Analysis of information sources in references of the Wikipedia article "Parallel (operator)" in English language version.
§359. […] ∥ for parallel occurs in Oughtred's Opuscula mathematica hactenus inedita (1677) [p. 197], a posthumous work (§ 184) […] §368. Signs for parallel lines. […] when Recorde's sign of equality won its way upon the Continent, vertical lines came to be used for parallelism. We find ∥ for "parallel" in Kersey,[A] Caswell, Jones,[B] Wilson,[C] Emerson,[D] Kambly,[E] and the writers of the last fifty years who have been already quoted in connection with other pictographs. Before about 1875 it does not occur as often […] Hall and Stevens[F] use "par[F] or ∥" for parallel […] [A] John Kersey, Algebra (London, 1673), Book IV, p. 177. [B] W. Jones, Synopsis palmarioum matheseos (London, 1706). [C] John Wilson, Trigonometry (Edinburgh, 1714), characters explained. [D] W. Emerson, Elements of Geometry (London, 1763), p. 4. [E] L. Kambly , Die Elementar-Mathematik, Part 2: Planimetrie, 43. edition (Breslau, 1876), p. 8. […] [F] H. S. Hall and F. H. Stevens, Euclid's Elements, Parts I and II (London, 1889), p. 10. […][3]
[…] This mathematical relationship comes up often enough that it actually has a name: the "parallel operator", denoted ∥. When we say x∥y, it means . Note that this is a mathematical operator and does not say anything about the actual configuration. In the case of resistors the parallel operator is used for parallel resistors, but for other components (like capacitors) this is not the case. […](16 pages)
[…] To have a convenient short notation for the joint resistance of resistors connected in parallel let […] A:B = AB/(A+B) […] A:B may be regarded as a new operation termed parallel addition […] Parallel addition is defined for any nonnegative numbers. The network model shows that parallel addition is commutative and associative. Moreover, multiplication is distributive over this operation. Consider now an algebraic expression in the operations (+) and (:) operating on positive numbers A, B, C, etc. […] To give a network interpretation of such a polynomial read A + B as "A series B" and A : B as "A parallel B" then it is clear that the expression […] is the joint resistance of the network […][1] [2] (206 pages)
[…] When resistors with resistance a and b are placed in series, their compound resistance is the usual sum (hereafter the series sum) of the resistances a + b. If the resistances are placed in parallel, their compound resistance is the parallel sum of the resistances, which is denoted by the full colon […][4] (271 pages)
[…] Bruce D. Wedlock […] was the principle contributing author to Part I, BASIC CIRCUIT NETWORKS including the design of the companion examples. […] Most of the development of the IEI program was undertaken as part of the Technical Curriculum Research and Development Project of the MIT Center of Advanced Engineering Study. […] shorthand notation […] shorthand symbol ∥ […](xiii+545 pages) (NB. In 1981, a 216-pages laboratory manual accompanying this book existed as well. The work grew out of an MIT course program "The MIT Technical Curriculum Development Project - Introduction to Electronics and Instrumentation" developed between 1974 and 1979. In 1986, a second edition of this book was published under the title "Introduction to Electronics Technology".)
[…] Bei abgekürzter Schreibweise achte man sorgfältig auf die Anwendung von Klammern. […] Das Parallelzeichen ∥ der Kurzschreibweise hat die gleiche Bedeutung wie ein Multiplikationszeichen. Deshalb können Klammern entfallen.(446 pages)
[…] To have a convenient short notation for the joint resistance of resistors connected in parallel let […] A:B = AB/(A+B) […] A:B may be regarded as a new operation termed parallel addition […] Parallel addition is defined for any nonnegative numbers. The network model shows that parallel addition is commutative and associative. Moreover, multiplication is distributive over this operation. Consider now an algebraic expression in the operations (+) and (:) operating on positive numbers A, B, C, etc. […] To give a network interpretation of such a polynomial read A + B as "A series B" and A : B as "A parallel B" then it is clear that the expression […] is the joint resistance of the network […][1] [2] (206 pages)
[…] we define the parallel sum of A and B by the formula A(A + B)+B and denote it by A : B. If A and B are nonsingular this reduces to A : B = (A−1 + B−1)−1 which is the well known electrical formula for addition of resistors in parallel. Then it is shown that the Hermitian semi-definite matrices form a commutative partially ordered semigroup under the parallel sum operation. […][6]
The purpose of this communication is to extend the concept of the scalar operation Reduced Sum introduced by Seshu […] and later elaborated by Erickson […] to matrices, to outline some interesting properties of this new matrix operation, and to apply the matrix operation in the analysis of series and parallel n-port networks. Let A and B be two non-singular square matrices having inverses, A−1 and B−1 respectively. We define the operation ∙ as A ∙ B = (A−1 + B−1)−1 and the operation ⊙ as A ⊙ B = A ∙ (−B). The operation ∙ is commutative and associative and is also distributive with respect to multiplication. […](3 pages)
[…] we define the parallel sum of A and B by the formula A(A + B)+B and denote it by A : B. If A and B are nonsingular this reduces to A : B = (A−1 + B−1)−1 which is the well known electrical formula for addition of resistors in parallel. Then it is shown that the Hermitian semi-definite matrices form a commutative partially ordered semigroup under the parallel sum operation. […][6]
[…] The operation ∗ is defined as A ∗ B = AB/A + B. The symbol ∗ has algebraic properties which simplify the formal solution of many series-parallel network problems. If the operation ∗ were included as a subroutine in a digital computer, it could simplify the programming of certain network calculations. […](3 pages) (NB. See comment.)
[…] Comments on the operation ∗ […] a∗b = ab/(a+b) […](1 page) (NB. Refers to previous reference.)
[…] Introduction to Electronics and Instrumentation is a new and contemporary approach to the introductory electronics course. Designed for students with no prior experience with electronics, it develops the skills and knowledge necessary to use and understand modern electronic systems. […] John W. McWane […](NB. The SET Project was a two-year post-secondary curriculum developed between 1974 and 1977 preparing technicians to use electronic instruments.)
[…] When resistors with resistance a and b are placed in series, their compound resistance is the usual sum (hereafter the series sum) of the resistances a + b. If the resistances are placed in parallel, their compound resistance is the parallel sum of the resistances, which is denoted by the full colon […][4] (271 pages)
The parallel sum of two positive real numbers x:y = [(1/x) + (1/y)]−1 arises in electrical circuit theory as the resistance resulting from hooking two resistances x and y in parallel. There is a duality between the usual (series) sum and the parallel sum. […][5] (24 pages)
This textbook evolved from a one-semester introductory electronics course taught by the authors at the Massachusetts Institute of Technology. […] The course is used by many freshmen as a precursor to the MIT Electrical Engineering Core Program. […] The preparation of a book of this size has drawn on the contribution of many people. The concept of teaching network theory and electronics as a single unified subject derives from Professor Campbell Searle, who taught the introductory electronics course when one of us (S.D.S.) was a first-year physics graduate student trying to learn electronics. In addition, Professor Searle has provided invaluable constructive criticism throughout the writing of this text. Several members of the MIT faculty and nearly 40 graduate technical assistants have participated in the teaching of this material over the past five years, many of whom have made important contributions through their suggestions and examples. Among these, we especially wish to thank O. R. Mitchell, Irvin Englander, George Lewis, Ernest Vincent, David James, Kenway Wong, Gim Hom, Tom Davis, James Kirtley, and Robert Donaghey. The chairman of the MIT Department of Electrical Engineering, Professor Louis D. Smullin, has provided support and encouragement during this project, as have many colleagues throughout the department. […] The first result […] states that the total voltage across the parallel combination of R1 and R2 is the same as that which occurs across a single resistance of value R1 R2 (R1 + R2). Because this expression for parallel resistance occurs so often, it is given a special notation (R1∥R2). That is, when R1 and R2 are in parallel, the equivalent resistance is […](xii+623+5 pages) (NB. A teacher's manual was available as well. Early print runs contains a considerable number of typographical errors. See also: Wedlock's 1978 book.) [7]
[…] One convenient way to indicate two resistors are in parallel is to put a ∥ between them. […]
[…] To have a convenient short notation for the joint resistance of resistors connected in parallel let […] A:B = AB/(A+B) […] A:B may be regarded as a new operation termed parallel addition […] Parallel addition is defined for any nonnegative numbers. The network model shows that parallel addition is commutative and associative. Moreover, multiplication is distributive over this operation. Consider now an algebraic expression in the operations (+) and (:) operating on positive numbers A, B, C, etc. […] To give a network interpretation of such a polynomial read A + B as "A series B" and A : B as "A parallel B" then it is clear that the expression […] is the joint resistance of the network […][1] [2] (206 pages)
§359. […] ∥ for parallel occurs in Oughtred's Opuscula mathematica hactenus inedita (1677) [p. 197], a posthumous work (§ 184) […] §368. Signs for parallel lines. […] when Recorde's sign of equality won its way upon the Continent, vertical lines came to be used for parallelism. We find ∥ for "parallel" in Kersey,[A] Caswell, Jones,[B] Wilson,[C] Emerson,[D] Kambly,[E] and the writers of the last fifty years who have been already quoted in connection with other pictographs. Before about 1875 it does not occur as often […] Hall and Stevens[F] use "par[F] or ∥" for parallel […] [A] John Kersey, Algebra (London, 1673), Book IV, p. 177. [B] W. Jones, Synopsis palmarioum matheseos (London, 1706). [C] John Wilson, Trigonometry (Edinburgh, 1714), characters explained. [D] W. Emerson, Elements of Geometry (London, 1763), p. 4. [E] L. Kambly , Die Elementar-Mathematik, Part 2: Planimetrie, 43. edition (Breslau, 1876), p. 8. […] [F] H. S. Hall and F. H. Stevens, Euclid's Elements, Parts I and II (London, 1889), p. 10. […][3]
This textbook evolved from a one-semester introductory electronics course taught by the authors at the Massachusetts Institute of Technology. […] The course is used by many freshmen as a precursor to the MIT Electrical Engineering Core Program. […] The preparation of a book of this size has drawn on the contribution of many people. The concept of teaching network theory and electronics as a single unified subject derives from Professor Campbell Searle, who taught the introductory electronics course when one of us (S.D.S.) was a first-year physics graduate student trying to learn electronics. In addition, Professor Searle has provided invaluable constructive criticism throughout the writing of this text. Several members of the MIT faculty and nearly 40 graduate technical assistants have participated in the teaching of this material over the past five years, many of whom have made important contributions through their suggestions and examples. Among these, we especially wish to thank O. R. Mitchell, Irvin Englander, George Lewis, Ernest Vincent, David James, Kenway Wong, Gim Hom, Tom Davis, James Kirtley, and Robert Donaghey. The chairman of the MIT Department of Electrical Engineering, Professor Louis D. Smullin, has provided support and encouragement during this project, as have many colleagues throughout the department. […] The first result […] states that the total voltage across the parallel combination of R1 and R2 is the same as that which occurs across a single resistance of value R1 R2 (R1 + R2). Because this expression for parallel resistance occurs so often, it is given a special notation (R1∥R2). That is, when R1 and R2 are in parallel, the equivalent resistance is […](xii+623+5 pages) (NB. A teacher's manual was available as well. Early print runs contains a considerable number of typographical errors. See also: Wedlock's 1978 book.) [7]
[…] The Technical Curriculum Research and Development Program, sponsored by the Imperial Organization of Social Services of Iran, is entering the fourth year of a five-year contract. Curriculum development in electronics and mechanical engineering continues. […] Administered jointly by C.A.E.S. and the Department of Materials Science and Engineering, the Project is under the supervision of Professor Merton C. Flemings. It is directed by Dr. John W. McWane. […] Curriculum Materials Development. This is the principal activity of the project and is concerned with the development of innovative, state-of-the-art course materials in needed areas of engineering technology […] new introductory course in electronics […] is entitled Introduction to Electronics and Instrumentation and consists of eight […] modules […] dc Current, Voltage, and Resistance; Basic Circuit Networks; Time Varying Signals; Operational Amplifiers; Power Supplies; ac Current, Voltage, and Impedance; Digital Circuits; and Electronic Measurement and Control. This course represents a major change and updating of the way in which electronics is introduced, and should be of great value to STI as well as to many US programs. […]
§359. […] ∥ for parallel occurs in Oughtred's Opuscula mathematica hactenus inedita (1677) [p. 197], a posthumous work (§ 184) […] §368. Signs for parallel lines. […] when Recorde's sign of equality won its way upon the Continent, vertical lines came to be used for parallelism. We find ∥ for "parallel" in Kersey,[A] Caswell, Jones,[B] Wilson,[C] Emerson,[D] Kambly,[E] and the writers of the last fifty years who have been already quoted in connection with other pictographs. Before about 1875 it does not occur as often […] Hall and Stevens[F] use "par[F] or ∥" for parallel […] [A] John Kersey, Algebra (London, 1673), Book IV, p. 177. [B] W. Jones, Synopsis palmarioum matheseos (London, 1706). [C] John Wilson, Trigonometry (Edinburgh, 1714), characters explained. [D] W. Emerson, Elements of Geometry (London, 1763), p. 4. [E] L. Kambly , Die Elementar-Mathematik, Part 2: Planimetrie, 43. edition (Breslau, 1876), p. 8. […] [F] H. S. Hall and F. H. Stevens, Euclid's Elements, Parts I and II (London, 1889), p. 10. […][3]
The parallel sum of two positive real numbers x:y = [(1/x) + (1/y)]−1 arises in electrical circuit theory as the resistance resulting from hooking two resistances x and y in parallel. There is a duality between the usual (series) sum and the parallel sum. […][5] (24 pages)
The purpose of this communication is to extend the concept of the scalar operation Reduced Sum introduced by Seshu […] and later elaborated by Erickson […] to matrices, to outline some interesting properties of this new matrix operation, and to apply the matrix operation in the analysis of series and parallel n-port networks. Let A and B be two non-singular square matrices having inverses, A−1 and B−1 respectively. We define the operation ∙ as A ∙ B = (A−1 + B−1)−1 and the operation ⊙ as A ⊙ B = A ∙ (−B). The operation ∙ is commutative and associative and is also distributive with respect to multiplication. […](3 pages)
[…] The operation ∗ is defined as A ∗ B = AB/A + B. The symbol ∗ has algebraic properties which simplify the formal solution of many series-parallel network problems. If the operation ∗ were included as a subroutine in a digital computer, it could simplify the programming of certain network calculations. […](3 pages) (NB. See comment.)
This textbook evolved from a one-semester introductory electronics course taught by the authors at the Massachusetts Institute of Technology. […] The course is used by many freshmen as a precursor to the MIT Electrical Engineering Core Program. […] The preparation of a book of this size has drawn on the contribution of many people. The concept of teaching network theory and electronics as a single unified subject derives from Professor Campbell Searle, who taught the introductory electronics course when one of us (S.D.S.) was a first-year physics graduate student trying to learn electronics. In addition, Professor Searle has provided invaluable constructive criticism throughout the writing of this text. Several members of the MIT faculty and nearly 40 graduate technical assistants have participated in the teaching of this material over the past five years, many of whom have made important contributions through their suggestions and examples. Among these, we especially wish to thank O. R. Mitchell, Irvin Englander, George Lewis, Ernest Vincent, David James, Kenway Wong, Gim Hom, Tom Davis, James Kirtley, and Robert Donaghey. The chairman of the MIT Department of Electrical Engineering, Professor Louis D. Smullin, has provided support and encouragement during this project, as have many colleagues throughout the department. […] The first result […] states that the total voltage across the parallel combination of R1 and R2 is the same as that which occurs across a single resistance of value R1 R2 (R1 + R2). Because this expression for parallel resistance occurs so often, it is given a special notation (R1∥R2). That is, when R1 and R2 are in parallel, the equivalent resistance is […](xii+623+5 pages) (NB. A teacher's manual was available as well. Early print runs contains a considerable number of typographical errors. See also: Wedlock's 1978 book.) [7]
Für die Berechnung des Ersatzwiderstands der Parallelschaltung wird […] gern die Kurzschreibweise ∥ benutzt.
[…] This mathematical relationship comes up often enough that it actually has a name: the "parallel operator", denoted ∥. When we say x∥y, it means . Note that this is a mathematical operator and does not say anything about the actual configuration. In the case of resistors the parallel operator is used for parallel resistors, but for other components (like capacitors) this is not the case. […](16 pages)
[…] When resistors with resistance a and b are placed in series, their compound resistance is the usual sum (hereafter the series sum) of the resistances a + b. If the resistances are placed in parallel, their compound resistance is the parallel sum of the resistances, which is denoted by the full colon […][4] (271 pages)
The parallel sum of two positive real numbers x:y = [(1/x) + (1/y)]−1 arises in electrical circuit theory as the resistance resulting from hooking two resistances x and y in parallel. There is a duality between the usual (series) sum and the parallel sum. […][5] (24 pages)
[…] One convenient way to indicate two resistors are in parallel is to put a ∥ between them. […]
Für die Berechnung des Ersatzwiderstands der Parallelschaltung wird […] gern die Kurzschreibweise ∥ benutzt.
[…] Introduction to Electronics and Instrumentation is a new and contemporary approach to the introductory electronics course. Designed for students with no prior experience with electronics, it develops the skills and knowledge necessary to use and understand modern electronic systems. […] John W. McWane […](NB. The SET Project was a two-year post-secondary curriculum developed between 1974 and 1977 preparing technicians to use electronic instruments.)
[…] The Technical Curriculum Research and Development Program, sponsored by the Imperial Organization of Social Services of Iran, is entering the fourth year of a five-year contract. Curriculum development in electronics and mechanical engineering continues. […] Administered jointly by C.A.E.S. and the Department of Materials Science and Engineering, the Project is under the supervision of Professor Merton C. Flemings. It is directed by Dr. John W. McWane. […] Curriculum Materials Development. This is the principal activity of the project and is concerned with the development of innovative, state-of-the-art course materials in needed areas of engineering technology […] new introductory course in electronics […] is entitled Introduction to Electronics and Instrumentation and consists of eight […] modules […] dc Current, Voltage, and Resistance; Basic Circuit Networks; Time Varying Signals; Operational Amplifiers; Power Supplies; ac Current, Voltage, and Impedance; Digital Circuits; and Electronic Measurement and Control. This course represents a major change and updating of the way in which electronics is introduced, and should be of great value to STI as well as to many US programs. […]
This textbook evolved from a one-semester introductory electronics course taught by the authors at the Massachusetts Institute of Technology. […] The course is used by many freshmen as a precursor to the MIT Electrical Engineering Core Program. […] The preparation of a book of this size has drawn on the contribution of many people. The concept of teaching network theory and electronics as a single unified subject derives from Professor Campbell Searle, who taught the introductory electronics course when one of us (S.D.S.) was a first-year physics graduate student trying to learn electronics. In addition, Professor Searle has provided invaluable constructive criticism throughout the writing of this text. Several members of the MIT faculty and nearly 40 graduate technical assistants have participated in the teaching of this material over the past five years, many of whom have made important contributions through their suggestions and examples. Among these, we especially wish to thank O. R. Mitchell, Irvin Englander, George Lewis, Ernest Vincent, David James, Kenway Wong, Gim Hom, Tom Davis, James Kirtley, and Robert Donaghey. The chairman of the MIT Department of Electrical Engineering, Professor Louis D. Smullin, has provided support and encouragement during this project, as have many colleagues throughout the department. […] The first result […] states that the total voltage across the parallel combination of R1 and R2 is the same as that which occurs across a single resistance of value R1 R2 (R1 + R2). Because this expression for parallel resistance occurs so often, it is given a special notation (R1∥R2). That is, when R1 and R2 are in parallel, the equivalent resistance is […](xii+623+5 pages) (NB. A teacher's manual was available as well. Early print runs contains a considerable number of typographical errors. See also: Wedlock's 1978 book.) [7]
§359. […] ∥ for parallel occurs in Oughtred's Opuscula mathematica hactenus inedita (1677) [p. 197], a posthumous work (§ 184) […] §368. Signs for parallel lines. […] when Recorde's sign of equality won its way upon the Continent, vertical lines came to be used for parallelism. We find ∥ for "parallel" in Kersey,[A] Caswell, Jones,[B] Wilson,[C] Emerson,[D] Kambly,[E] and the writers of the last fifty years who have been already quoted in connection with other pictographs. Before about 1875 it does not occur as often […] Hall and Stevens[F] use "par[F] or ∥" for parallel […] [A] John Kersey, Algebra (London, 1673), Book IV, p. 177. [B] W. Jones, Synopsis palmarioum matheseos (London, 1706). [C] John Wilson, Trigonometry (Edinburgh, 1714), characters explained. [D] W. Emerson, Elements of Geometry (London, 1763), p. 4. [E] L. Kambly , Die Elementar-Mathematik, Part 2: Planimetrie, 43. edition (Breslau, 1876), p. 8. […] [F] H. S. Hall and F. H. Stevens, Euclid's Elements, Parts I and II (London, 1889), p. 10. […][3]
[…] The Technical Curriculum Research and Development Program, sponsored by the Imperial Organization of Social Services of Iran, is entering the fourth year of a five-year contract. Curriculum development in electronics and mechanical engineering continues. […] Administered jointly by C.A.E.S. and the Department of Materials Science and Engineering, the Project is under the supervision of Professor Merton C. Flemings. It is directed by Dr. John W. McWane. […] Curriculum Materials Development. This is the principal activity of the project and is concerned with the development of innovative, state-of-the-art course materials in needed areas of engineering technology […] new introductory course in electronics […] is entitled Introduction to Electronics and Instrumentation and consists of eight […] modules […] dc Current, Voltage, and Resistance; Basic Circuit Networks; Time Varying Signals; Operational Amplifiers; Power Supplies; ac Current, Voltage, and Impedance; Digital Circuits; and Electronic Measurement and Control. This course represents a major change and updating of the way in which electronics is introduced, and should be of great value to STI as well as to many US programs. […]
[…] To have a convenient short notation for the joint resistance of resistors connected in parallel let […] A:B = AB/(A+B) […] A:B may be regarded as a new operation termed parallel addition […] Parallel addition is defined for any nonnegative numbers. The network model shows that parallel addition is commutative and associative. Moreover, multiplication is distributive over this operation. Consider now an algebraic expression in the operations (+) and (:) operating on positive numbers A, B, C, etc. […] To give a network interpretation of such a polynomial read A + B as "A series B" and A : B as "A parallel B" then it is clear that the expression […] is the joint resistance of the network […][1] [2] (206 pages)