is turned on its head or is changed in another specified way such as being destroyed or successfully defeated. One can either take turns and the first image where the specified intention was achieved wins that round or the second player could have multiple tries with the best outcome being a successful image at first try. This works best when the prompt is only changed and not completely replaced so that the object is similar, one may also specify the seed to remain the same.
 * Sketch Wars

Similar to the word guessing game Taboo, people must create an image that enables others to quickly correctly guess the concept they are trying to depict. Multiple specified terms can't be used in the prompt. Only e.g. three tries are allowed for the image and the concepts aren't as simple as "tree" but relatively difficult to visualize.
 * Concept Guessing

Known problems and current state of avoiding them
There are many ways known problems could get identified and fixed or mitigated. These include:

 * Updates to the AI txt2txt image generator software
 * Models specifically tuned for specific purposes, especially Stable Diffusion ones since that software is open source; see Citivai Models
 * Manual improvements during prompting or via inpainting, img2img, and image editor software

Whether or not and which of such problems will persist is unknown and has not yet been thoroughly investigated. At one point it may be possible to for example use Wikidata items instead of words. For example there is work on user-provided concepts (like an object or a style) learned from few images so that these concepts (e.g. objects or styles) can be incorporated via the newly associated word/s.


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Kitchen Remodel/Rough layout

The rough layout
To develop a rough draft of a new or remodeled kitchen is by far the most demanding, but also the most interesting part of the planning process. If you are not educated in this field, you should take copious amounts of time for this assignment. It took me half a year to come up with what you see in the sketch further down on this page. During this time, I gradually did not only remove the wall that separated the kitchen from the dining area, but I also completely boned the kitchen, that is I removed literally every single wall within it. In order to find space for an important additional storage cabinet, I also moved a bedroom door to a different spot, and I added two new walls and extended an existing one. Expect endless revisions and discuss your drafts with as many people as you can. Criticism can certainly be tough on anybody, but I admit I couldn't have come up with what I have now if I hadn't absorbed the honest feedback that in particular my husband volunteered to contribute.

But the most precious advice that I got (this came from a professional) was the recommendation to try to completely forget the old layout. What would you do if there were no limitations in terms of walls and connections (water, gas, electric)? To really ignore the old layout may be easiest for you if you do the following steps:
 * 1) Pick the axis configuration (see previous chapter) that appeals most to you.
 * 2) "Translate" your axis configuration into an arrangement of legs of cabinets (including peninsulas and islands).
 * 3) Add more legs, if you want.
 * 4) Last do the reality check: would you have to remove walls or to add new walls to accommodate your design?

My example
Next, I will explain my drawing.

Traffic ways
First check out the traffic ways (dashed arrows). In the old layout, there is no direct access from the dining area into the kitchen. All traffic goes through the hallway which also leads to the bedroom section of the house. A problem with that hallway was that it was not just narrow and very long, but also had a low ceiling which sort of gave it a tunnel appearance.

In the new layout, there are two alternative traffic ways (green and light blue). I decided not to give up the old hallway altogether, but to make it my pantry. It is also much shorter now and you don't even have to use it as a passage way because there is the alternative route through the kitchen.

Elements
Now to the new kitchen's elements. There are three:

 * a U- or rather J-shaped ensemble of base cabinets and appliances
 * a double row of high cabinets that stand back-to-back and also include appliances
 * an additional high cabinet (the "extra")

The "extra"
The simplest element in my layout is the narrow extra cabinet at the left side of the image. This is a high cabinet for food storage. I placed it there because…
 * I needed all the space for cabinets that I could reasonably get (there is not too much usable wall space in this kitchen)
 * it would be aligned to the side of the J where the cooking takes place (this is an aesthetic consideration),
 * it gives the tunnel-like passage way (green arrow in the image above) more pleasant proportions, by making it shorter

The high cabinets
This is an ensemble of two rows of high cabinets (including appliances) standing back to back…

 * one facing the passage way and serving as a pantry,
 * the other facing the kitchen and accommodating the refrigerator, the oven and and the microwave oven.

This is a rather unusual cabinet arrangement, conventionally you would have a wall in the center. But we figured that a wall isn't really necessary here and that omitting it would save us 5" (12 cm) of precious space. A few additional remarks about why we did it this way:

 * Both our refrigerator and the oven-microwave combo required integration into a row of high cabinets.
 * All three elements also require a landing area, which in our case is provided by the nearby peninsula.
 * The landing area that we assigned to the refrigerator is the very spot where we naturally land our shopping bags after coming home from the grocery (pink arrow in the image above)

There was the requirement though to provide the refrigerator with a water line (for ice making). But since we had the ceiling demolished anyways, this was easily done. The water comes from the connection that also feeds the sink, under which we even had a device installed that filters the water for the fridge.

The "J"
The J-shaped ensemble of cabinets and appliances obviously is the nucleus and main piece in this kitchen. It will accommodate a dishwasher, a sink, a cooktop, and a wine chiller. Although I was aiming for a lot of cabinet space, I also decided against wall cabinets, for the following reasons:
 * The only wall surfaces that there are in this area are those two left and right beside the window; wall cabinets would have ended up above the peninsula and therefore would have been hard to reach.
 * They would have blocked some of the natural light that falls through the windows.
 * I also didn't want wall cabinets because those would have visually messed with my cabinet composition which very much stresses the horizontal.

The "J" comprises three parts:

This sink row
The center row includes the sink. I heard people saying that a kitchen sink belongs in front of a window for the reason that the window will provide a view (while you do something as dismal as washing dishes). But I think the stronger reason is that the sink is a working place where you need a lot of light. This is the place after all where you would do delicate operations such as gutting a fish.

I designed the sink row therefore not only with water drawing or hand dish washing in mind, but also as a work station where food preparation takes place, including rinsing, cutting, and garbage disposing.

The cooktop/bar peninsula
The longer of the two peninsulas I designed as a kind of hibachi setting, with a bar on one side and the cooktop on the other. In my family we don't do genuine hibachi, but we love dishes like pancakes, crêpes, potato fritters, poached eggs or waffles that need to be prepared subsequently and in single servings. In a hibachi setting, there is not really a designated cook needed, but while some people are eating, others can take turns preparing the food.

The inner side of this peninsula will not only include the cooktop, but also storage for the most important things that are being used while cooking: pots and pans, utensils, measuring cups, thermometers etc. To break my own bad habit of serving foods in pots and pans, I was also planning to store our beautiful serving bowls and plates directly at the cooking workstation.

Keep in mind that things that you need for cooking should better not be stored directly under the cooktop; because when you are working on the cooktop, you won't want to be forced to step away from that place to make room for a drawer or a cabinet door.

Notice the little cabinet at the left end of the bar side. I place it here as a corner cabinet alternative, for static reasons (additional weight support for the countertop), for some extra storage, and for aesthetic purposes: this peninsula is almost 12 ft (325 cm) long and needs some visual structuring to make it more interesting.

The tableware peninsula
The J's shorter leg is another peninsula. It links the kitchen to the dining area which already belongs to the adjacent living space. This peninsula features back-to-back cabinets and a dishwasher, and its main function – besides providing countertop space for all sorts of purposes – is storage and machine washing of table- and kitchenware. It will also serve as a landing space for clean and dirty table- and kitchenware that goes in and out the kitchen.

As I already mentioned in the chapter about appliances, there is no need to place the dishwasher immediately beside the sink. I would argue that in many cases the sink isn't even a good neighborhood for a dishwasher, unless you actually want these two elements to be close together because your dish washing habits require such proximity.

For best workflow, it may make much more sense to use the precious space around a dishwasher for storage of cutlery, coffee mugs, everyday drinking glasses, everyday plates or other smaller tableware that you use the most. If you store those right around the dishwasher, you will be able to clear the dishwasher out with virtually no walking.

title: Kitchen Remodel/Rough layout


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The University of 2050/The Future of the Humanities

Introduction
The humanities curriculum is a crucial component for developing students into ethical and empathetic professionals. This chapter serves as a forecast and prescription for its future from our perspective as engineers.

The Importance of Humanities in Modern Education
The humanities curriculum offers valuable insight into decision making processes, ethical dilemmas, human resilience, and other critical topics. History provides examples of leaders making difficult decisions, allowing students to extract the wisdom required to make correct judgements. It reinforces the notion that those who cannot remember the past are condemned to repeat it. Mikhail Kalashnikov, Soviet lieutenant general and inventor of the AK-47, expressed immense spiritual anguish towards the end of his life as his creation killed millions of people. He designed the rifle without knowing it may end up in the hands of the evil and in front of the innocent. Philosophy induces empathetic and ethical thinking methods, world studies allows for understanding diverse cultures and global issues, and literature develops critical writing skills. Clear technical writing and effective communication in engineering are underestimated, but are skills that can be developed through humanities courses. While a flawed idea with good presentation is doomed to failure, a good idea poorly communicated may never see the light of day.

Terry Benedict, Executive Vice President of Naval, Nuclear, and Critical Infrastructure Programs at Systems Planning & Analysis, explains that in the workforce, most accidents are not a product of poor engineering, but rather of the ethicality and decision making of people involved. He provides an investigation of a fatal accident in a construction project: The certified crane operator was absent, prompting the foreman to order an uncertified employee to move a thousand pound weight using the crane. During operation, the alarm sounded but was ignored 5 separate times. The crane’s arm eventually broke loose and the plate fell, decapitating a worker below. Benedict actively promotes and sells training programs centered on ethical conduct in the workplace. His conviction stems from a belief that ethics are important for both employers and employees, and that it is often the human factor that determines the outcome of complex systems. Such ethical and decision making traits can be developed through courses in a revamped humanities curriculum.

The current state of humanities faces criticisms such as irrelevance and resistance to technological integration. Humanities courses employ outdated and impractical teaching styles, requiring students to mindlessly memorize names, dates, and definitions. The lack of modernity and technology in the curriculum undermines its importance and diminishes student enthusiasm. The relevance of humanities is at risk of being overshadowed by the growing demand and prominence of STEM. In a technology-based society, a reinvigoration of the humanities field is necessary to produce well rounded engineers. There is precedent for similar changes in education. The Sputnik launch by the Soviet Union in 1957 was the first artificial satellite sent into low earth orbit. This event spurred significant educational reform in the United States to focus on engineering skills. The reform’s effects resonate even in today’s engineering curriculum, one that leaves little room for effective humanities studies. A strictly technical education neglects question, reason, and reflection, instead preparing students to follow orders or submit to authoritarian regimes, or pursue wealth and personal gain. Humanities are essential to a liberal education that allows a person to be capable of responsible autonomy.

Envisioning the Humanities Curriculum of 2050
The Humanities curriculum of 2050 will mark a significant departure from traditional structures, reflecting a more integrated and practical approach. While majors in fields such as philosophy, history, and English will still exist, this new curriculum will weave humanities into engineering education and replace arbitrary course selections with a well-structured program that complements technical training. Courses will blend technical subjects with carefully selected humanities disciplines, focusing on real-world applications and ethical considerations. This curriculum redesign ensures that, although compulsory, the integrated coursework will be engaging and inspirational, fostering genuine enthusiasm and deep learning among students.

Classes such as “Teach it to a 5-Year-Old” focus solely on the communication of complicated engineering topics to those lacking the same technical expertise. “Ethics in AI” explores the integration of ethical considerations within technical fields. It teaches students to assess the moral implications of AI technologies, such as issues around privacy, bias, accountability, and data collection. "Historical Engineering" engages students with interactive technologies like virtual reality to analyze case studies of significant engineering failures. One potential example is the Boeing 737 MAX incident in which several engineers were aware of significant issues with the MCAS system (the plane’s autopilot software) but remained silent. Tragically, this silence played a critical role in causing two crashes that resulted in over 300 casualties. The discovery of their internal messages later revealed an abdication of moral responsibility, as they knowingly observed these disasters unfold without intervening.

In the realm of the technically skilled, naivete emerges as the gravest of dangers. The main objective of this envisioned curriculum is to empower engineers with practical wisdom. This interdisciplinary approach will help engineers understand the broader implications of their actions. The gravity of their decisions will be at the forefront of their mind. These customized modules described above will equip engineers with indispensable skills such as effective communication and ethical decision-making. Incidents like the Boeing 737 MAX disaster warrant a reevaluation of educational priorities in engineering. Critical training in ethics has been historically overlooked despite the frequency and severity of engineering disasters. As the curriculum of 2050 evolves, the integration of ethics into engineering education will be vital.

The envisioned 2050 humanities curriculum will bridge a vital gap in engineering education. Drawing on insights from experts like Terry Benedict, the curriculum emphasizes managing the duality of industry demands: achieving operational efficiency while upholding high standards of safety and ethical practice. Benedict’s success in selling such training to companies, eager to minimize risks of high-consequence events, highlights the market demand for engineers trained in ethical decision-making, sharp communication, and robust moral judgment. Schools have not traditionally offered such training. The demand for these skills, as evidenced by the investment in Benedict's programs, affirms the need to incorporate them into university curricula. Contemporary developments will set the stage for future curricular evolution in the humanities.

Seeds of Change
Undergraduate students at the University of Virginia are increasingly disillusioned with the state of humanities education in the late 2020s. Generative artificial intelligence can produce literature and imagery on par with skilled artists, leading students to question the true value of works they study. Other technologies like augmented and virtual reality are used only by STEM majors.

A small group of students presents an augmented reality art exhibit for an art history class project. Their professor is surprised by what the students create and sees promising applications of augmented reality in future art history lessons. The professor contacts a colleague in the Media Studies department who researches emerging media formats to learn more. Their discussion prompts the professor to redesign his course to incorporate augmented reality in assignments and interactive lectures. The changes are well received by students; that semester, course evaluations show a significant increase in student satisfaction. Word of a must-take course spreads among art history students. The course reaches full capacity in just one hour during enrollment for the next semester.

Faculty in the Art History department take notice of their colleague’s changes and the positive reception by students. They are inspired by the integration of innovative technology in the course and begin evolving their own courses to incorporate similar tools. The Art History major at the University of Virginia doubles in enrollment by the mid-2030s as these changes attract new students.

Crossing Disciplinary Boundaries
The Art History department’s success prompts discussions among the broader College of Arts & Sciences faculty about the future of humanities education. They create a task force consisting of administrators, professors, and students to explore the integration of technology in other majors. They reach out to experts in multimedia, technology, and education to brainstorm ideas for enhancing the curriculum. Students and faculty from across the College contribute their perspectives and enrich the conversation with unique insights. A key observation is that students prefer interdisciplinary and interactive courses that mix classic humanities with modern elements. The task force presents their findings to the University’s president and undergraduate deans. A team of faculty and student leaders designs a series of pilot projects incorporating new technologies and interdisciplinary approaches into curricula across the University. The pilot programs prove successful and are adopted as permanent curriculum changes.

The American Academy of Arts & Sciences, an organization that collects data on the state of humanities education, recognizes the University’s pioneering approach to humanities education. The organization has continued to record a decline in humanities degrees since 2000. They invite a group of professors from the University to be the keynote speakers at a national conference on the future of humanities education. The professors share their experiences and insights, sparking interest among educators from various institutions.

Recognizing a similar opportunity in the School of Engineering and Applied Sciences, the task force collaborates with engineering deans and professors to develop curricula that integrate modernized humanities. The faculty realizes the importance of cultivating engineers with multidisciplinary skill sets. To develop and assess the new curriculum, engineers are administered a project in which they work with students in non STEM majors.

Recognizing a similar opportunity in the School of Engineering and Applied Sciences, the task force collaborates with engineering deans and professors to develop curricula that integrate modernized humanities. The faculty, recognizing the value of multidisciplinary skills, integrates a project into the curriculum where engineers collaborate with non-STEM majors, exposing them to diverse perspectives and enhancing their holistic problem-solving abilities.

The Ripple Effect
The University of Virginia’s innovative approach to interdisciplinary education inspires change at colleges nationwide. Nonprofits that advocate for ethical engineering provide new grants to schools that draw from the University’s engineering curriculum. Moreover, accreditation requirements evolve as employers increasingly value candidates with multidisciplinary skill sets. The University of Virginia becomes a hub for research and collaboration on transformative educational methods, offering valuable guidance to national and governmental bodies. Professors host workshops and seminars for educators eager to adopt innovative approaches in classrooms from the elementary to graduate level. These developments further cement the University of Virginia as a national leader in higher education.


text: Category:Ashanti pepper recipes

title: Category:Ashanti pepper recipes


text:
User:Richard Nevell (WMUK) - October 2022/sandbox

Today is 8     2023; and this is a WikiBooks training sessions.


text:
User:Greatpseudonym/sandbox

Testing, testing, I guess I am editing

title: User:Greatpseudonym/sandbox


text:
User:Beathebard/sandbox

This is an experiment page where we list how folks can apply for research funding at CCI

CCI is the creative computing institute

this is part of UAL-

title: User:Beathebard/sandbox


text:
TeX/definition/modes/Math mode

Math mode, represented by $...$ in the code file, is a mode used by TeX compilers to specify the spacing between various glyphs. To this end, TeX has math glue, which functions almost identically to text glue, except that there are more nuances to the spacing interactions.

There are eight math styles, which affect scaling, subscripts and exponents, etc.: -display (D) -text (T) -script (S) -scriptscript (SS) and their cramped counterparts, D', T', S', SS'.

There are eight CLASSES of math objects, which behave differently from one another in math mode: 0. ordinary (\mathord, or {...}) is "just symbols," e.g. numbers -- not italicized 1. large operator (\mathop) is centered vertically on the axis, changes in size and placement of subscript and superscript depending on D or T -- can be controlled by \limits\displaylimits or \nolimits\displaylimits -- e.g. \sum and \lim 2. binary operator (\mathbin) e.g. + and \pm 3. relation (\mathrel) e.g. = and < (note that : is a relation, whereas \colon is punctuation) 4. opening symbol (\mathopen) -- note that this refers only to spacing, and that delimiter sizing is controlled by other means 5. closing symbol (\mathclose) 6. punctuation (\mathpunct) e.g., and \colon 7. variable family (\fam) e.g. letters -- italicized

title: TeX/definition/modes/Math mode


text:
Mobility 2050/Learning from Success Stories

Introduction and Methodology
The current state of mobility in the United States is an overwhelming dependence on personal vehicles. The convenience and independence that comes with personal vehicles have become ingrained in American culture. A commuter survey found that 73% of Americans drive alone. While public transportation is an option, most U.S. cities have inefficient and unreliable systems that inhibit people from using them as their primary means of transportation. In 2019, the U.S. ranked No. 48 in railroads and No. 36 in infrastructure. Micro-mobility options like biking and walking remain disfavored due to lack of infrastructure, longer commutes, and safety concerns. The same commuter study found that only 11% of Americans cycle to work. Walking was not listed as a commute option. Transportation is the largest contributor to greenhouse gasses in the U.S. contributing to 29% of total emissions. There is a need for change, but what will this change look like? When considering the future, it is important to look to the past or to other countries for examples on how sustianable mobility has progressed. Learning from success stories can give insight to how communities react to change, how quickly they progress, and how they employ change. Examples from other countries prove useful given the US mobility state is inferior to many nations, but sometimes external factors that are not replicable can be the cause of success. Many of the success stories highlighted below are from Europe. They were selected because of their ability to be transplanted in the US, given the geography and structure of our country. Success stories that rely on dissimilaries from the US, such as extremly dense cities, were not selected. Other times, the takeaway from a success story was an idea or a theme, rather than a suggestion to transplant. This methodology allows European examples to be feasible.

There is an important distinction that needs to be made when predicting the future: the difference between what we want to happen versus what will likely happen. One of the most crucial factors for the success of mobility in the future is for society to develop a preference for alternate mobility (i.e. beyond cars and planes). However, it doesn’t seem likely that the U.S. will be there in 2050. In the Netherlands, a place now known as the biking capital of the world, bikes took around 100 years to catch on. The bicycle was introduced in the 1820s, but it wasn’t until the 1930s when Dutch royals took engagement photos on bikes that their popularity surged. As such, the U.S., a country which has been historically adverse to social change, will also be slow to change in the world of mobility. Given these visions are only 26 years ahead, feasibility and realism are underlying principles in all of the predictions for 2050.

Ridership From Apps and Influencers
The use of technology will be an important influence on user preference of mobility in 2050. In Berlin, a holistic transportation ticketing app system is used to better convenience and support mobility. The Berliner Verkehrsbetriebe (BVG) app is the official ticket-purchasing app for public transport in Berlin and allows its users to buy tickets for multiple methods of transportation including train, subway, tram, bus, bicycling, and more. One of the app's most appealing attributes is the option to pay a fixed low monthly fee of €49 to use all forms of transportation throughout Germany. Various other ticket purchase options are available, such as 24-hr, 7-day, large group, and family tickets to encourage all travelers to invoke public transportation methods instead of personal automobiles. This app demonstrates a government’s commitment to a more efficient city mobility system by making public transport convenient, accessible, and easy to navigate. Citizens can avoid waiting for ticket machines while simultaneously being recommended the most efficient transportation options by the app. Biking, riding scooters, walking, ridesharing, and taking buses and trains will become more convenient and popular through these apps, and they will help close the gap between transit company differences across cities. As it stands in 2023, there are different companies in each city in charge of lightweight electric options like bikes and scooters. If you visit more than one city, the system is difficult to utilize as it requires learning and downloading more applications. The same goes for buses and trains, which are sometimes even limited to websites or ticket counters. In Charlottesville, VA, there are three bus systems and consequently three different apps, despite having some overlapping routes. Apps such as Berlin’s BVG deter personal vehicles and encourage effective, productive, and straightforward methods of mobility for individuals to employ. The introduction of a universal app and ticketing system like Berlin’s will create a more user friendly system by 2050.

Another recent development in the world of technology provides a unique opportunity for the future of transit. In 2050, influencers will be used as marketers for public transit and alternate mobility options. Influencers will create social change in a discrete way by using alternate mobility options and inspiring their followers to do this same. An example of an influencer popularizing public transport is the “Tube girl” trend of 2023 where a woman filmed herself dancing on London’s underground train or “Tube” system. Not only did the trend receive almost 300 million views, she sparked millions of recreations of her video around the world, consequently increasing the ridership of public transit systems. Although this trend happened by accident, in 2050 there will be corporations or transportation departments paying individuals to deliberately promote ridership, similar to how brand deals occur.

Low-budget Techniques and Advocacy Groups
In addition to the need for societal preference, there is a need for government regulation and infrastructure changes. In 2050, most of these changes will be in the form of low-budget techniques. While regulation can be effective in the long-term, more realistic infrastructure methods can be employed in the short term in order to facilitate progress. An example of these low-budget, less intensive, yet effective techniques is Paris’ pop-up bicycle lanes. During the COVID-19 pandemic, Paris introduced fifty two kilometers of pop-up bicycle lanes separated from motorized traffic. The bike lanes were quickly installed with staggered concrete blocks and plastic posts and allowed for Parisians to bike around the newly bike friendly city. While Paris had previously built bike lanes, the pop-up bike lanes were found to be more efficient in encouraging biking, as they were more likely to be bi-directional and physically separated from motor vehicle-traffic. Between 2020-2021, cycling traffic in Paris grew by a staggering 70%. This example illustrates how quick, low-budget, and little legislation mobility improvements can have desirable results. The U.S. has already seen instances of this technique in Baltimore, MD. Pop-up bike lanes and other low-budget techniques are suitable for rural environments and for urban sprawl, which is another reason these will see success in the U.S. in 2050.

Unlike Paris, we see the addition of pop up bike lanes to be largely driven by advocacy groups such as the PeopleForBikes coalition or the League of American Bicyclists rather than by government officials. There will likely be some resistance at first, potentially in the form of vandalism, angry drivers removing or crashing into pop-up lanes, government removal of the bike lanes, or autonomous vehicles unable to recognize their significance. However, by 2050, there will be more acceptance of the low budget techniques, and in some places they may become permanent. The local government will recognize citizens' desire for safe infrastructure, and begin to create more regulation around biking/walking paths, including preserving temporary techniques. These low-budget, advocacy-driven techniques will be the first to be implemented, and will be most prevalent by 2050.

Transit Hubs and Corporations
In addition to advocacy groups, corporations will also be pioneering change in the future. In 2050 we will see train and bus stations becoming a hub for shopping, dining, and traveling. Besides airports and major cities, the U.S. rarely capitalizes on the influence of business to attract more travelers. Bus and train stations are merely the access points to a single transit service in the U.S., but they can be redesigned to be much more. European transportation hubs are useful examples of how retail shops, restaurants, perfume/cosmetic shops, and more can be centered in mass transit stations to allow for a more enjoyable, and therefore, repeatable, public transportation experience. Individuals can use the train to go to work, but they can also enjoy a breakfast before leaving. Individuals can use the bus to visit their families for the holidays, but they can also purchase gifts before leaving. The public transportation experience must surpass that of the personal automobile experience in order to see an increase in users of public transport. While it may be a more subconscious motive, communities desire an inviting community gathering place in forms of these transportation hubs, but they also need a way to get there. A train station with no access by bus, bike, or walking is futile when a rider would need to drive anyways to arrive at the train station. For this reason, European transport centers also include other transit options, often having bus, tram, train stations, and bike parking garages in one place. By 2050, stores and restaurants will have capitalized on retail space at train and bus stations, especially with train infrastructure on the rise. Bus systems will have recognized the need to make transport hubs accessible and will add multiple stops nearby. Additional infrastructure promoting accessibility at these hubs such as bike parking garages may not be common in 2050, but will be soon to follow.

Government Action
Despite the majority of change coming from non-governmental organizations, the U.S. government will be joining or forming international committees for transit goals in 2050. These committees are similar to the European Institute for Innovation and Technology’s (EIT) successful endeavor called the “City Club.”  The “City Club” is where leaders from major European cities meet to discuss past and future action to improve transit and mobility. Not only does this encourage communication and collaboration, it also fosters competitiveness, which was arguably the biggest factor to its success. Every politician wants to create the “best” city and every politician wants to be reelected. When officials from different cities are put in one room, not only will they share ideas, but they will develop a desire to be better or more advanced than each other. For mobility and sustainable transportation, a competitive environment is favorable. By 2050 the U.S. will have been involved with these committees for just a few years. Already behind other countries in their mobility efforts, the competitiveness of these environments will encourage more sustainable mobility action and allocation of resources from the U.S. government in 2050.

In 2050 we still see highways expanding, although the rate of expanding and building new roads will slow. Where permanent bike lanes and walking paths are installed by 2050 will mostly be limited to affluent neighborhoods as it will take time before this infrastructure is given priority and attention elsewhere, despite the need to engage with unserved communities. With transportation emissions reductions being a huge factor in meeting climate goals set for 2030, 2035, and 2050, there will be an extension of climate goals in 2050. The U.S. will require too drastic of changes to meet these goals in time.

Variables
With any predictions for the future, it is important to note the variables that can affect the outcome of a vision. The current infrastructure of the U.S. values cars over pedestrians. Large highways and sprawled suburban communities create difficulty in implementing more sustainable alternate mobility options. Further investment into a car-centric society could slow the implementation of our visions. Despite growing sustainability concerns, the US has a strong societal and cultural reluctance to break the dependence on personal vehicles. With only two extreme political parties, our visions are highly dependent upon the decisions made by the party in power and how society reacts to them. The actions of a government, the resources it can devote to transportation infrastructure, and the focus of society have the potential to be redirected if the U.S. becomes involved in war before 2050, which is a serious concern as of 2024. Despite the potential influence from external variables, the visions for 2050 are proven feasible by the success stories of the mobility pioneers of the past.


text:
Talk:Engineering Education in 2050/Professional Relationship Building

Writing method
Since wikibooks is fairly new to our group, we collaborated on Google Docs before copying our sections. William Belcher (discuss • contribs) 17:13, 8 December 2023 (UTC)

This chapter is a contribution to a vision of engineering education in 2050
Responding to the question about whether this chapter is intentional: While this chapter is still in development, it is an important contribution to a wikibook about how engineering education must evolve over the next two decades if we as a species are to manage the problems we face. Effective engineers must work together, both with other engineers and with other professionals, yet engineering education has generally not guided students in the essential skills of professional relationship building – to the point that they are even caricatured in popular culture as incompetent at relationship building (see, e.g. the 1999 film Office Space). Unless we get this right, engineers' opportunities to help us all successfully manage global threats, such as out-of-control AI, ecosystem collapse, and climate change. For these reasons and others, "Professional Relationship Building" is an important contribution to the wikibook called Engineering Education in 2050. Norton (discuss • contribs) 15:01, 19 December 2023 (UTC)


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The University of 2050/The Transphysical Classroom

Introduction
Looking at the future of education, engineers must consider how technology plays into the classroom. How will advancing technology affect learning? What people can expect at some future date such as 2050? This topic relates to the “transphysical classroom”. There have been recent developments of virtual teaching platforms. The COVID-19 pandemic started a transition of education norms (occurring a few years before the writing of this piece). Predicting the upcoming period of this development is not easy. One must look at the positives and negatives of these recent experiences. They shine light onto the future shape of education’s technology use. A symbiotic relationship between virtual and traditional classrooms is being formed. This will give the best prediction of the classroom’s relationship with technology in 2050.

Virtual Learning of Today
The authors of this paper all belong to the UVA undergraduate class of 2024, which means we all experienced a version of the transphysical classroom due to the Covid-19 pandemic. In August of 2020, we were informed that all of our classes would be fully virtual, with no in-person component at all. Some students chose to live on grounds, paying for a dining plan and housing, while others decided to stay home. While this allowed students who stayed home to forgo the extra costs of college on top of tuition, it also led to those students missing out on critical college experiences that even their Covid-constrained peers on grounds had some version of. We envision a future where this gap isn’t quite so wide, achieved by both high tech and low tech methods.

High tech methods to address this gap in experience deal with the hardware and software used to connect students to each other and to other classroom environments. What this looked like during Covid-19 was Zoom calls and all the features that come with them, like breakout rooms and chat feeds. In the future we envision, Zoom or any other kind of video chat service, serves the students in the classroom and outside of the classroom equally. This means that students who are not present in the classroom will have a chance to interact with those who are physically present and vice versa.

Low-tech methods for bridging this gap are wide-ranging. Policies that give extra credit to students who initiate transphysical collaboration is one example of a low tech method of breaking the ice and building trust between students across a transphysical space.

Traditional College Experiences and Their Continuation
In person classes have their struggles. Universities can be a breeding ground for inconvenient illnesses and crazy student activists. There are those who do not enjoy college. Some students may even drop out. But incorporated with the college experience is the classroom. Receiving face-to-face interaction with some of the world’s leading researchers can be an amazing opportunity. This is coupled with the fact that experiences like labs or office hours outside of the classroom are possible. Traditional experiences shine light onto the culture associated with college – something that can be instilled down generations. This creates a sense of belonging at colleges. Many kids are prompted by their parents to attend college for the “college experience”. Educational benefits but also cultural aspects of this mode of higher education exist and cannot be ignored. In 2050 in-person college experiences will be available. Cultural aspects related to college will persist. However, the technology’s ability to encompass more learning styles may make education more inclusive. Student groups may be the entity to promote this. Students may confer the necessary balance that virtual learning has in tandem with in-person. Promoting student rights to stay home and not receive reprimand is a plausible trend by the year 2050. Pushback may be a factor, perhaps from universities and staff. These student virtual rights could relate to topics like mental health and student wellbeing – giving the student of 2050 the ability to advocate for wellbeing.

The Classroom of 2050
When predicting what the college classroom of 2050 will look like it must be said that all colleges will not look the same. The way that colleges of today differ due to location and values, so will the colleges of the future. Today, this manifests in class sizes, majors offered, classes required, and distribution of funding. These factors will still be relevant in the year of 2050, but a major difference between colleges will be how readily and completely they embrace new technology and use it to transform their classrooms and the experience of their students. As stated previously, changes to classrooms featuring new technology such as virtual learning do not necessarily improve desirability. This will be important to remember as technology companies will try to sell their products and services to universities without researching what is best for the students and instead focus on their own profits.

High-Tech Universities of 2050
The colleges of 2050 on the high-technology end of the spectrum will use new technological innovations to create classrooms that combine the traditional physical classroom with virtual elements or establish fully virtual learning environments. There are many ways they will go about this, one option will be with the use of holograms. Holograms will allow students who cannot physically attend class to be present in the classroom or allow speakers and lecturers to speak to a room of students without having to travel long distances. They will also provide the students with the ability to see objects in three dimensions and be a tool to improve their learning. To allow students to still physically interact with their peers and with their surroundings, another option would be robots. Students will 'call in' to a robot that is physically in the classroom and once in control, use it to move around the physical space. This will preserve the students ability to participate in labs, move around for group activities and discussions, and be a physical presence in the classroom. If universities opt for a completely remote virtual classroom, they will do so using virtual reality. Students can join from wherever they are and feel as though they are in a physical classroom with the other students. With the use of avatars in the virtual reality classroom students will have an added layer of anonymity which could improve their likelihood of participating in class especially for those students who struggle with anxiety. As AI improves we will see it incorporated into the classroom. Some universities will choose to have classes taught by an AI professor who can write lesson plans, grade students' work, and give feedback. The use of AI in grading students' work could improve the timeliness and quantity of feedback students receive on their assignments as well as eliminate any bias the professor might have while grading. Universities on the high-technology end of the spectrum will value accessibility, with students being able to study from anywhere in the world, as well as anonymity with the ability for students to use avatars in the classroom. These universities will also associate state of the art technology with prestige and quality of education. It is possible the interests of technology companies will influence education and we could see universities owned or sponsored by tech giants such as Meta or OpenAI.

Low-Tech Universities of 2050
Universities on the low-technology end of the spectrum will maintain a lot of traditional aspects when it comes to their classrooms. In-person learning will still be valued among many people and physical classrooms will be their primary type of classroom. Technology will aid students who are temporarily unable to physically attend due to illness or injury and these universities will use similar methods as those on the high-technology end of the spectrum. If you saw a lecture hall from 1996 and compared it to that of 2023, they would look almost identical. The main differences are the computer monitors and modern projector at the front of the classroom in 2023. These subtle differences will follow into 2050. Instead of computers made of plastic and metal we will have hologram screens and a projector capable of both 2-dimensional and 3-dimensional display. These universities will also use AI, but much more sparingly. Instead of classes taught fully by AI, some professors will utilize AI programs to quickly grade students' work. These universities will value a well-rounded college experience for their students as well as tradition in academia. Mental health will be a focus at these universities and maintaining a personal connection amongst peers will be seen as a key factor in reducing anxiety and depression.

Conclusion
Universities have been considering how to improve education. The next 25 years could be a crucial developmental time in educational technology. What kind of virtual reality will colleges have? How much will these technologies be implemented? These are important questions. It may be worth noting that these questions may not be fully answered by 2050. A curious person should make predictions into unexpected circumstances. In 2019, few people predicted the immense rise of online learning in the years that followed. Will there be another big shift? What other events could spark this kind of change? The past has taught us that unexpected trends in education may become reality. The introduction of Zoom and asynchronous classes may have seemed unlikely in 2019. This relates to how ‘crazy’ developments discussed in this piece are at this time. Holograms may seem unthinkable now. It might be hard to imagine virtual reality classrooms. However, history (especially recent history) has taught us much is possible. Ideas that seem crazy may not seem so doubtful at a later point. There may be only one future but by examining different scenarios, a more logical result can unfold. Be creative in forecasting the future. Nobody can surely say what will happen.


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Exercise Physiology/Fundamentals of Exercise Physiology

Overload Principle
If you habitually overload a system, it will respond accordingly by adapting to the demands of the stressor. Continuing to subject a system to progressively higher demands not only triggers adaptive responses but also fosters enhanced resilience, as the system undergoes continuous refinement to meet and even surpass the challenges imposed by the stressors. This iterative process of overloading and adaptation contributes to the system's ongoing development and capacity for handling increased loads.

Individuality Principle
While the physiological response to a particular stimulus are predictable, the precise responses to varying stimuli will vary among individuals and subpopulations.

Specificity Principle
Only the system or body part stressed will adapt. For example, someone will not build muscle in the arm from walking because that body part is not being stressed in that activity.

Reversibility Principle
There reversibility principle, also aptly referred to as the "use it or lose it" principle states: whereas overloading will result in training adaptations, inactivity (also referred to as "detraining") will result in a return to baseline (pre-training levels) of adaptation. Training adaptations are gradually lost with inactivity over time.


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User:Cjgcabatino/Collections/networking

wikibook networking ebook compiled by jake cabatino

 * The World of Peer-to-Peer (P2P)
 * Samba
 * A Bit History of Internet
 * CCNA Certification
 * Computer network technologies and services
 * Finding Your IP Address
 * FOSS Network Infrastructure and Security
 * FreedomBox for Communities
 * Guide to Tor hidden services and elements of the Tor network
 * I Dream of IoT
 * Internet Safety Guide
 * Introduction to XMPP
 * Linux Networking
 * Local Area Network design
 * Network Lab
 * Network Plus Certification
 * Policy-based Resilience Simulator with OMNeT++
 * Routing protocols and architectures
 * Routing, Traffic Control, and Firewalls
 * Switches, Routers, Bridges and LANs
 * Tomato Firmware
 * Transferring Data between Standard Dial-Up Modems
 * Voice over IP
 * Wi-Fi
 * Wireless Mesh Networks
 * Linux Networking/IP Masquerade
 * Routing protocols and architectures/Border Gateway Protocol
 * Routing protocols and architectures/Multicast routing2
 * FOSS Open Standards
 * FOSS Open Standards/About APDIP
 * FOSS Open Standards/About IOSN
 * FOSS Open Standards/About the Author
 * FOSS Open Standards/Acknowledgements
 * FOSS Open Standards/Annexure
 * FOSS Open Standards/Comparison of File Formats
 * FOSS Open Standards/Conclusion
 * FOSS Open Standards/Foreword
 * FOSS Open Standards/Glossary
 * FOSS Open Standards/Government National Open Standards Policies and Initiatives
 * FOSS Open Standards/Importance and Benefits of Open Standards
 * FOSS Open Standards/Introduction
 * FOSS Open Standards/List of Acronyms
 * FOSS Open Standards/Patents in Standards
 * FOSS Open Standards/Preface
 * FOSS Open Standards/Print version
 * FOSS Open Standards/Some Important Open Standards
 * FOSS Open Standards/Standard-Setting and Open Standards
 * FOSS Open Standards/Standards and Internationalization/Localization of Software
 * FOSS Open Standards/The Linux Standard Base
 * Routing protocols and architectures/Content Delivery Networks
 * Computer network technologies and services/IPv6
 * Routing protocols and architectures/Hints on the architecture of network devices
 * FreedomBox for Communities/Digital Library
 * FreedomBox for Communities/FreedomBox Setup
 * FreedomBox for Communities/Building Disk Images
 * FreedomBox for Communities/About

title: User:Cjgcabatino/Collections/networking


text:
Number Theory/32-bit Linear congruential generator

On 32-bit computers, pseudorandom numbers are generated using a linear congruential generator with base b = 40,014 and modulus m = 2,147,483,563 = 231 − 85. As the modulus m = 2,147,483,563 is a prime number, it follows from that for any integer x such that x is not divisible by 2,147,483,563, $$x^{2,147,483,562} \equiv 1 \pmod {2,147,483,563}.$$ It also follows that the multiplicative order of x modulo 2,147,483,563 must be either 2,147,483,562 or one of its proper divisors. The base b = 40,014 is a modulo 2,147,483,563, so this sequence has the full period length of 2,147,483,562.

Modular arithmetic
For any prime number p, Fermat's little theorem guarantees that every integer x not divisible by p satisfies the following congruence: $$x^{p-1} \equiv 1 \pmod p.$$

For example, for the prime number p = 13 and base x = 2, we substitute these values into the equation: 212 = 4,096. Fermat's little theorem predicts that this number is congruent to one modulo 13. Indeed, it is: 4,096 = 13 × 315 + 1, so $$2^{12} \equiv 1 \pmod {13}.$$

In a prime modulus, any integer has at most two square roots. The congruence $$a^2 \equiv 1 \pmod p.$$ has only the trivial solutions a = ± 1 modulo p. For example, the only square roots of unity modulo 13 are 1 and 12. This is not true for composite moduli; for example, there are four square roots of unity modulo 15: 1, 4, 11, and 14.

Since 2,147,483,563 is a prime number, for any x not congruent to zero modulo 2,147,483,563: $$x^{2,147,483,562} \equiv 1 \pmod {2,147,483,563}.$$ Likewise, half of 2,147,483,562 is 1,073,741,781, so either $$x^{1,073,741,781} \equiv 1 \pmod {2,147,483,563}$$ or $$x^{1,073,741,781} \equiv -1 \pmod {2,147,483,563}$$.

Since 40,014 is a primitive root, it is not a quadratic residue, so $${40,014}^{1,073,741,781} \equiv -1 \pmod {2,147,483,563}$$. As a result, this value marks the halfway point of the cycle.

Scientific Calculator Function
The Texas Instrument calculator TI-30X IIS has a built-in pseudorandom number generator that uses the value of "rand" in the memory storage, accessible by pressing "MEMVAR." To change the value of "rand", store an integer to this variable by pressing "STO", pressing the left arrow button once, and pressing "ENTER." Once an integer is stored to this variable, it will usually stay put, changing when and only when a pseudorandom number is generated. Whenever a pseudorandom number is generated, the "rand" value will change according to the formula: (New Integer) = 40,014 × (Current Integer) modulo 2,147,483,563.

To generate a pseudorandom number, press "PRB" and use "RAND" or "RANDI." Note that, here, "RAND" is in all caps, to distinguish between the integer variable in the memory storage. "RAND" is a pseudorandom decimal number between zero and one, calculated by dividing the new "rand" value by 2,147,483,563. For example, if rand = 500,000,000, then RAND = $$\frac{500,000,000}{2,147,483,563} = 0.2328306528695...$$ Texas Instrument calculators round off decimals to the nearest billionth, displaying nine digits beyond the decimal; in this case, this is displayed as 0.232830653.

RANDI is a function that takes two arguments: RANDI(a, b) generates a pseudorandom integer between a and b, inclusive.

Properties

 * The first term of the cycle is one, and every term after that is calculated by multiplying by 40,014 and taking the remainder modulo 2,147,483,563.
 * Second term: 40,014
 * Third term: 40,014 × 40,014 = 1,601,120,196
 * Fourth term: 1,346,387,765 because $${40,014} \times {1,601,120,196} \equiv {1,346,387,765} \pmod {2,147,483,563}$$
 * Fifth term: 439,883,729 because $${40,014} \times {1,346,387,765} \equiv {439,883,729} \pmod {2,147,483,563}$$
 * The sequence of random numbers repeats every 2,147,483,562 terms.
 * The multiplicative inverse of 40,014 is 2,082,061,899 because $${40,014} \times {2,082,061,899} \equiv 1 \pmod {2,147,483,563}$$. The number 2,082,061,899 is the last term of the cycle, after which the cycle starts again from the beginning.
 * The last 5 terms of the cycle can be viewed by storing the number 77,872,045 as the seed value, designated as "rand" in the calculator's memory storage, then generating 5 random numbers.
 * The negative multiplicative inverse of 40,014 is 65,421,664 because $${40,014} \times {65,421,664} \equiv -1 \pmod {2,147,483,563}$$. This marks the halfway point of the cycle.
 * Due to the 9-digit precision setting on the calculator, in which all decimal values are displayed rounded to the nearest billionth, the first value of "RAND" after storing 65,421,664 as the seed value is displayed as equaling 1. Actually, this value is $$\frac{2,147,483,562}{2,147,483,563}$$, which is so close to one, differing from one by only 4.66 × 10−10, that it rounds to 1.000000000 when the calculator rounds it to nine decimal places.
 * The number 65,421,664 is the last term of the first half of the cycle.
 * The number 2,147,483,563 − 40,014 = 2,147,443,549 is the first term in the second half of the cycle.

Table of values
Note: In this table, m = 2,147,483,563. All RAND values are rounded to nine significant figures. Although the scientific calculator truncates 9-digit decimals ending with zero, the final zeroes will be preserved in this table (i.e., "0.123456000", not "0.123456").


text:
User:Dosu julianah

My name is Dosu senami julianah, I am a Teacher, fashion designer, and an entrepreneur. I am also open to learning, where I can unlearn and relearn, because the world is now a global one, technology has taken charge.

title: User:Dosu julianah


text:
Number Theory/32-bit Linear congruential generator/2,147,483,561

The following table shows the sequence of pseudorandom numbers using the 32-bit linear congruential generator starting with seed value 2,147,483,561. This number is congruent to −2 modulo 2,147,483,563.

In this table, m = 2,147,483,563, and s = 2,147,483,561.


text:
Category:Wikipedia fully protected templates

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text: Category:Asian pear recipes

title: Category:Asian pear recipes


text:
LMIs in Control/Click here to continue/Integral Quadratic Constraints

 * 1) Stability condition of a feedback interconnection(IQCs)
 * 2) /Frequency Domain/
 * 3) /Quadratic Stability and IQCs/


text:
LMIs in Control/Click here to continue/Integral Quadratic Constraints/Frequency Domain

The System
We will consider the following feedback interconnection $$S(G, \Delta)$$:

\begin{cases} v=Gu+f, \\ u=\Delta(v)+r \end{cases} $$

where $$r$$ and $$f$$ are exogeneous inputs. $$G$$ and $$\Delta$$ are two casual operators.

The Problem
Let $$\Pi:j\mathbb{R}\rightarrow \mathbb{C}$$ be a measurable Hermitian-valued function, $$G\in \mathbb{R}\mathbb{H}_{\infty} $$ and $$\Delta$$ be a bounded casual operator. $$\exists \epsilon>0 $$ such that

$$ \begin{bmatrix}G(j\omega) \\ I \end{bmatrix}^{*} \Pi(j\omega) \begin{bmatrix}G(j\omega) \\ I \end{bmatrix} \leq - \epsilon I \qquad \forall \omega \in \mathbb{R} $$

Then the feedback interconnection of $$G$$ and $$\Delta$$ is stable.

The Data
$$G$$ is a linear time-invariant system with the state space realization:

\begin{cases} \dot{x}=Ax+Bu \\ y=Cx+Du \end{cases} $$ where $$x$$ is the state.

Any $$\Pi \in \mathbb{R}\mathbb{H}_{\infty} $$ can be factorized as $$\Pi=\Psi^{*}M\Psi$$ where $$M=M^{T}$$ and $$\Psi \in \mathbb{R}\mathbb{H}_{\infty}$$. Denote the state space realization of $$\Psi$$ by $$(A_\psi,[B_{\psi 1}, B_{\psi 2}], C_\psi, [D_{\psi 1}, D_{\psi 2}])$$.

A state space realization for the system $$\Psi \begin{bmatrix}G \\ I \end{bmatrix}$$ is $$ (\hat{A}, \hat{B}, \hat{C}, \hat{D}):=\left( \begin{bmatrix} A & 0 \\ B_{\psi 1}C & A_{\psi} \end{bmatrix}, \begin{bmatrix} B \\ B_{\psi 2} + B_{\psi 1} D \end{bmatrix}, \begin{bmatrix} D_{\psi 1} C & C_{\psi} \end{bmatrix}, D_{\psi 2} + D_{\psi 1}D \right) $$

The LMI
If there exists a matrix $$P=P^{T}$$ such that

\begin{bmatrix} \hat{A}^{T}P+P\hat{A} & P\hat{B} \\ \hat{B}^{T}P & 0 \end{bmatrix} + \begin{bmatrix} \hat{C}^{T} \\ \hat{D}^{T} \end{bmatrix}M \begin{bmatrix}\hat{C} & \hat{D}\end{bmatrix}< 0 $$ then the feedback interconnection $$S(G, \Delta)$$ is stable.


text:
User:Booksmaker

People always used to wonder what was the first book? well the first book was made a long long time and it's called "The Epic of Gilgamesh" this book was made in ancient Mesopotamia which is a long time ago is often cited as the first great composition, although some shorter compositions have survived that are even earlier (notably the Kesh Temple Hymn and “The Instructions of Shuruppak and most of the time will would think it's broken at least it's not. Gilgamesh was a real person the stone is not fully great, Gilgamesh is widely accepted as the historical 5th king of Uruk who reigned in the 26th century BCE. His influence is thought to have been so profound that myths of his divine status grew up around his deeds and finally culminated in the tales that inform The Epic of Gilgamesh. here was the idea of the book men and gods each have their place in a clearly-defined hierarchy. To overstep the bounds of that position is to be proud, something the gods punish harshly, even among themselves. Gilgamesh eventually dies of old age. As the god Enlil decreed, Gilgamesh fails in his pursuit of immortality, as his destiny is "to be the darkness and the light of mankind".

title: User:Booksmaker


text:
LMIs in Control/Click here to continue/Integral Quadratic Constraints/Quadratic Stability and IQCs

The System
Consider the system of differential equations

\dot{x}(t)=(A+B\Delta(t)C)x(t) \quad \Delta(t)\in \mathfrak{D}

$$

where $$A,B,C$$ are given and $$A$$ is Hurwitz. $$\mathfrak{D}$$ is the set of all diagonal matrices with the norm not exceeding 1.

The Problem
The system is called quadratically stable if there exists a matrix $$P=P^{T}$$ such that

$$ P(A+B\Delta_iC)+(A+B\Delta_iC)^{T}P<0, \quad \forall{i} $$

The stability of the system above is equivalent to the stability of the feedback interconnection:

$$ \begin{cases} v=Gu+f, \\ u=\Delta(v)+r \end{cases} $$

where $$G$$ is the linear time-invariant operator with transfer function $$G(s)=C(sI-A)^{-1}B$$, and $$\Delta$$ is the operator, $$\Delta(t)\in \mathfrak{D}.$$

The Data
Let $$ \Pi=\begin{bmatrix} Q & S \\ S^{T} &R \end{bmatrix} $$

where $$Q=Q^{T}, R=R^{T},S$$ are real matrices such that

$$ Q+S\Delta+\Delta^{T}S^{T}+\Delta^{T}R\Delta>0, \quad \forall{\Delta}\in \mathfrak{D} $$

For a fixed matrix $$\Pi$$ satisfying the inequality above, a sufficient condition of stability is given by

$$ \begin{bmatrix}G(j\omega) \\ I \end{bmatrix}^{*} \Pi \begin{bmatrix}G(j\omega) \\ I \end{bmatrix}<0 \qquad \forall \omega \in \mathbb{R} \cup \{\infty\} $$

The LMI
If there exists a $$P=P^{T}$$ such that

$$ \begin{bmatrix} PA+A^{T}P+C^{T}QC & PB+C^{T}S \\ B^{T}P+S^{T}C & R \end{bmatrix}< 0 $$

then the system given by $$\dot{x}(t)=(A+B\Delta(t)C)x(t) \quad \Delta(t)\in \mathfrak{D}$$ is quadratically stable.


text: Category:Azuki bean recipes

title: Category:Azuki bean recipes


text:
Wikibooks:Reading room/Archives/2023/October

Opportunities open for the Affiliations Committee, Ombuds commission, and the Case Review Committee
  You can find this message translated into additional languages on Meta-wiki.

 m:Special:MyLanguage/Wikimedia Foundation Legal department/Committee appointments/Announcement/Short •

Hi everyone! The Affiliations Committee (AffCom), Ombuds commission (OC), and the Case Review Committee (CRC) are looking for new members. These volunteer groups provide important structural and oversight support for the community and movement. People are encouraged to nominate themselves or encourage others they feel would contribute to these groups to apply. There is more information about the roles of the groups, the skills needed, and the opportunity to apply on the Meta-wiki page.

On behalf of the Committee Support team,

~ Keegan (WMF) (talk) 16:41, 9 October 2023 (UTC)

Does Wikibooks have a functional magic word? @MarcGarver @Leaderboard? —Kittycataclysm (discuss • contribs) 00:31, 22 October 2023 (UTC)

 * DEFAULTSORT is just a part of the software: it works on every page on this wiki that has the wiki content model. —Justin ( koavf ) ❤T☮C☺M☯ 03:35, 22 October 2023 (UTC)
 * @Koavf @SHB2000 Huh okay! That's what I thought, but it doesn't seem to be working on Cookbook:1-2 Chocolate Cake where I tested it. I'm wondering what I'm doing wrong. —Kittycataclysm (discuss • contribs) 21:33, 22 October 2023 (UTC)
 * Cookbook:1-2 Chocolate Cake is sorted under "Chococlate" in Category:Halal recipes. —Justin ( koavf ) ❤T☮C☺M☯ 21:41, 22 October 2023 (UTC)
 * @Koavf Interesting, it seems to be sorting correctly in some categories only. For example, it's not sorting correctly in Category:Recipes. Do you know why that might be? —Kittycataclysm (discuss • contribs) 21:45, 22 October 2023 (UTC)
 * Oh! Could it be related to the fact that the recipe getting put in Category:Recipes by at the top of the page? I remember something about defaultsort being very picky about page placement. —Kittycataclysm (discuss • contribs) 21:48, 22 October 2023 (UTC)
 * The problem is that recipe includes the template Cookbook article type which has the code {{DEFAULTSORT:{{{sortby|{{PAGENAME}}}}}}, which it almost certainly shouldn't. —Justin ( koavf ) ❤T☮C☺M☯ 21:57, 22 October 2023 (UTC)
 * So, I tried two different troubleshooting things. Completely removing the defaultsort code in didn't help, but I tried manually adding  in Cookbook:1-2 Chocolate Cake underneath the defaultsort, and that DOES fix it. So, I guess if I want a page to sort in any special way, I'll have to manually add the relevant categories, since  doesn't work for transcluded categories. —Kittycataclysm (discuss • contribs) 23:09, 22 October 2023 (UTC)
 * Aw nuts I can just specify the sortkey for the recipe category as a parameter in . This has been a whole lot of troubleshooting just for a little old thing. —Kittycataclysm (discuss • contribs) 23:18, 22 October 2023 (UTC)
 * Removing the code should work. Sometimes, it takes purging the page and template. —Justin ( koavf ) ❤T☮C☺M☯ 23:24, 22 October 2023 (UTC)
 * As Justin points out. Leaderboard (discuss • contribs) 06:11, 22 October 2023 (UTC)
 * To add onto what Justin mentioned, is used when you want a page to be sorted out by something that isn't its title – so for a page named "The Gambia", per se, you would use  to sort it by default under "G". --SHB2000 (discuss • contribs) 08:20, 22 October 2023 (UTC)

Trouble with imports
Is there an issue with the import tool? It's throwing things into transwiki even when I don't want it to. @MarcGarver@Leaderboard do you know anything about this? —Kittycataclysm (discuss • contribs) 00:28, 22 October 2023 (UTC)

 * @Leaderboard I think you might have dealt with this before? But I just imported a single page, and it put it in transwiki even though I specified not to. I'm not sure who to go to for help with this. —Kittycataclysm (discuss • contribs) 01:21, 23 October 2023 (UTC)
 * , I remember this - how are you importing? Leaderboard (discuss • contribs) 05:28, 23 October 2023 (UTC)
 * @Leaderboard I use Special:Import and specified "import to original namespace". —Kittycataclysm (discuss • contribs) 14:52, 23 October 2023 (UTC)
 * , that seems to have a bug for some reason. One way to work around it is to set the namespace manually - then all imported pages will go there. Leaderboard (discuss • contribs) 16:33, 23 October 2023 (UTC)
 * Okay good to know! Who would be the wiki authority to reach out to for assistance with fixing this? —Kittycataclysm (discuss • contribs) 17:57, 23 October 2023 (UTC)
 * If it genuinely is a software but, then . Have you ever made a ticket there before? —Justin ( koavf ) ❤T☮C☺M☯ 18:03, 23 October 2023 (UTC)
 * Thanks @Koavf! Just created a ticket. —Kittycataclysm (discuss • contribs) 20:46, 23 October 2023 (UTC)
 * T349560 for those playing at home. —Justin ( koavf ) ❤T☮C☺M☯ 21:23, 23 October 2023 (UTC)

Review and comment on the 2024 Wikimedia Foundation Board of Trustees selection rules package

 *  You can find this message translated into additional languages on Meta-wiki.
 *  m:Special:MyLanguage/wiki/Wikimedia Foundation elections/2024/Announcement/Rules package review - short •

Dear all,

Please review and comment on the Wikimedia Foundation Board of Trustees selection rules package from now until 29 October 2023. The selection rules package was based on older versions by the Elections Committee and will be used in the 2024 Board of Trustees selection. Providing your comments now will help them provide a smoother, better Board selection process. More on the Meta-wiki page.

Best,

Katie Chan Chair of the Elections Committee

01:12, 17 October 2023 (UTC)


text:
Talk:Department:Recreational activities

Ballistics
hunting calibers - northh america Billy Bezerk (discuss • contribs) 08:18, 10 December 2023 (UTC)

title: Talk:Department:Recreational activities


text:
Category:Articles using infobox templates with no data rows

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text:
Category:Articles containing Tagalog-language text

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text:
Category:Font-old using style param

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title: Category:Font-old using style param


text: Category:Bagoong alamang recipes

title: Category:Bagoong alamang recipes