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Learning everywhere

Learning everywhere is where the road for Web content is heading. This means for individuals to have the opportunity to learn by their interests and motives, abilities and means. Realizing this demands a smart grid to allow the annotation of resources, yet also the user profiling.

There are several directions of actions of the architecture part. There is also much the users themselves can do. From the ecological perspective, it is important for the Web to remain without walls.

In the context of the user perspective, we mention the Tag ontology, designed to guide the annotation of resources in context. There, eight elements are advised for the tag line to respond to: content, purpose and media.

It is of significance, to refer to 'Learning Everywhere'(LE) as an emerging paradigm, which requires syllabus adaptation in several schools. Examples are Instructional Technologies and Information Sciences.

This entry reflects on such an initiative, gradually introducing LE to the curriculum of Instructional Design studies at HIT, in Israel. The wider perspective, is aiming at LMS enhancement on the one hand, and for individuals to adopt Meaningful learning as a way of life. Learning everywhere is here not only ubiquitous learning. Moreover, we aim at a philosophical notion of individual learning: everywhere.

The following introduction is based on a.

Learning everywhere is an evolving phenomenon enabled by such as Web technologies and social media, i.e., Web 2.0 tools, while also facilitated by a spectrum of mobile devices. Learning everywhere, as a phenomenon is rooted in the wider context of learning - eLearning, technology-enhanced learning (Chatty et al., 2007) and web-based learning (Weinberger, 2010) - bringing together a social phenomenon and technological advancements.

Learning everywhere refers to the ability trusted upon the learner to use the spectrum of information technology tools in order to learn - everywhere by choosing the time, place, media and content that best meets her goals, intention and wishes. It can be examined in light of three perspectives: the technology perspective, the content- and the methodological perspective.

The technology perspective: learning everywhere is facilitated based on a spectrum of information and communication technologies such as: laptops, IPad, e-Readers, and mobile devices also using a spectrum of knowledge representation standards and protocols.

The content perspective: content for learning everywhere is available on the Web, also be access from all M-devices using a Web access. By the most part content is available free-of charge.

Methodology: much like the evolution of the Web - technology - standards and protocols, heads methods, such as of sharing and collaboration. Consequently, the integration, application and assimilation of available content to learning differ between learners and instructors. Common to both user groups is that their exposure to ubiquitous learning resources origins with ‘cloud’ information, i.e., information found on social media resources. Successful integration of learning technologies in general and Web technologies in particular necessitates a design-based approach to the conceptualization of learning processes (Nachmias et al., 1999; Vossen and Hagemann, 2007). Along this lane, ubiquitous learning is no exception. Example perquisites are the education and training of an active learner (Preece and Shneiderman, 2009) qualified in the usage of information and communication technologies and of social media (Shen and Khalifa, 2009). Against this background a roadmap for ubiquitous learning can support resources usage and integration as part of individual and organizational learning.

The user role
Over the recent years, the user has evolved from a reader to an active contributor of significant content. User's contribution can have several expressions. Firstly, is content development. In our school we have given undergraduate students the opportunity to develop entries describing Digital Libraries in a methodological- structured approach to facilitate the negotiation of (mostly English language) content by Hebrew speakers. These entries, albeit resembling Wiki entries were aggregated in a Wordpress blog, namely: Class work.. Second is SKeTCo, the social knowledge tagging core, aforementioned, guiding the creation and representation of Tags in content.

A bi-dimensional view
Encouraging learning everywhere is subject to the recognition of its two-faceted view: an independent individual activity on the one hand, and a segment of classical learning, on the other hand. For the latter, support is required for the design of the learning processes. An example in this context is the structuring of cooperative processes (Perkins, 1999; Shamla and Nachmias, 2002), i.e., also as part of a wider perception of the integration of information- and instructional technologies, and the assimilation of Internet resources as part of teaching and learning processes (Kane and Fichman, 2009, Rafaeli and Raban, 2005; Weinberger, 2010).

From theory to practice
An instance effort in this direction could be the incorporation of Learning resources (e.g., video and audio lectures, eBooks, online courses) as part of teaching and of class syllabus. The contribution of reference tools to research is well acknowledged (Nachmias et al., 1999); hence, the specification, development and presentation of a knowledge repository providing direct, guided access (Marchionini and White, 2007) to ubiquitous learning resources could prove beneficial in the context of both individual and organizational learning (Schmidt, 2008).

Web-based learning
From a methodological perspective, Web-based learning can guide individuals through the realization of learning everywhere as a concept - turning into a process. This is for the reason that guiding meaningful learning requires instructional design. In the absent of this, a model and a methodology could compensate the lacking of a pedagogical model.

Example initiative
An open-access road-map for Learning everywhere - mostly based on Web resources(hitcw.wordpress.com); the contribution of several classes (i.e., semesters)of undergraduate students at HIT Instructional systems department. This initiative serves as a hub to facilitate web content negotiation. More to the point, learners and instructors can use the Hebrew, structured platform as means of introducing Web content. All in all there is there not only the annotated description of Digital Libraries but also a rich and diversified collection of Mashup (e.g., using iGoogle) - rich content applications.

Content description in context
As aforementioned, posts on this blog (i.e., students' contribution on DL and on their own Mashups) are structured to respond to goal-based information retrieval. This is following an eight element social tagging ontology (here ref).

Learning everywhere content
The work referenced here is but an example. Indeed, an example for user-for-user model of learning everywhere. In these contributions, our students further acknowledge a spectrum of Web resources for: Web 2.0-based knowledge sharing applications (e.g., Mashup, personalized search engines, content and methods for learning everywhere.

Academic perspective
Previous experience guided students towards the aggregated presentation of Learning everywhere resources on the Web. This can be found through the Class Work blog. A notable example in this context is the UoP - The University of the people. Interesting from several perspectives, not excluding the instructional designer's perspective.

title: Learning everywhere


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

title: File:CORDIC.Background.2.A.20110526.pdf


text:
User:Jtneill/Grants/Student-authored open textbooks 2010/Generic guidelines

Video overview of the student-authored open textbook project: http://www.youtube.com/watch?v=d86CICLwmMc (4 min.)

The problem/need

 * 1) Assessment: Need for authentic assessment tasks which:
 * 2) Teach real-world skills
 * 3) Create usable outcomes for the academic and broader community
 * 4) Textbooks: Need for open, online textbooks:
 * 5) Lack of open textbooks
 * 6) Lack of local content
 * 7) High financial cost and restricted copyright of commercial textbooks
 * 8) Collaborative, online writing skills:
 * 9) Need for collaborative, online writing and multimedia communication skills:
 * 10) Need for staff to write and edit alongside students to help develop students' critical thinking, writing and learning skills

The proposal
A student-authored open textbook learning and assessment exercise

 * 1) The goal for students is to:
 * 2) author a textbook chapter in a collaborative editing environment
 * 3) create an online multimedia presentation to accompany the chapter
 * 4) develop and demonstrate:
 * 5) subject-specific knowledge
 * 6) effective writing and communication skills
 * 7) The goal for academic staff is to:
 * 8) facilitate student confidence and success in approaching a novel task
 * 9) co-create (as an editor and co-author) a good quality free and open online textbook
 * 10) The goal for the textbook is to:
 * 11) Provide a niche textbook freely usable by anyone, but in particular which be an additional textbook or alternative to commercial textbooks
 * 12) Be freely usable by anyone
 * 13) Provide a meaningful and engagement learning and assessment exercise for students
 * 14) Become

Basic steps

 * 1) Platform: Decide on an online platform and learn to use it e.g., Wikiversity or Wikibooks
 * 2) Table of contents: Develop a table of contents for the book, with proposed chapters (more chapters than students, to allow some choice) - Example
 * 3) Guidelines: Develop textbook chapter guidelines to help orient and guide students through the process - Example
 * 4) Sign-up: Invite students to sign-up to a chapter - or propose their own chapter - Example
 * 5) Student training: Provide training for students to:
 * 6) Explain the concept and mechanics of the project, including
 * 7) Philosophy
 * 8) Marking criteria
 * 9) Creating a user account
 * 10) Form and use peer-review teams
 * 11) Plan the chapter and get feedback on the plan
 * 12) Learn basic online editing
 * 13) Text formatting
 * 14) Linking
 * 15) Using images
 * 16) Tables
 * 17) Collaborative editing and online communication
 * 18) Learning to use the editing environment could be facilitated by having students develop learning journals (or e-portfolios) in their user space - Example
 * 19) Brainstorm possible generic parts of a textbook chapter - Example
 * 20) Draft the chapter
 * 21) Get peer-review and redraft
 * 22) Create multimedia presentation - Example
 * 23) Submit the chapter
 * 24) Marking and editing: The lecturer/editor marks the chapters and provides feedback and edits towards a final product
 * 25) Distribution: The book can then be downloaded as a pdf or printed
 * 26) Evaluate: What worked? What didn't?
 * 27) Consider student feedback?
 * 28) Consider peer review of book and/or project?
 * 29) Succession planning: What will happen the next time the unit is taught?
 * 30) Continue work on improving the book?
 * 31) Write new chapters?
 * 32) Or tackle a different book/project?


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User:Eml5526.s11.team5.JA/Mtg12

 Mtg 12: Wed, 26 Jan 11

[[media: Fe1.s11.mtg12.djvu| Page 12-1 ]]

G1DM1.0/D1: p. 9-1

select $$ \phi \ $$ such that $$ b_j'(x= 0) \ne 0 \ $$

Consider $$ \phi = \frac{\pi}{4} \ $$ and $$ \phi = \frac{\pi}{2} \ $$

1)  let $$ \underline{n= 2}  \Rightarrow \underbrace{ndof}_{\color{Blue}nunber \ of \ degrees \ of \ freedom } = \underbrace{n+1}_{ \mathbf{d} = \left \{ d_j, j = 0, ....,n  \right \}_ {\color{Red}(n+1)x1}} = 2 +1 = 3 \ $$

[[media: Fe1.s11.mtg12.djvu| Page 12-2 ]]

2)  Find 2 equations that enforce boundary conditions for $$ u^h(x) = \sum_{j = {\color{Red}0}}^{n} d_jb_j(x) \ $$

3)  find $$ \underbrace{1}_{\color{Blue} dof - 2 = 3-2} \ $$   more equation to solve for $$ \mathbf{d} = \left \{ d_j \right \}_{\color{Red}3x1} (j = 0,1,2) \ $$ by projecting the  residue  $$ P(u^h) \ $$ on a basis function $$ b_k(x) \ $$ with $$ k = 0, 1, 2 \ $$ such that the additional equation is lineally independent from the above 2 eqations in part  2)

Note:

Residue $$ {\color{Blue}P(u^h)} \ $$ : [[media: Fe1.s11.mtg6.djvu|   page 6-4 ]]

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$$ P(\underbrace{u}_{\color{Blue}exact \ solution}) = 0 \ $$, [[media: Fe1.s11.mtg6.djvu| (6) page 6-4 ]]

$$
 *  $$ \displaystyle {\color{Red} (1) }
 * }

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$$ u^h \cong u \ (u^h \ {\color{Red}approximate} \ u ) \ $$

$$
 *  $$ \displaystyle {\color{Red} (2)}
 * }

$$ P(u^h) \ $$ = residue, "error"

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$$ \Rightarrow \underbrace{ P(u^h)}_{\color{Blue}'error', \ residue} \ne 0 \forall x \in \Omega \ $$

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

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Projection:  $$ \int_0^1 b_k(x)P(u^h) dx = 0 \ $$ [[media: Fe1.s11.mtg10.djvu| (2)  page 10-4 ]]

$$
 *  $$ \displaystyle {\color{Red}(4)}
 * }

[[media: Fe1.s11.mtg12.djvu| Page 12-3 ]]

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[[media: Fe1.s11.mtg7.djvu| (2) page 7-2 ]] $$ := <\mathbf{b}_i, \mathbf{P(v)} > \ $$

$$
 *  $$ \displaystyle
 * }

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$$  = \int_0^1 b_k(x)P(u^h) dx \ $$

$$
 *  $$ \displaystyle
 * }

4)  Display 3 equations in matrix form

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$$ \mathbf{K} \mathbf{d} = \mathbf{F} \ $$

$$
 *  $$ \displaystyle
 * }

Observe symmetric properties of $$ \mathbf(K) \ $$ (symmetric?)

5)  Solve for $$ \mathbf{d} \ $$

6)  Construct $$ u^h_{\color{Blue}n}(x) \ $$ and plot $$ u^h_{\color{Blue}n}(x) \ $$ (approx.) versus $$ \underbrace{u(x)}_{\color{Blue}exact} \ $$

7)  Repeat 1) though 6)  for

7.1)  n = 4 7.2)   n = 6

 * }

title: User:Eml5526.s11.team5.JA/Mtg12


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User:Eml5526.s11.team5.JA/Mtg14

Mtg 14: Mon, 31 Jan 11

[[media: Fe1.s11.mtg14.djvu| Page 14-1 ]]

- Team Questions

- mediawiki category: Demo

- Read Chapter 2, Section 2.1-2.4, Examples 2.3

Overview of EML 4500 F08 FEA D

Pros & Cons of Weighted Residue Form (WRF)
Pros: Direct generalization from vectors (computing of components) to functions

WRF = enforcing orthogonality of residue $$ P(u^h) \ $$ with respect to (wrt) all basis functions in $$ \left \{ b_j(x) \right \} \ $$

Conceptual interpretation

[[media: Fe1.s11.mtg12.djvu| (4) page 12-2 ]], [[media: Fe1.s11.mtg10.djvu| (2)  page 10-4 ]]

[[media: Fe1.s11.mtg14.djvu| Page 14-2 ]]

Cons:

$$ \mathbf{A)} \ $$ [[media: Fe1.s11.mtg10.djvu| (2) page 10-5 ]]: $$ \bar{\mathbf{K}}^{\color{Red}T} \ne \bar{\mathbf{K}} \ $$ (not symmetric)

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$$ \bar{\mathbf{K}} = [\bar{K}_] \ $$, where $$ {\color{blue}i = row } \ $$, $$ {\color{Red}j = column} \ $$

$$
 *  $$ \displaystyle
 * }

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$$ \bar{K}_ \ne \bar{K}_ \ $$ [[media: Fe1.s11.mtg10.djvu| (2) page 10-5 ]]

$$
 *  $$ \displaystyle
 * }

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$$ \bar{K}_ := \int_{\Omega} b_{\color{Red}j} (x) \underbrace{ \left [ \frac{d}{dx} \left ( a_2 \frac{d}{dx} b_{\color{blue}i}(x) \right ) \right ]}_{ \underbrace{ \left ( a_2 b_i {\color{Red}'} \right ){\color{Red}'} }_{a_2'{\color{Red}'} b_i{\color{Red}'} + a_2 b_i{\color{Red}''}}   } dx \ $$

$$
 *  $$ \displaystyle
 * }

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$$ {\color{Blue}\mathbb{A}} := b_i [ a_2' b_j' + a_2 b_j'' ] \ $$

$$
 *  $$ \displaystyle
 * }

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$$ {\color{Blue} \mathbb{B}} := b_j [ a_2' b_i' + a_2 b_i'' ] \ $$

$$
 *  $$ \displaystyle
 * }

 * }

[[media: Fe1.s11.mtg14.djvu| Page 14-3 ]]

$$ \mathbf{B)} \ u^h $$ (thus $$ b_j, j = 1,...,n \ $$ ) must be at least $$ \underbrace{twice}_{ {\color{Red} stronger \ requirement \ \Rightarrow} {\color{Blue} \ more \ conditions \ (2)} }   $$ differentiable

$$ \mathbf{C)} \ u^h $$  must satisfy not just essential boundary condition, but also the natural boundary condition (1-D)

$$ \mathbf{D)} \  $$ Difficult (impossible) to use for problems with complex geometry

title: User:Eml5526.s11.team5.JA/Mtg14


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User:Eml5526.s11.team5.JA/Mtg16

Mtg 16: Mon, 7 Feb 11

[[media: Fe1.s11.mtg16.djvu| Page 16-1 ]]

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[[media: Fe1.s11.mtg15.djvu| (2) page 15-3 ]]: $$ {\color{Blue}\mathbb{K}} = \underbrace{\color{Blue}\mathbb{K}\mathbf{1}}_{\color{Blue} boundary \ term} - \underbrace{\color{Blue}\mathbb{K}\mathbf{2}}_{\color{Blue} internal \ term} \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

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$${\color{Blue}\mathbb{K}\mathbf{1}} = \left ( w \underbrace{a_2 \frac{\partial u}{\partial x}}_{\color{Red}unknown} \right )_{\color{Blue}x = \beta} {\color{Red}-} \left ( w \underbrace{a_2 \frac{\partial u}{\partial x}}_{\color{Red} -h = known} \right )_{\color{Blue}x = \alpha} \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

IMPORTANT:  Since $$ w \ $$ is  arbitrary , select $$ w \ $$ such that:

to  conveniently  remove the  unknown  "flux" at $$ x = \beta \ $$, example $$ u(\beta) = g \ $$ ([[media: Fe1.s11.mtg15.djvu| (1)  page 15-2 ]])

Putting together:  (1)-(3) & [[media: Fe1.s11.mtg15.djvu| (2)  page 15-3 ]]

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$$ \Rightarrow WRF = {\color{Blue}\mathbb{K}\mathbf{1}} - {\color{Blue}\mathbb{K}\mathbf{2}} + \mathbb{F} - \mathbb{M} = w(\alpha)h - \underbrace{\int_{\alpha}^{\beta} \frac{\partial w}{\partial x} a_2 \frac{\partial u}{\partial x} dx}_{\color{Blue}\tilde{k}(w,u)} + \int_{\alpha}^{\beta} wf dx - \underbrace{\int_{\alpha}^{\beta} w \bar{m} u^{\color{Red}(s)} dx}_{\color{Blue}\tilde{m}(w,u^)} \ $$

$$
 *  $$ \displaystyle {\color{Red}(0)}
 * }

,note
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$$ u^{\color{Red}(s)} = \frac{\partial^{\color{Red}s} u}{\partial t^{\color{Red}s}} \ $$

$$
 *  $$ \displaystyle
 * }

[[media: Fe1.s11.mtg16.djvu| Page 16-2 ]]

Define:

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$$ {\color{Blue}\tilde{f}(w) := } w(\alpha)h + \int_{\alpha}^{\beta} wf dx \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

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$$ {\color{Blue}\tilde{k}(w,u) := } \int_{\alpha}^{\beta} \frac{\partial w}{\partial x} a_2 \frac{\partial u}{\partial x} dx \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

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$$ {\color{Blue}\tilde{m}(w,u^{\color{Red}(s)}) := } \int_{\alpha}^{\beta} w \bar{m} u^{\color{Red}(s)} dx \ $$

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

(continued) Weighted Form (WF) (c.f. F&B, p.49, (3.20))

$$ {\color{Blue}\tilde{m}(w,u^{\color{Red}(s)})} \ $$ = mass/capacitance operator linear in $$ (w,u^{\color{Red}(s)}) \ $$

$$ {\color{Blue}\tilde{k}(w,u)} \ $$ = stiffness/conductivityoperator linear in $$ (w,u) \ $$

$$ {\color{Blue}\tilde{f}(w)} \ $$ = force/heat source operator linear in $$ w \ $$

[[media: Fe1.s11.mtg16.djvu| Page 16-3 ]]

Note:  Consider $$ \tilde{k}(w,u) \ $$ [[media: Fe1.s11.mtg16.djvu| (2)  page 16-2 ]]

1) both $$ w \ $$ and $$ u \ $$ must be differential once.

$$ \Rightarrow \ $$ Differentiability (or smoothness) requirement on $$ u \ $$ is

-  weaker  (less) in WF [[media: Fe1.s11.mtg16.djvu| (4) page 16-2 ]]

-  stronger  (more) in PDE [[media: Fe1.s11.mtg4.djvu| (4) page 4-4 ]]

-  stronger  (more) in WRF [[media: Fe1.s11.mtg6.djvu| (4) page 6-4 ]]

2) Natural boundary condition [[media: Fe1.s11.mtg4.djvu| (4)  page 4-4 ]]  absorbed  into WF;

$$ u \ $$ ( and thus $$ u^h \ $$ )  not  required to satisfy natural boundary condition (unlike solving PDE or WRF), but required to satisfy  only  essential boundary condition

[[media: Fe1.s11.mtg16.djvu| Page 16-4 ]]

3) $$ w \ $$ ( and thus $$ w^h \ $$ required to satisfy homogeneous essential boundary condition

title: User:Eml5526.s11.team5.JA/Mtg16


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User:Eml5526.s11.team5.JA/Mtg18

 Mtg 18: Fri, 11 Feb 11

[[media: Fe1.s11.mtg18.djvu| Page 18-1 ]]

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- Gram matrix HW 2.7 [[media: Fe1.s11.mtg10.djvu| page 10-3 ]]:   $$ \ det(\boldsymbol{\Gamma}) \underbrace{=}_{\color{Blue} page 18-3} \Theta(10^{-12}) {\color{Red} \ne 0 } \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

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Compute $$ \boldsymbol{\Gamma}^{-1} \ $$ (Team 2, WA p. 18-4)

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

HW 2.9 p.12-1 $$ \phi = \frac{\pi}{2} \ $$ 'singularity' (Team 4 and Team 5)

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$$ F_1(\phi) = \left \{ cos(jx + \phi), j = 0,1,2... \right \} =  \left \{  cos(\phi), cos(x+\phi), cos(2x+\phi), cos(3x+\phi), ... \right \} \ $$

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

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$$ F_1(0) =  \left \{  cos(0) = {\color{Red}1}, cos(x), cos(2x), cos(3x), ... \right \} \ $$

$$
 *  $$ \displaystyle {\color{Red}(4)}
 * }

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$$ F_1(\frac{\pi}{4}) = \left \{  cos(\frac{\pi}{4}), cos(x+\frac{\pi}{4}), cos(2x+\frac{\pi}{4}), cos(3x+\frac{\pi}{4}), ... \right \} \ $$

$$
 *  $$ \displaystyle {\color{Red}(5)}
 * }

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$$ \underbrace{F_1(\frac{\pi}{2})}_{\color{Red}not \ linearly \ independent} =  \left \{  \underbrace{cos(\frac{\pi}{2}) = {\color{Red} 0} }_{\color{Blue} b_1(x)}, \underbrace{cos(x+\frac{\pi}{2})}_{\color{Blue} \underbrace{-sin(x)}_{b_2 (x)}}, \underbrace{cos(2x+\frac{\pi}{2})}_{\color{Blue} \underbrace{-sin(2x)}_{b_3 (x)}},... \right \} \  $$

$$
 *  $$ \displaystyle
 * }

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$$ \boldsymbol{\Gamma}(F_1(\frac{\pi}{2}) = [< \underbrace {b_{\color{Blue} i}}_{\color{Blue} i = row }, \underbrace{b_{\color{Red} j}}_{\color{Red} j = column }>] =

\begin{bmatrix} {\color{Red}0}     & {\color{Red}0}           & \cdots & {\color{Red}0}       \\ {\color{Red}0}     & \Gamma_{22} & \cdots  &  \\ \vdots & \vdots & & \\ {\color{Red}0}    &   &  & \end{bmatrix}

$$

$$
 *  $$ \displaystyle
 * }

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$$ \Rightarrow det \boldsymbol{\Gamma} = 0 \ $$

$$
 *
 $$ \displaystyle
 * }

[[media: Fe1.s11.mtg18.djvu| Page 18-2 ]]

 * }

[[media: Fe1.s11.mtg10.djvu| (1)-(2) page 10-3 ]] & [[media: Fe1.s11.mtg16.djvu| (2)  page 16-2 ]]

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$$ \tilde{k}(w^h,u^h) = \sum_i \sum_j c_i \underbrace{\tilde{k}(b_i,b_j)}_{\color{Blue} \tilde{K}_{ij} } d_j \ $$

$$
 *
 $$ \displaystyle {\color{Red}(2)}
 * }

, where

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$$ {\color{Blue} \tilde{K}_{ij} } = \tilde{k}(b_i,b_j) = \int_{\alpha}^{\beta} b_i{\color{Red} '} a_2 b_j{\color{Red} '} dx \ $$

$$
 *
 $$ \displaystyle {\color{Red}(3)}
 * }

[[media: Fe1.s11.mtg18.djvu| Page 18-3 ]]

From Team 4, HW 2.7 Input code: det( { {1,1/2,1/3,1/4,1/5}, {1/2, 1/3, 1/4, 1/5, 1/6}, {1/3, 1/4, 1/5, 1/6, 1/7}, {1/4, 1/5, 1/6, 1/7, 1/8}, {1/5, 1/6, 1/7, 1/8, 1/9} } )

Direct link with answer: http://www.wolframalpha.com/input/?i=det(+%7b+%7b1%2c1%2f2%2c1%2f3%2c1%2f4%2c1%2f5%7d%2c+%7b1%2f2%2c+1%2f3%2c+1%2f4%2c+1%2f5%2c+1%2f6%7d%2c+%7b1%2f3%2c+1%2f4%2c+1%2f5%2c+1%2f6%2c+1%2f7%7d%2c+%7b1%2f4%2c+1%2f5%2c+1%2f6%2c+1%2f7%2c+1%2f8%7d%2c+%7b1%2f5%2c+1%2f6%2c+1%2f7%2c+1%2f8%2c+1%2f9%7d+%7d+)+&incParTime=true

[[media: Fe1.s11.mtg18.djvu| Page 18-4 ]]

Input code: inv( { {1,1/2,1/3,1/4,1/5}, {1/2, 1/3, 1/4, 1/5, 1/6}, {1/3, 1/4, 1/5, 1/6, 1/7}, {1/4, 1/5, 1/6, 1/7, 1/8}, {1/5, 1/6, 1/7, 1/8, 1/9} } )

Direct link with answer: http://www.wolframalpha.com/input/?i=inv(+%7b+%7b1%2c1%2f2%2c1%2f3%2c1%2f4%2c1%2f5%7d%2c+%7b1%2f2%2c+1%2f3%2c+1%2f4%2c+1%2f5%2c+1%2f6%7d%2c+%7b1%2f3%2c+1%2f4%2c+1%2f5%2c+1%2f6%2c+1%2f7%7d%2c+%7b1%2f4%2c+1%2f5%2c+1%2f6%2c+1%2f7%2c+1%2f8%7d%2c+%7b1%2f5%2c+1%2f6%2c+1%2f7%2c+1%2f8%2c+1%2f9%7d+%7d+)+&incParTime=true

Direct Link to HW: http://en.wikiversity.org/w/index.php?title=User:Eml5526.s11.team4/HW2#Problem_2.7_Verifying_the_orthogonality_of_the_family

title: User:Eml5526.s11.team5.JA/Mtg18


text:
User:Eml5526.s11.team5.JA/Mtg20

Mtg 20: Wed, 16 Feb 11

[[media: Fe1.s11.mtg20.djvu| Page 20-1 ]]

Problem: $$ \left \{ c_i  \right \} \ $$ in [[media: Fe1.s11.mtg19.djvu| (2)  page 19-3 ]]  (DWF)   are no longer "free" due to constraint [[media: Fe1.s11.mtg19.djvu| (3)  page 19-3 ]], example, $$ \left \{ c_i  \right \} \ $$  cannot  be selected arbitrarily as done with

 * $$ \left \{ \alpha_i \right \} \ $$ in the vector case [[media: Fe1.s11.mtg8.djvu|   page 8-3 ]], and

 * $$ \left \{ c_i \right \} \ $$ in the DWRF case [[media: Fe1.s11.mtg10.djvu|   page 10-3 ]], [[media: Fe1.s11.mtg10.djvu|   page 10-4 ]]

Consider $$ \left \{ c_i, i = {\color{Red}0}, 1,...,n \right \}  = \underbrace{ \left \{ 1, 0,...,0  \right \} }_{\color{Blue }\left \{ c_0, c_1,...,c_n  \right \}} \ $$

[[media: Fe1.s11.mtg19.djvu| (3) page 19-3 ]]: $$ w^h(\beta) = \sum_{i={\color{Red}0}}{n} c_i b_i (\beta) = c_0 b_0 (\beta) {\color{Red} \ne \mathbf{0} }  \ $$

in general since $$ b_0(.) \ $$ is typically a constant, example:

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

 * style="width:95%" |
 * style="width:95%" |

$$ b_0(x) = 1 \ \forall \ x \ \Rightarrow b_0(\beta) = 1 {\color{Red} \ne \mathbf{0} } \Rightarrow w^h(\beta){\color{Red} \ne \mathbf{0} } \ $$  contrary  to [[media: Fe1.s11.mtg19.djvu| (5) page 19-2 ]]

$$
 *  $$ \displaystyle
 * }

[[media: Fe1.s11.mtg20.djvu| Page 20-2 ]]

Constraint Breaking Solution (CBS)
Choose appropriate basis functions to "destroy' the constraint [[media: Fe1.s11.mtg19.djvu| (3) page 19-3 ]] example:

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

 * style="width:95%" |
 * style="width:95%" |

$$ \left \{ b_i(\beta), i = {\color{Red}0}, 1,...,n \right \}  = \left \{ \underbrace{b_{\color{Red}0}(\beta)}_{\color{Blue} \ne 0}, \underbrace{b_1(\beta)}_{\color{Red} = 0},...,\underbrace{b_n(\beta)}_{\color{Red} = 0}  \right \} =  \left \{ b_{\color{Red}0}(\beta), 0,...,0  \right \} \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

[[media: Fe1.s11.mtg19.djvu| (3) page 19-3 ]]: $$ w^h(\beta) = c_{\color{Red}0} b_{\color{Red}0}(\beta) {\color{Red} = 0} \ $$

[[media: Fe1.s11.mtg19.djvu| (3) page 19-3 ]], $$ w^h(\beta) = \sum_{i={\color{Red}0}}^n c_i b_i (\beta) = \underbrace{c_{\color{Red}0}}_{\color{Red} = 0}  \underbrace{b_{\color{Red}0} (\beta)}_{\color{Red} \ne 0}  + c_1 \underbrace{b_1 (\beta)}_{\color{Red} = 0}  + ..... + c_n \underbrace{b_n (\beta)}_{\color{Red} = 0}    {\color{Red} = 0} \ $$   for any choice of $$  {\color{Blue} \left \{ c_1, c_2, ... , c_n \right \} } \ $$

[[media: Fe1.s11.mtg20.djvu| Page 20-3 ]]

Note:  [[media: Fe1.s11.mtg20.djvu| (3)  page 20-2 ]]  can be written as

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{c}_{\color{Red}E} = \left \{ c_{\color{Red}0} \right \} = \left \{ 0  \right \} \ $$ homogeneous essential boundary condition

$$
 *  $$ \displaystyle
 * }

, where subscript $$ {\color{Red}E} \ $$ stand for "Essencial"; see F&B p. 21

Application: Choice of basis functions in F&B p. 72 pb. 3.3 & pb. 3.4:  $$ \Gamma_g = \left \{ \beta  \right \} = \left \{ x = 3  \right \}, g = 0.001 \ $$

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

 * style="width:95%" |
 * style="width:95%" |

$$ \left \{ b_i(x), i = {\color{Red}0}, 1,...,n \right \} = \left \{ (x-3)^{\color{Red}i}, i = {\color{Red}0}, 1,...,n  \right \} = \left \{ {\color{Red}1}, (x-3), (x-3)^2,..., (x-3)^n \right \} \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ b_{\color{Red}0}(3) = 1 \ne 0 \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ b_i(3) = (3-3)^i = 0, i = 1,2,..,n \ $$

$$
 *  $$ \displaystyle
 * }

title: User:Eml5526.s11.team5.JA/Mtg20


text:
User:Eml5526.s11.team5.JA/Mtg22

Mtg 22: Tue, 22 Feb 11

[[media: Fe1.s11.mtg22.djvu| Page 22-1 ]]

[[media: Fe1.s11.mtg21.djvu|  page 21-3 ]]:

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

 * style="width:95%" |
 * style="width:95%" |

$$ u(\beta) \cong u^h(\beta) = g = \sum_{j= {\color{Red}0}}^n d_j b_j (\beta) \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

, where $$ g \ $$ is essential boundary condition [[media: Fe1.s11.mtg19.djvu| (1) page 19-3 ]]: Constraint at $$ x = \beta \ $$

CBS [[media: Fe1.s11.mtg20.djvu| (1)  page 20-2 ]]: $$ u^h(\beta) = d_0 b_0 (\beta) = g \ $$

Typically, choose

Remaining $$ \left \{ d_j, j= {\color{Red} 1},...., n  \right \} \ $$ are unconstrained unknowns to be solved for. How ?

Define: [[media: Fe1.s11.mtg20.djvu| (1) page 20-3 ]]:

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{c}_{\color{Red} E} := \left \{ c_{\color{Red} 0} \right \} = \left \{ {\color{Red} 0}  \right \}_{\color{Red} 1x1} \ $$

$$
 *  $$ \displaystyle {\color{Red}(5)}
 * }

, where subscript $$ {\color{Red} E} \ $$ stands for "essential" (homogeneous)

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{c}_{\color{Red} F} := \left \{ c_i, i = {\color{Red} 1},...,n \right \}_{\color{Red} nx1} \ $$

$$
 *  $$ \displaystyle {\color{Red}(6)}
 * }

, where subscript $$ {\color{Red} F} \ $$ stands for "free" (unconstrained),  F&B, p. 21

[[media: Fe1.s11.mtg22.djvu| Page 22-2 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{\mathbf{c}} = \left \{ \frac{\mathbf{c}_E} {\mathbf{c}_F} \right \}_{\color{Red} (n+1)x1} = \left \{ \frac {\mathbf{c}_F} \right \}_{\color{Red} (n+1)x1} \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

Similarly:

[[media: Fe1.s11.mtg22.djvu| (3) page 22-1 ]]:

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{d}_{\color{Red} E} := \left \{ d_{\color{Red} 0} \right \} = \left \{ {\color{Red} g} \right \}_{\color{Red} 1x1} \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{d}_{\color{Red} F} := \left \{ d_j, j = {\color{Red} 1},...,n \right \}_{\color{Red} 1x1} \ $$

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

, where subscripts $$ {\color{Red} E} \ $$ and $$ {\color{Red} F} \ $$ stands for "Essential" and "Free" (unconstrained), respectively (F&B, p. 21)

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{\mathbf{d}} = \left \{ \frac{\mathbf{d}_E} {\mathbf{d}_F} \right \}_{\color{Red} (n+1)x1} = \left \{ \frac {\mathbf{d}_F} \right \}_{\color{Red} (n+1)x1} \ $$

$$
 *  $$ \displaystyle {\color{Red}(4)}
 * }

Mass/Capacitance

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{\mathbf{M}}_{\color{Red} (n+1)x(n+1)} :=

\begin{bmatrix} \mathbf{M}_{EE}   & | & \mathbf{M}_{EF}    \\ -- & - & -- \\ \mathbf{M}_{FE}   & | & \mathbf{M}_{FF} \end{bmatrix}

\ $$

$$
 *
 $$ \displaystyle {\color{Red}(5)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{M}_{EE_{\color{Red} 1x1}} = \left [ M_{\color{Red} 00} \right ], M_{\color{Red} 00} = \tilde{M}_{\color{Red} 00} = \tilde{m}(b_{\color{Red} 0}, b_{\color{Red} 0}) \ $$ [[media: Fe1.s11.mtg16.djvu| (3) page 16-2 ]], [[media: Fe1.s11.mtg19.djvu| (2)  page 19-1 ]]

$$
 *
 $$ \displaystyle {\color{Red}(6)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{M}_{EF_{\color{Red} 1xn}} = \left [ M_{\color{Red}0j}, j = 1,..,n \right ], M_{{\color{Red} 0}j} = \tilde{M}_{{\color{Red} 0}j} = \tilde{m} (b_{\color{Red} 0}, b_{\color{Red} j}) \ $$ [[media: Fe1.s11.mtg16.djvu| (3)  page 16-2 ]], [[media: Fe1.s11.mtg19.djvu| (2)  page 19-1 ]]

$$
 *
 $$ \displaystyle {\color{Red}(7)}
 * }

, where $$ {\color{Red}0j} \ $$ in $$ M_{\color{Red}0j} \ $$ represent row  and  column, respectively.

[[media: Fe1.s11.mtg22.djvu| Page 22-3 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{M}_{FE_{\color{Red} nx1}} = \mathbf{M}^{\color{Red} T}_{EF_{\color{Red} nx1}} \ {\color{Blue} Transpose}  \ $$

$$
 *
 $$ \displaystyle {\color{Red}(1)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{M}_{FF_{\color{Red} nxn}} = \left [ M_{\color{Red} ij}, i,j = 1,..., n \right ], M_{ij} = \tilde{M}_{ij} \underbrace{=}_{\color{Red} (2)} \tilde{m}(b_{\color{Red} i}, b_{\color{Red} j}) \ $$ [[media: Fe1.s11.mtg19.djvu| (2) page 19-1 ]]

$$
 *
 $$ \displaystyle {\color{Red}(2)}
 * }

, where $$ {\color{Red} i} \ $$ and $$ {\color{Red} j} \ $$ are row  and  column, respectively.

Stiffness/Conductivity matrix

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{\mathbf{K}}_{\color{Red} (n+1)x(n+1)} :=

\begin{bmatrix} \mathbf{K}_{EE}   & | & \mathbf{K}_{EF}    \\ -- & - & -- \\ \mathbf{K}_{FE}   & | & \mathbf{K}_{FF} \end{bmatrix}

\ $$

$$
 *
 $$ \displaystyle {\color{Red}(3)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{K}_{EE_{\color{Red} 1x1}} = \left [ K_{\color{Red} 00} \right ], K_{\color{Red} 00} = \tilde{K}_{\color{Red} 00} = \tilde{k}(b_{\color{Red} 0}, b_{\color{Red} 0}) \ $$ [[media: Fe1.s11.mtg16.djvu| (2) page 16-2 ]], [[media: Fe1.s11.mtg18.djvu| (3)  page 18-2 ]]

$$
 *
 $$ \displaystyle {\color{Red}(4)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{K}_{EF_{\color{Red} 1xn}} = \left [ K_{\color{Red}0j}, j = 1,..,n \right ], K_{{\color{Red} 0}j} = \tilde{K}_{{\color{Red} 0}j} = \tilde{k} (b_{\color{Red} 0}, b_{\color{Red} j}) \ $$ [[media: Fe1.s11.mtg16.djvu| (2)  page 16-2 ]], [[media: Fe1.s11.mtg19.djvu| (3)  page 18-2 ]]

$$
 *
 $$ \displaystyle {\color{Red}(5)}
 * }

, where $$ {\color{Red}0j} \ $$ in $$ M_{\color{Red}0j} \ $$ represent row  and  column, respectively.

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{K}_{FE_{\color{Red}nx1}} = \mathbf{K}^{\color{Red}T}_{EF_{\color{Red}nx1}} \ {\color{Blue}(Transpose)} \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{K}_{FF_{\color{Red} nxn}} = \left [ K_{\color{Red} ij}, i,j = 1,..., n \right ], K_{ij} = \tilde{K}_{ij} = \tilde{k}(b_{\color{Red} i}, b_{\color{Red} j}) \ $$ [[media: Fe1.s11.mtg16.djvu| (2) page 16-2 ]]

$$
 *
 $$ \displaystyle
 * }

, where $$ {\color{Red} i} \ $$ and $$ {\color{Red} j} \ $$ are row  and  column, respectively.

[[media: Fe1.s11.mtg22.djvu| Page 22-4 ]]

Force/heat source

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{\mathbf{F}}_{\color{Red} (n+1)x1} = \left \{ \frac{\mathbf{F}_E} {\mathbf{F}_F} \right \} \ $$

$$
 *
 $$ \displaystyle {\color{Red}(1)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{F}_{E_{\color{Red} 1x1}} = \left \{ F_{\color{Red} 0} \right \}, F_{\color{Red} 0} = \tilde{F}_{\color{Red} 0} = \tilde{f} (b_{\color{Red} 0}) \ $$, [[media: Fe1.s11.mtg16.djvu| (1) page 16-2 ]]

$$
 *
 $$ \displaystyle {\color{Red}(2)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{F}_{{\color{Red} F}_{\color{Red} nx1}} = \left \{ F_i, i = 1,...,n \right \}, F_i = \tilde{F}_ji = \tilde{f} (b_i) \ $$

$$
 *
 $$ \displaystyle {\color{Red}(3)}
 * }

 DWF - C [[media: Fe1.s11.mtg19.djvu|  page 19-3 ]] becomes (matrix form):

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{b}_{\color{Red} (n+1)x1} (\beta) = \left \{ b_i (\beta) \right \} = \left \{ \frac{\mathbf{b}_E (\beta) } {\mathbf{b}_F (\beta) } \right \} = \left \{ \frac{\mathbf{b}_{\color{Red} 0} (\beta) } {\mathbf{b}_{i, \ i = 1,...,n} (\beta) }  \right \} =

\begin{Bmatrix} {\color{Red} 1} \\ - \\ {\color{Red} 0} \\ \vdots \\ {\color{Red} 0} \end{Bmatrix}

\ $$

$$
 *
 $$ \displaystyle {\color{Red}(7)}
 * }

title: User:Eml5526.s11.team5.JA/Mtg22


text:
Literature/1955/Garfield

 * http://garfield.library.upenn.edu/papers/science1955.pdf
 * http://garfield.library.upenn.edu/papers/science_v122v3159p108y1955.html

Excerpts

 * "The uncritical citation of disputed data by a writer, whether it be deliberate or not, is a serious matter. Of course, knowingly propagandizing unsubstantiated claims is particularly abhorrent, but just as many naive students may be swayed by unfounded assertions presented by a writer who is unaware of the criticisms. Buried in scholarly journals, critical notes are increasingly likely to be overlooked with the passage of time, while the studies to which they pertain, having been reported more widely, are apt to be rediscovered."    In this paper I propose a bibliographic system for science literature that can eliminate the uncritical citation of fraudulent, incomplete, or obsolete data by making it possible for the conscientious scholar to be aware of criticisms of earlier papers. It is too much to expect a research worker to spend an inordinate amount of time searching for the bibliographic descendants of antecedent papers. It would not be excessive to demand that the thorough scholar check all papers that have cited or criticized such papers, if they could be located quickly. The citation index makes this check practicable. Even if there were no other use for a citation index than that of minimizing the citation of poor data, the index would be well worth the effort required to compile it.      This paper considers the possible utility of a citation index that offers a new approach to subject control of the literature of science. By virtue of its different construction, it tends to bring together material that would never be collated by the usual subject indexing. It is best be scribed as an association-of-ideas index, and it gives the reader as much leeway as he requires. Suggestiveness through association-of-ideas is offered by conventional subject indexes but only within the limits of a particular subject heading.

Aftermath

 * Memo 5/9/59
 * http://profiles.nlm.nih.gov/ps/retrieve/ResourceMetadata/BBAIXL
 * From: Joshua Lederberg
 * To: Eugene Garfield

 * Since you first published your scheme for a "citation index" in Science about 4 years ago I have been thinking very seriously about it, and must admit I am completely sold. In the nature of my work I have to spend a fair amount of effort in reading the literature of collateral fields and it is infuriating how often I have been stumped in trying to update a topic, where your scheme would have been just the solution!  I am sure your critics have simply not grasped the idea, and especially the point that the author must learn to cooperate by his own choice of citations and then he does the critical work.

 * Have you tried to set this out in an adequate experiment? Would you look for support from the NSF?  Of course you have to count on opposition from the established outfits, which have already succeeded in blocking any progressive centralization of the Augean tasks.

Wikimedia

 * Science Citation Index

title: Literature/1955/Garfield


text:
Literature/1964/Garfield

 * http://www.garfield.library.upenn.edu/essays/v7p525y1984.pdf

Excerpts

 * Over a quarter of a century ago H. G. Wells made a magnificent, if premature, plea for the establishment of a world information center, "the World Brain" (1). To Wells, the World Brain became the symbol of international intellectual cooperation in a world at peace. The realization, within our lifetime, of the physical and intellectual achievement envisioned in World Brain no longer lies in the realm of science fiction. The ultimate specification for a World Brain must await more fundamental studies and understanding of information science. However, the increasing convergence of such previously unrelated fields as genetics, linguistics, psychology, and chemistry foretells exciting realignments in classical conceptions of the "information" problem. Unquestionably there are many different forms and arrangements which a World Brain could assume. Vannevar Bush's "Memex" was a microfilm version of the universal fingertip library (2): Memex stimulated considerable speculation but also produced some realistic work (3). Tukey's "Information Ledger" is a recent specification of the desiderata for a universal information system (4). More recently, Senders has given an approximate quantitative measure of the information content of the world's libraries (5). Surely the increasing awareness of the science-information problem on the part of both the legislative (6) and executive (7) branches of government will add momentum to the inevitable trend toward establishment of a world information center.    The main purpose of this article is to provide some perspective on the science-information, or science-"indexing,"  problem: to review briefly the developments in citation indexing that have occurred over the past 10 years; and to indicate why the recently published Science Citation Index (8) is a harbinger of things to come -- a forerunner of the World Brain.     The average scientist thinks a World Brain would be extremely useful, The possibility of having all recorded knowledge at one's fingertips is fascinating. The librarian, however, eminently more practical on this topic than the scientist, because he has learned to live with bibliographical poverty in the midst of scientific wealth, thinks of the enormously detailed problems of bibliographic control (9). Therefore, the librarian may be the one who best appreciates the implications of the Science Citation Index for bibliographic control. It is the first really serious attempt at universal bibliographical control of science literature since the turn of the century (10), On the other hand, the librarian is sometimes too acutely aware of the detailed problems involved in compiling an international inventory of science -- precisely what the Science Citation Index is. I believe the need for such an inventory, for such bibliographic control, is indisputable (11).

Wikimedia

 * World Brain
 * Memex
 * Science Citation Index
 * Internet Protocol Suite
 * Enquire
 * The Interactive Encyclopedia System
 * NoteCards
 * World Wide Web
 * WikiWikiWeb
 * Wikipedia

title: Literature/1964/Garfield


text:
User:P90xworkoutprogram

P90x: A journey towards your healthy soul

power 90x? Yes it has the power to make you dance on its tune.P90x is not a brand it’s a enthusiasm /journey of an individual towards only motive to get better shape and personality.P90x designed by one and only Tony Horton, the famous celebrity fitness guru. Approx.2million copies sold till date of P90x and lots of positive testimonials coming from every part of globe. This is what P90x is all about. An icon in the world of health and fitness. The main principle of P90x is ‘muscle confusion’. P90x principle actually defines the structure of all the workouts. Actually this system helps in activating your muscles group. Tony Horton put together 12 DVDs for all types of workouts, all types of nutrition plans as well as diet chart this program require your 60 min investment in your workout. Till today, the popularity of P90x is increasing day by day and everyone’s primary responsibility is to be part of P90x.P90x is the best platform you have. Body building is the essential part of your personality nowadays and through P90x program the best way to shape your body. Those who confuse about the effectiveness of P90x, they need to have visit the site www.x-fat.com and watch the steps and process of P90x workout. The thing about P90x is that it customized to meet everyone’s fitness need. If you follow all the workouts and nutrition guide properly than you will surely see change in your body shape and in your personality. According to tony Horton, our workout is designed in such a way that covers all your body parts and you will definitely enjoy your 1 hour of workout.p90x lean workout schedulehas lots of variety and you will never be a part of boredom  for the next 90 days.

title: User:P90xworkoutprogram


text:
User:Steelemaley/PhD

My Open and Networked Ph.D. will focus on a nexus between open/networked learning and new learning ecologies. PhD design work to page by 7/2011.

title: User:Steelemaley/PhD


text:
User talk:Steelemaley/PhD

Questions?

title: User talk:Steelemaley/PhD


text:
User:Steelemaley

Thomas Steele-Maley lives in the Sheepscot Watershed, Maine USA and is founding director of Networked Learning Ecology North America (Previously the Institute for Global Civic Culture 2010-2011). He serves as lead designer of Global Civ a new learning ecology. He has taught courses in instructional technology at the University of Maine and is founding faculty advisor of the Midcoast Model United Nations Program. His major interests are in the nexus between networked learning, design, global studies and new learning ecologies. A graduate of University of Puget Sound (BA History) and University of Maine (MA Education)Thomas is currently working towards a Open and Networked Ph.D. in education.

During his tenure as a classroom teacher of global studies, world history, geography and Model United Nations, Thomas Steele-Maley devoted his career to planning with his students in technology rich, socially relevant learning environments. His work in teaching and learning focused on teacher and student leadership, ePortfolio assessment, collaborative learning environments, social networking, and mobile learning. His curriculum design is shaped for student collaboration, communication and problem solving in the twenty-first century.

Contact

 * eMail: [mailto:steelemaley@gmail.com steelemaley@gmail.com]
 * Twitter: steelemaley
 * My Network:http://steelemaley.net

Network Particulars

 * Bookmarks:https://pinboard.in/u:steelemaley/

Research

 * My PhD
 * Situating a Mutation: A Global Learning Ecology Proposal
 * /Project on "At Risk Youth" and Networked Learning/

Interests

 * Networked Learning
 * Curriculum Integration
 * Use of design based research methods
 * ePortfolio integration K-20
 * New Learning Ecologies
 * Participatory and Collective Solutions (Emphasis on learning/deschooling)
 * Sociology
 * Anthropology

title: User:Steelemaley


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Category:Egm6321.f11.JA

FEA S11 Pics

title: Category:Egm6321.f11.JA


title: File:Eml5526.s11.JA.mtg12.pic1.PNG


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User:Eml5526.s11.team5.JA/Mtg24

Mtg 24: Fri, 25 Feb 11

[[media: Fe1.s11.mtg24.djvu| Page 24-1 ]]

Note: Discuss connection between notes and F&B

title: User:Eml5526.s11.team5.JA/Mtg24


text:
User talk:Joe30~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

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Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Joe30~enwikiversity


text:
User:Eml5526.s11.team5.JA/Mtg26

Mtg 26: Wed, 2 Mar 11

[[media: Fe1.s11.mtg26.djvu| Page 26-1 ]]

Dynamic reaction (general flux at essential boundary condition $ {\color{Blue}\Gamma_g } \ $): continued

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{P}_E := \left [ \left ( \mathbf{M}_{E{\color{Blue}E}} \cdot {\color{Red}g}^ + \mathbf{K}_{E{\color{Blue}E}} \cdot {\color{Red}g} \right ) + \mathbf{M}_{E{\color{Blue}F}} \mathbf{d}_{\color{Blue}F}^{\color{Red}(s)} + \mathbf{K}_{E{\color{Blue}F}} \mathbf{d}_{\color{Blue}F} - \mathbf{F}_{E} \right ] = \mathbf{r}_{E} \ $$,  [[media: Fe1.s11.mtg25.djvu| (1) & (2)  page 25-1 ]]

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

[[media: Fe1.s11.mtg16.djvu| (2) page 16-1 ]], [[media: Fe1.s11.mtg16.djvu| (0)  page 16-2 ]]:

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}+} \left ( w \cdot \underbrace_{\color{Red}outward \ normal} a_2 \frac{\partial u}{\partial x} \right )_{\color{Blue}x = \beta} {\color{Red} = } \ \tilde{m}(w,u^{\color{Red}(s)}) + \tilde{k}(w,u) - \tilde{f}(w) \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{P}_E := \left [ \underbrace{ \mathbf{M}_{E{\color{Blue}E}} }_{\color{Blue}known \ before \ \mathbf{d}_F \ is \ solved \ for } \cdot {\color{Red}g}^ + \mathbf{M}_{E{\color{Blue}F}} \mathbf{d}_{\color{Blue}F}^  \right ] + \left [ \underbrace{\mathbf{K}_{E{\color{Blue}E}}}_{\color{Blue}known \ before \ \mathbf{d}_F \ is \ solved \ for } \cdot {\color{Red}g}  +  \mathbf{K}_{E{\color{Blue}F}} \mathbf{d}_{\color{Blue}F} \right ] - \mathbf{F}_{E}  \ $$

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

,where

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{m}(w,u^{(s)}) = \left [ \mathbf{M}_{ E{\color{Blue}E}} \cdot {\color{Red}g}^ +  \mathbf{M}_{E{\color{Blue}F}} \mathbf{d}_{\color{Blue}F}^  \right ] \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{k}(w,u) = \left [ \mathbf{K}_{E{\color{Blue}E}} \cdot {\color{Red}g} +  \mathbf{K}_{E{\color{Blue}F}} \mathbf{d}_{\color{Blue}F} \right ]  \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{f}(w) = \mathbf{F}_{E} \ $$

$$
 *  $$ \displaystyle
 * }

Static

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{P}_E := \left [ \mathbf{K}_{E{\color{Blue}E}} \cdot {\color{Red}g}  +  \mathbf{K}_{E{\color{Blue}F}} \mathbf{d}_{\color{Blue}F} \right ] - \mathbf{F}_{E} =  \mathbf{r}_{E} \  $$   F&B, p.107 (5.34)

$$
 *  $$ \displaystyle {\color{Red}(4)}
 * }

(end dynamic reaction, post procedure for generated flux @ $$ \Gamma_g \ $$ )

[[media: Fe1.s11.mtg26.djvu| Page 26-2 ]]

Nodal Basis Funcs (NBS) [[media: Fe1.s11.mtg25.djvu| page 25-1 ]] continued

1) Lagrange interpolation basis function (LIBF)   $$ L_{i,n}(x) \Rightarrow \ $$ 1 degree of freedom (dof) per node

2) Hermite interpolation basis function (HIBF)  $$ H_{i,2}(x) \Rightarrow \ $$ several degrees of freedom (dofs) per node

G1DM1.0/D1:  [[media: Fe1.s11.mtg9.djvu| (3)  page 9-2 ]] $$ \Gamma_g = \{ 1 \}, \Gamma_h = \{ 0 \} \ $$

G1DM1.0/D1b:  Same as  G1DM1.0/D1, except  $$ \Gamma_g = \{ {\color{Red}0} \}, \Gamma_h = \{ {\color{Red}1} \} \ $$,  HW 4.4 p. 21-1

Note: Connection between $$ F_F \ $$ and $$ F_e \ $$

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

 * style="width:95%" |
 * style="width:95%" |

$$ e^{n \Theta} = cos(n \Theta) + {\color{Blue}i} \cdot sin(n \Theta) \ $$, where $$ {\color{Blue}i = \sqrt{-1}} \ $$  (Euler, de Moivre)

$$
 *
 $$ \displaystyle
 * }

[[media: Fe1.s11.mtg26.djvu| Page 26-3 ]]

Example:

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

 * style="width:95%" |
 * style="width:95%" |

$$ n = 4, \ x_1 = 1, \ x_2 = 2, \ x_3 = 3, \ x_4 = 4 \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ L_{{\color{Blue}i},{\color{Red}m}} = L_{{\color{Blue}3},{\color{Red}4}}(x) := \frac{(x-x_1)(x-x_2)(x-x_4)}{(x_{\color{Red}3}-x_1)(x_{\color{Red}3}-x_2)(x_{\color{Red}3}-x_4)} = \frac{(x-{\color{Blue}1})(x-{\color{Blue}2})(x-{\color{Blue}4})}{({\color{Red}3}-1)({\color{Red}3}-2)({\color{Red}3}-4)}\ $$

$$
 *
 $$ \displaystyle
 * }

[[media: Fe1.s11.mtg26.djvu| Page 26-4 ]]

Note: $$ L_{3,4}(x_{max}) {\color{Red}\ne} 1 \ $$, actually it's  greater  then $$ 1 \ $$ and $$ x_{max} \ne x_3 \ $$ but (!) at $$ x_3, L_{3,4}(x_3) = 1 \ $$

Also:

, where $$ \delta \ is {\color{Blue}\ Kronecker \ delta } \Rightarrow

\delta_{3,j} = \begin{cases} 1 & for j = 3 \\ 0, & for j \ne 3 \end{cases}

\ $$

End Example

title: User:Eml5526.s11.team5.JA/Mtg26


text:
User:Eml5526.s11.team5.JA/Mtg30

 Mtg 30: Mon, 14 Mar 11

 * Added extra comment at 30-2 page beginning

 [[media: Fe1.s11.mtg30.djvu| Page 30-1 ]]

 Problem:  LIBF as   GBS   still cannot address problem of  complex geometry    (rectangle, [[media: Fe1.s11.mtg29.djvu|     page 29-2 ]])

 Solution:   Subdivide $$ \Omega \ $$ ([[media: Fe1.s11.mtg25.djvu|     page 25-1 ]], [[media: Fe1.s11.mtg23.djvu|     page 23-1 ]]) (disk) into sub-domains of arbitrary shape -   elements . Example: quadrilaterals

 [[media: Fe1.s11.mtg30.djvu| Page 30-2 ]]

This method can be applied to multi-element meshes

note that function $$ \varphi\ $$ is different for each mesh element, since it adjusts same dimensioned parent element to different shaped child (meshed) elements.

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

 * style="width:95%" |
 * style="width:95%" |

$$ w^{(1)} = \varphi^{(1)}(\bar{w}), \ etc. \ $$

$$
 *  $$ \displaystyle
 * }

How to construct $$ \varphi^{(e)} \ $$? ''' Use LIBF! '''

 1-D: Quadratic elements

 [[media: Fe1.s11.mtg30.djvu| Page 30-3 ]]

$$ x^{\color{Blue}e} \ $$ coord. $$ x \ $$ in $$ w^{\color{Blue}e} \ $$

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

 * style="width:95%" |
 * style="width:95%" |

$$ In \ {\color{Blue}w^{(1)}} : \ x^{(1)} = \varphi^{(1)}(\xi) = \sum_{i = 1}^3 L_{i,3}(\xi) x_i \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ In \ {\color{Blue}w^{(2)}}: \ x^{\color{Red}(2)} = \varphi^{\color{Red}(2)}(\xi) = \sum_{i = 1}^3 L_{i,3}(\xi) x_{\color{Red}i+2} \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ In \ {\color{Blue}w^{(3)}}: \ x^{\color{Red}(3)} = \varphi^{\color{Red}(3)}(\xi) = \sum_{i = 1}^3 L_{i,3}(\xi) x_{\color{Red}i+4} \ $$

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

 In general

, where

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Red}I} = {\color{Red}Global} \ node \ number \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}i} = {\color{Blue}Local } \ node \ no. \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Red}3} = nnel \ (number \ of \ \ nodes \ per \ elem) \ $$

$$
 *  $$ \displaystyle
 * }

Also:

 [[media: Fe1.s11.mtg30.djvu| Page 30-4 ]]

 Notation

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

 * style="width:95%" |
 * style="width:95%" |

$$ x^e \ $$ : superscript "e" designates  element "e"

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ x^{{\color{Red}(}2{\color{Red})}} \ $$: superscript "{\color{Red}(}2{\color{Red})}" (number in parentheses) designates "element 2"

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ x^{\color{Red}2} \ $$: superscript "2" (number without parentheses) designates order number of coordinates, so $$ x^{\color{Red}2} \equiv y \ (x^{\color{Red}1} \equiv x, x^{\color{Red}3} \equiv z) \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

For  polynomial , $$ x^{\color{Red}2} \equiv \ ' x \ squared' \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}( } x^{\color{Red}2}  {\color{Blue} ) }^{\color{Blue}2} \equiv y^{\color{Red}2} \ ('y \ squared') \ $$

$$
 *
 $$ \displaystyle
 * }

 Global matrices

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

 * style="width:95%" |
 * style="width:95%" |

$$ \Omega = \overset{nel}{\underset{e=1}{\cup}} w^e \ $$

$$
 *
 $$ \displaystyle {\color{Red}(1)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ K_{ij} = \int_{\Omega} b_i'(x) a_2(x) b_j'(x) dx = \sum_{e=1}^{nel} \underbrace{ \int_{\omega^e}b_i^{e'}(x^e) a_2(x^e) b_j^{e'}(x^e) dx^e}_{\color{Blue} K_{ij}^e} \ $$

$$
 *
 $$ \displaystyle {\color{Red}(2)}
 * }

 [[media: Fe1.s11.mtg30.djvu| Page 30-5 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ K_{ij}^{\color{Blue}e} = b_i^(x^{\color{Blue}e}) a_2(x^{\color{Blue}e}) b_j^(x^{\color{Blue}e}) dx \ $$

$$
 *
 $$ \displaystyle {\color{Red}(1)}
 * }

 Anatomy of notation

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

 * style="width:95%" |
 * style="width:95%" |

$$ K_{ij}^{\color{Blue}e} \ and \ b_i^ \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ K \ $$ = "big K" = global

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ ij \ $$ and $$ i \ $$ = global degree of freedom number

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}e} \ $$ = element e

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ ^{\color{Red}'} \ $$ = derivative

$$
 *
 $$ \displaystyle
 * }

Example: Linear Lagrangian element basis functions (  L  L  E  BF)

 [[media: Fe1.s11.mtg30.djvu| Page 30-6 ]]

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text:
The Concepts in Adaptive Signal Processing

Background
Background ([[Media:ASP.1.A.Background.20110720.pdf |pdf]])

Wiener-Kolmogorov Filter

 * Overview ([[Media:Winer.1.A.Overview.20110701.pdf |pdf]])

LMS (Least Mean Square) Filter
go to [ Electrical_%26_Computer_Engineering_Studies ]


title: File:LMS.1.A.Overview.20110528.pdf


title: File:CORDIC.Background.2.A.20110528.pdf


title: File:CORDIC.Background.3.A.20110528.pdf


text:
User talk:The keyboard toucher

Welcome
 Hello The keyboard toucher, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Cirt (talk) 16:58, 28 May 2011 (UTC)

-- Cirt (talk) 16:58, 28 May 2011 (UTC)

title: User talk:The keyboard toucher


text:
Portal:Literary Studies/Reading lists/English Literature - Read and write

actually I want to become a good writer in English.I'm writing in Urdu already.The problem is that my English is not so good.I'm studying Literature(English)at Master Level.I have studied allot about English literature, its history,poetry,prose,drama ,novel and more. whar


text:
User:Eml5526.s11.team5.JA/Mtg32

Mtg 32: Fri, 18 Mar 11

[[media: Fe1.s11.mtg32.djvu| Page 32-1 ]]

Summary:

Force/Heat Source

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{\mathbf{F}}^{\color{Red}e} = \mathbf{L}^{{\color{Red}e}^{\color{Blue}T}} \mathbf{f}^{\color{Red}e}, \tilde{\mathbf{F}} = \sum_{\color{Red}e = 1}^{\color{Red}nel} \tilde{\mathbf{F}}^{\color{Red}e} \ $$

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

$$
 * }
 * style="width:10%" |  $$ \displaystyle
 * }

End Summary

Derivation: Going from  local to global

Equilibrium at element level:

Example: Bar element

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

 * style="width:95%" |
 * style="width:95%" |

$$ k^{\color{Red}e}

\begin{bmatrix} 1    & -1   \\ -1    & 1 \end{bmatrix}

\begin{Bmatrix} d_1^{\color{Red}e}\\ d_2^{\color{Red}e} \end{Bmatrix} =

\begin{Bmatrix} f_1^{\color{Red}e}\\ f_2^{\color{Red}e} \end{Bmatrix}

$$

$$
 *  $$ \displaystyle
 * }

[[media: Fe1.s11.mtg32.djvu| Page 32-2 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ k^{\color{Red}e} = \frac{E^{\color{Red}e} A^{\color{Red}e}}{L^{\color{Red}e}} \ $$

$$
 *  $$ \displaystyle
 * }

, where

$$ E^{\color{Red}e} \ $$ = Young's modulus of element $$ {\color{Red}e} \ $$

$$ A^{\color{Red}e} \ $$ = Area of cross section of element $$ {\color{Red}e} \ $$

$$ L^{\color{Red}e} \ $$ = Length of element $$ {\color{Red}e} \ $$

For more details: EML 4500 Fall 08 : http://en.wikiversity.org/w/index.php?title=User:Eml4500.f08.bike.mcdonald/homework_report_3&oldid=347273

End Example

WRF

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{w}^{\color{Red}e} \cdot {\color{Blue}[} \mathbf{k}^{\color{Red}e} \mathbf{d}^{\color{Red}e} - \mathbf{f}^{\color{Red}e} {\color{Blue}]} = 0 \ \forall \ \mathbf{w}^{\color{Red}e} \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

Local - to - global relationship:

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{d}^{\color{Red}e} = \mathbf{L}^{\color{Red}e} \tilde{\mathbf{d}} \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{w}^{\color{Red}e} = \mathbf{L}^{\color{Red}e} \tilde{\mathbf{w}} \ $$

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

(1)-(3): $$ \left ( \mathbf{L}^{\color{Red}e} \tilde{\mathbf{w}} \right ) {\color{Red} \cdot}  \left [ \mathbf{k}^{\color{Red}e} \left ( \mathbf{L}^{\color{Red}e} \tilde{\mathbf{d}} \right ) - \mathbf{f}^{\color{Red}e} \right ] = 0 \ \forall \ \tilde{\mathbf{w}} \ $$

$$
 *  $$ \displaystyle {\color{Red}(4)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \Rightarrow \tilde{\mathbf{w}} {\color{Red}\cdot}  \mathbf{L}^{{\color{Red}e}^{\color{Blue}T}}  \left [ \mathbf{k}^{\color{Red}e} \mathbf{L}^{\color{Red}e} \tilde{\mathbf{d}}  - \mathbf{f}^{\color{Red}e} \right ] = 0 \ \forall \ \tilde{\mathbf{w}} \ $$

$$
 *
 $$ \displaystyle {\color{Red}(5)}
 * }

[[media: Fe1.s11.mtg32.djvu| Page 32-3 ]]

Same thought process applied to  mass/capacitance matrix .

Scalar PDE in 2D, 3D: Heat, membrane, Laplace

Transient heat:  Consider $$ \forall \ w \ \in \Omega \ $$

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}Q_1 } \ $$ = Heat flow into $$ \omega \ $$ though $$ \partial \omega \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}Q_2 } \ $$ = Heat generated in $$ \omega \ $$ by heat source $$ f( \mathbf{x}, t) \ $$

$$
 *
 $$ \displaystyle
 * }

, where $$ \mathbf{x} = {\color{Blue} \left ( x_1, x_2, x_3 \right ) = (x, y, z ) }  \ $$

[[media: Fe1.s11.mtg32.djvu| Page 32-4 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}Q_3 } \ $$ = Heat in $$ \omega \ $$ due ot change in temperature $$ u \ $$

$$
 *
 $$ \displaystyle
 * }

Balance of heat: [[media: Fe1.s11.mtg6.djvu| Mtg. 6 -> 1D ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}Q_1} = \underbrace_ \int_{ \partial \omega} \mathbf{q} \cdot \mathbf{n} \ d( \partial \omega) \ \underbrace{=}_{\color{Blue}Divergence \ Theorem} {\color{Red}-} \int_{ \omega} {\rm div}(\mathbf{q}) \ d \omega \ $$

$$
 *
 $$ \displaystyle {\color{Red}(2)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}Q_2} = \int_{\omega} f( \mathbf{x}, t) \ d \omega \ $$

$$
 *
 $$ \displaystyle {\color{Red}(3)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}Q_3} = \int_{\omega} \rho c \frac{ \partial u }{ \partial t} \ d \omega \ $$

$$
 *
 $$ \displaystyle {\color{Red}(4)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \Rightarrow {\color{Red}-} \int_{\omega} {\rm div}(\mathbf{q}) \ d \omega + \int_{\omega} f( \mathbf{x}, t) \ d \omega = \int_{\omega} \rho c \frac{ \partial u }{ \partial t} \ d \omega \ \forall \ \omega \ \in \ \Omega \ $$

$$
 *
 $$ \displaystyle {\color{Red}(5)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \Rightarrow \int_{ \omega} \left [ {\color{Red}-} {\rm div}(\mathbf{q}) + f  - \rho c \frac{ \partial u }{ \partial t} \right ] \ d \omega = 0 \ \forall \ \omega \ \in \ \Omega \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \Rightarrow {\color{Red}-} {\rm div}(\mathbf{q}) + f  - \rho c \frac{ \partial u }{ \partial t} = 0 \ \forall \ \underbrace{\mathbf{x}}_{\color{Blue} point \  'x' = \left ( x_1, x_2, x_3  \right )} \ \in \ \Omega \ $$

$$
 *
 $$ \displaystyle {\color{Red}(6)}
 * }

title: User:Eml5526.s11.team5.JA/Mtg32


text:
User talk:Nurulhafizahramli

Welcome
 Hello Nurulhafizahramli, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Cirt (talk) 20:40, 28 May 2011 (UTC)

-- Cirt (talk) 20:40, 28 May 2011 (UTC)

title: User talk:Nurulhafizahramli


text:
User:Eml5526.s11.team5.JA/Mtg34

Mtg 34: Wed, 23 Mar 11

[[media: Fe1.s11.mtg34.djvu| Page 34-1 ]]

2D, 3D scalar field problems: continued [[media: Fe1.s11.mtg33.djvu| page 33-2 ]]

Boundary Conditions:

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

 * style="width:95%" |
 * style="width:95%" |

$$ \partial \Omega = \underbrace{\color{Green}\Gamma_g}_{\color{Blue} essential} \cup \underbrace{\color{Red}\Gamma_h}_{\color{Blue} natural} \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

G2DM1.0:

PDE [[media: Fe1.s11.mtg33.djvu| (4) page 33-2 ]]

Essential boundary condition (2)

Natural boundary condition (3)

 * } $$ \ $$

 * }

[[media: Fe1.s11.mtg34.djvu| Page 34-2 ]]

Note: G2DM1.0 reduced  exactly  to  G1DM1.0.

WRF:

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

 * style="width:95%" |
 * style="width:95%" |

$$ \int_{\Omega} {\color{Red}w} \underbrace{ \left [ {\rm div}( \boldsymbol{\kappa} \cdot grad(u)) + f {\color{Red}-} \rho c \frac{ \partial u}{\partial t} \right ] }_{\color{Blue}residual \ P(u) \equiv r(u) \ in \ FB} d \Omega = 0 \ $$
 *  $$ \displaystyle {\color{Red}(1)} $$

 * }

Integrating by parts:

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue} \mathbb{K}} := \int_{\Omega} w \underbrace{{\rm div}( \boldsymbol{\kappa} \cdot grad(u)) }_{\color{Blue}\frac{ \partial }{\partial x_i} \left ( \kappa_{ij} \frac{ \partial u }{\partial x_j} \right ) } d \Omega \ $$
 *  $$ \displaystyle $$

 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ = \underbrace{\int_{\Omega} \frac{ \partial }{\partial x_i} \left ( w \kappa_{ij} \frac{ \partial u }{\partial x_j} \right ) d \Omega}_{\color{Blue} divergence \ theorem} - \int_{\Omega} \frac{ \partial w}{\partial x_i} \left ( \kappa_{ij} \frac{ \partial u }{\partial x_j} \right ) d \Omega \ $$
 *  $$ \displaystyle $$

 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ = \underbrace{ \int_{\Omega}}_{\color{Blue}\Gamma_g \cup \Gamma_h} \underbrace{ n_i \left ( w \kappa_{ij} \frac{ \partial u }{\partial x_j} \right ) }_{\color{Blue} w \underbrace{\mathbf{n} \cdot \boldsymbol{\kappa} \cdot grad(u) }_{\color{Blue} {\color{Red} -} \mathbf{n} \cdot \mathbf{q}}} d (\partial \Omega) - \int_{\Omega} \underbrace{ \frac{ \partial w}{\partial x_i} \kappa_{ij} \frac{ \partial u }{\partial x_j} }_{\color{Blue} \underbrace{(grad(w))}_{\nabla w} \cdot \boldsymbol{\kappa} \cdot \underbrace{ grad(u)}_{\nabla u} } d \Omega \ $$
 *  $$ \displaystyle $$

 * }

[[media: Fe1.s11.mtg34.djvu| Page 34-3 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}\mathbb{K}} = {\color{Red}-} \int_{\Gamma_g} w \ \mathbf{n} \cdot \mathbf{q} \ d \Gamma_g {\color{Red}-} \int_{\Gamma_h} w \underbrace{ \mathbf{n} \cdot \mathbf{q}}_{\color{Blue}h} \ d \Gamma_h + \int_{\Omega} \triangledown w \cdot \boldsymbol{\kappa} \cdot \triangledown u \ d \Omega \ $$
 *  $$ \displaystyle $$

 * }

 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Blue}\mathbb{K}} = {\color{Red}-} \int_{\Gamma_g} \cancel{w}^{=0} \ \mathbf{n} \cdot \mathbf{q} \ d \Gamma_g {\color{Red}-} \int_{\Gamma_h} w \underbrace{ \mathbf{n} \cdot \mathbf{q}}_{\color{Blue}h} \ d \Gamma_h + \int_{\Omega} \triangledown w \cdot \boldsymbol{\kappa} \cdot  \triangledown u \ d \Omega \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

WF: [[media: Fe1.s11.mtg34.djvu| (1) page 34-2, (2)  ]] $$ \Rightarrow \ $$

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{k}(w, u) = \int_{\Omega} \triangledown w \cdot \boldsymbol{\kappa} \cdot  \triangledown u \ d \Omega \ $$

$$
 *
 $$ \displaystyle {\color{Red}(5)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \tilde{f}(w) = - \int_{\Gamma_{\color{Red}h}} w \ h \ d \Gamma_{\color{Red}h} \ + \int_{\Omega} w \ g \ d \Omega $$

$$
 *
 $$ \displaystyle {\color{Red}(6)}
 * }

 * }

$$
 *
 $$ \displaystyle {\color{Red}(7)}
 * } $$ \ $$

 * }

[[media: Fe1.s11.mtg34.djvu| Page 34-4 ]]

Computation of $ {\color{Blue}\mathbf{k}} ^{\color{Red}e} \ $ in parent coordinates $ {\color{Blue} \left \{ \xi \right \} } $ : |undefined figure [[media: Fe1.s11.mtg30.djvu| page 30-1 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ d \Omega_{\color{Blue}x} := d{\color{Blue}x} _1 d{\color{Blue}x} _2 \ $$ infinitesimal area in $$ \left \{ {\color{Blue}x} _i \right \} \ $$  physical  coordinates

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ d \Omega_{ {\color{Blue}\xi} } := d {\color{Blue}\xi}_1 d {\color{Blue}\xi}_2 \ $$ infinitesimal area in $$ \left \{{\color{Blue}\xi}_i \right \} \ $$ parent coordinates

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ d \Omega_{\color{Blue}x} = det \mathbf{J}({\color{Blue}\xi}) \ d \Omega_{\color{Blue}\xi} \ $$

$$
 *
 $$ \displaystyle {\color{Red}(1)}
 * }

Jacobian Matrix

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{J}_{\color{Red}2x2} (\xi) = \left [ \frac{\partial x_{\color{Blue}i} }{\partial \xi_{\color{Red}j} } \right ] =

\begin{bmatrix} \frac{\partial x_{\color{Blue}1}}{\partial \xi_{\color{Red}1}} & \frac{\partial x_{\color{Blue}1}}{\partial \xi_{\color{Red}2}}    \\

& \\

\frac{\partial x_{\color{Blue}2}}{\partial \xi_{\color{Red}1}} & \frac{\partial x_{\color{Blue}2}}{\partial \xi_{\color{Red}2}} \end{bmatrix}

$$

$$
 *
 $$ \displaystyle {\color{Red}(2)}
 * }

, where subscripts $$ {\color{Blue}i}, {\color{Red}j} \ $$ represents $$ {\color{blue}row } \ $$ and $$ {\color{Red}column} \ $$, respectively.

Similar to [[media: Fe1.s11.mtg30.djvu| (4) page 30-3 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ \underbrace{ \mathbf{x}^{\color{Red}e} }_{({\color{Blue}x_1}^{\color{Red}e}, {\color{Blue}x_2}^{\color{Red}e})} = \varphi^{\color{Red}e}( \underbrace{\boldsymbol{\xi}}_{\color{Blue}(\xi_1, \xi_2)}) = \sum_{\color{Blue}I=1}^{\color{Blue}n_e} N_{\color{Blue}I} ( \underbrace{\boldsymbol{\xi}}_{\color{Blue}(\xi_1, \xi_2)}) \underbrace{ \mathbf{x}^{\color{Red}e}_{\color{Blue}I}}_{\color{Blue} (x_{1,I}^{\color{Red}e}, x^{\color{Red}e} _{2,I} ) } \ $$

$$
 *
 $$ \displaystyle {\color{Red}(3)}
 * }

, where $$ {\color{Blue}x_{1,I}}^{\color{Red}e} = {\color{Blue} x_{direction, \ element \ node \ number}^{\color{Red}e} }\ $$

[[media: Fe1.s11.mtg34.djvu| Page 34-5 ]]

For each element

 * } $$ \ $$

$$ N_{\color{Blue}I} (.) \ $$ similar to [[media: Fe1.s11.mtg29.djvu| (1) page 29-2 ]]

title: User:Eml5526.s11.team5.JA/Mtg34


text:
User talk:Binisic

 Hello Binisic, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 23:19, 28 May 2011 (UTC)

title: User talk:Binisic


text:
User talk:Mdennis (WMF)

 I am currently the Community liaison for the Wikimedia Foundation and the volunteers of all the communities supported by the Wikimedia Foundation. This is a temporary contract, following the expiration of which the role will pass to another. My goal is to increase communication between community members and staff. Do you have questions? Do you have ideas? Please let me know. You can leave me a note at meta:User talk:Mdennis (WMF) or e-mail me at liaisonwikimedia.org. (The e-mail goes with the job and will remain viable even after my contract expires.

title: User talk:Mdennis (WMF)


text:
User talk:Sufferz

 Hello Sufferz, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 00:38, 29 May 2011 (UTC)

title: User talk:Sufferz


text:
User talk:Thecheesykid

 Hello Thecheesykid, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 00:40, 29 May 2011 (UTC)

title: User talk:Thecheesykid


text:
User talk:CommanderNazri

 Hello CommanderNazri, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 00:45, 29 May 2011 (UTC)

title: User talk:CommanderNazri


text:
Google/App engine

This learning resource is here to help people learn to use Google App Engine.

Using App Engine as a basic web server
This Google Groups thread discusses how to setup the app.yaml file so that App Engine will act as a standard web server that delivers static files.

Simple app.yaml file to deliver flat files

title: Google/App engine


text:
Literature/2007/Cohen

Wikimedia

 *  The Second Bounce of the Ball
 * The book's title comes from Cohen's belief that the second bounce of a ball is difficult to predict even though the problem, familiar to 'A' Level maths and physics students, was fully solved in the 17th century by Sir Isaac Newton.
 * Cf. Quantum leap

title: Literature/2007/Cohen


text:
User:Leighblackall/Socially constructed media and communications

This was originally a presentation to an Ascilite Roundtable event on 18 June 2008. I was invited to address the event with a response to the following question:

 * The use of easily accessible and, in many cases, free social software tools such as MSN, Skype, Facebook, MySpace, YouTube, Second Life and a wide range of blogs and wikis, has become almost ubiquitous among the so-called ‘Net Generation’. In the context of a growing emphasis on eLearning, most commonly facilitated by enterprise-scale Learning Management System and a range of institutionally managed and supported communication and collaboration software tools, and in an environment of increasing emphasis on intellectual property rights management and quality assurance, how do universities (and other educational institutions) respond to the use of free, open-access tools in common use by their students? What are the potential educational uses of such tools? What are the current practices of use of these tools within educational institutions? What are the issues, risks and hidden costs? What are the advantages and benefits?

 * Read the paper
 * Slides and video TBA

2014

 * November
 * Slight clean up of references in response to Lindsay Carey's request to see a bibliography for the overall PhD
 * Relocating dead links, moving response text to Google Drive and changing the Wikiversity page to developmental notes.

2010
Copied written response from Wikieducator to Wikiversity, to be included in the ONPhD. Intend to update it and clean it up into a formal paper

2008
Presented to 30 participants of the Ascilite Round Table event. No comments, feedback or clear reaction.
 * April


text:
User:James500

Links

 * School:Law
 * Research
 * Legislation.gov.uk

 * Special:ComparePages

 * Requests for Deletion

 * List of Wikiversities etc

 * betawikiversity:User:James500

ar:مستخدم:James500 cs:Uživatel:James500 de:Benutzer:James500 el:Χρήστης:James500 es:Usuario:James500 fi:Käyttäjä:James500 fr:Utilisateur:James500 hi:सदस्य:James500 it:Utente:James500 ja:利用者:James500 ko:사용자:James500 pt:Utilizador:James500 ru:Участник:James500 sl:Uporabnik:James500 sv:Användare:James500 zh:用户:James500

title: User:James500


text:
User:Luki~enwikiversity

User:Luki/Calculus1

title: User:Luki~enwikiversity


text: User:Mpython

title: User:Mpython


text:
User:Laserenite

Laserenite24.6.227.53 16:42, 29 May 2011 (UTC)

title: User:Laserenite


text: Template:Nowrap begin

title: Template:Nowrap begin


text:
Template:Nowrap begin/doc

This is the nowrap begin template.

This template prevents word wraps (line breaks) in text and links with spaces in. It is designed to handle the really tricky wrapping cases where you need full control. For instance in very complex long link lists. It works similarly to nowrap and nowraplinks.

This template takes no parameters, instead it works in pair with nowrap end.

Helper templates
This template has a number of helper templates which allows you to tell the web browser exactly where line breaks may occur:

Note! These helper templates may only be used in sections surrounded by nowrap begin and nowrap end or they may cause weird behaviour of your page.

 * wrap - Marks where a wrap may occur.
 * ·wrap or ·w - Looks like this: " · ". For dotted lists. Renders a bold middot surrounded by spaces and then marks that a wrap may occur after the middot.
 * •wrap or •w - Looks like this: " • ". For dotted lists that use small font and thus need a bigger dot. Renders a bullet surrounded by spaces and then marks that a wrap may occur after the bullet.
 * –wrap or –w - Looks like this: " – ". For dashed lists. Renders a ndash surrounded by spaces and then marks that a wrap may occur after the ndash.
 * —wrap or —w - Looks like this: " — ". Renders a mdash surrounded by spaces and then marks that a wrap may occur after the mdash.
 * !wrap or !w - Looks like this: " | ". For pipe separated lists. Renders a pipe surrounded by spaces and then marks that a wrap may occur after the pipe. The pipe used is not a real pipe but the code  so should work within wiki tables etc.
 * \wrap or \w - Looks like this: " / ". For slash separated lists. Renders a slash surrounded by spaces and then marks that a wrap may occur after the slash. The "\" in the name leans the other way than the rendered slash "/" for wiki-technical reasons.

Usage
Salt and Pepper and Curry and Saffron. Salt and Pepper and Curry and Saffron.

It will render something like this:

 * Salt and Pepper and Curry and
 * Saffron. Salt and Pepper and
 * Curry and Saffron.

But it will not render like this:

 * Salt and Pepper and Curry
 * and Saffron. Salt and Pepper
 * and Curry and Saffron.

To make your code readable and easy to edit, you can put each wrappable "line" on its own line. And let's use some dots too. Like this:

Salt and Pepper Pepper and Curry Curry and Saffron Saffron and Salt

It will render something like this:

 * Salt and Pepper · Pepper and Curry ·
 * Curry and Saffron · Saffron and Salt

But it will not render like this:

 * Salt and Pepper · Pepper
 * and Curry · Curry and Saffron
 * · Saffron and Salt

Examples
Here are the above examples in actual running code in a table. Try dragging the width of your web browser window so it becomes smaller and smaller and watch how the line wrapping behaves:

An example demonstrating all the helper templates:

Technical details
The actual code that does the job is this HTML+CSS code:

It means that wraps may only happen in the unprotected space between the  and the. That's what nowrap begin and its helper templates are packaging in an easy to use way.

·wrap and the other helper templates should not have any spaces or newlines before them or they will render two spaces before the dot. They tolerate anything from no to several spaces and even a newline after them and they will still only render one space after the dot. If a wrap occurs then the wrap will come after the dot, even if there are spaces before the helper template.

The ·wrap causes problems if inside sections of bolded and/or italicised text. Do end the bold text before the ·wrap and continue the bold text after it to avoid the problems. •wrap and the other helper templates only have this problem if the section is bolded and italicised at the same time.

title: Template:Nowrap begin/doc


text: Template:Nowrap end

title: Template:Nowrap end


text:
Template:Nowrap end/doc

Usage
This template works together with nowrap begin. See documentation there.

title: Template:Nowrap end/doc


text:
Template:Wrap/doc

Usage
This template works together with nowrap begin. See documentation there.

title: Template:Wrap/doc


text:
Template:·wrap/doc

Usage
This template works together with nowrap begin. See documentation there.

title: Template:·wrap/doc


text:
Template:•wrap/doc

Usage
This template works together with nowrap begin. See documentation there.

title: Template:•wrap/doc


text:
Template:–wrap/doc

Usage
This template works together with nowrap begin. See documentation there.

title: Template:–wrap/doc


text:
Template:—wrap/doc

Usage
This template works together with nowrap begin. See documentation there.

title: Template:—wrap/doc


text:
Template:!wrap/doc

Usage
This template works together with nowrap begin. See documentation there.

title: Template:!wrap/doc


text:
Template:\wrap/doc

Usage
This template works together with nowrap begin. See documentation there.

title: Template:\wrap/doc


text:
User talk:Dr. Omar Al-Oraby

 Hello Dr. Omar Al-Oraby, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 01:19, 30 May 2011 (UTC)

title: User talk:Dr. Omar Al-Oraby


text: File:TjanaraEldership.ogg

title: File:TjanaraEldership.ogg