text:
AP Language/Theme - Success

Directions

 * 1) Click on 'edit' next to the 'Examples' header.
 * 2) Beneath the last posting under the 'Examples' header, hit 'enter' twice.
 * 3) On the new line, click on the 'bullet' button. Type the MLA citation there.  Don't worry about indenting.
 * 4) Hit 'enter' twice so you skip a line.
 * 5) Type your annotation of the text.
 * 6) Hit 'enter.'
 * 7) Type your quotation, including the citation.
 * 8) Highlight the quotation, then click on the fourth button from the end. If you hover your mouse over it, you'll see that it's called 'block of quoted text.
 * 9) Hit 'enter' twice to skip a line.
 * 10) Click on the swirly button to the left of the horizontal line. This will put in a code that looks like this: --~ .  That signs your name.
 * 11) Scroll down the page and click on 'Show preview.'
 * 12) If the preview looks ok, then click 'Save page.'

title: AP Language/Theme - Success


text:
AP Language/Theme - Suffering

Directions

 * 1) Click on 'edit' next to the 'Examples' header.
 * 2) Beneath the last posting under the 'Examples' header, hit 'enter' twice.
 * 3) On the new line, click on the 'bullet' button. Type the MLA citation there.  Don't worry about indenting.
 * 4) Hit 'enter' twice so you skip a line.
 * 5) Type your annotation of the text.
 * 6) Hit 'enter.'
 * 7) Type your quotation, including the citation.
 * 8) Highlight the quotation, then click on the fourth button from the end. If you hover your mouse over it, you'll see that it's called 'block of quoted text.
 * 9) Hit 'enter' twice to skip a line.
 * 10) Click on the swirly button to the left of the horizontal line. This will put in a code that looks like this: --~ .  That signs your name.
 * 11) Scroll down the page and click on 'Show preview.'
 * 12) If the preview looks ok, then click 'Save page.'

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

title: AP Language/Theme - Suffering


text:
AP Language/Theme - Survival

Directions

 * 1) Click on 'edit' next to the 'Examples' header.
 * 2) Beneath the last posting under the 'Examples' header, hit 'enter' twice.
 * 3) On the new line, click on the 'bullet' button. Type the MLA citation there.  Don't worry about indenting.
 * 4) Hit 'enter' twice so you skip a line.
 * 5) Type your annotation of the text.
 * 6) Hit 'enter.'
 * 7) Type your quotation, including the citation.
 * 8) Highlight the quotation, then click on the fourth button from the end. If you hover your mouse over it, you'll see that it's called 'block of quoted text.
 * 9) Hit 'enter' twice to skip a line.
 * 10) Click on the swirly button to the left of the horizontal line. This will put in a code that looks like this: --~ .  That signs your name.
 * 11) Scroll down the page and click on 'Show preview.'
 * 12) If the preview looks ok, then click 'Save page.'

title: AP Language/Theme - Survival


text:
Talk:Correlation/Introductory quiz

Guns - Crime relationship
The answer to question 3 is incorrect, and I do not know how to edit the quiz to fix it. Data indicates that there is a slightly negative correlation between gun ownership and gun deaths. See "More Guns = More Crime?" for pointers to data on this topic. (Note -- most responsible gun owners know this.)

Due to the political nature of this question, maybe question 3 should be changed to one that most people can estimate correctly.--Target4cactus 01:51, 16 September 2009 (UTC)

<<>>

I have a MS in statistics and I am working on a Phd in statistics at a major university. In my graduate career I have received one B+ and everything else As; and I missed problems 3 and 4 =) I put small positive and small positive on both.  I think you arn't testing statistics knowledge there.

I am actually very suspicious of your claim that gun deaths are strongly correlated with guns in a community. Actually, now that I got warmed up I think you are smoking dope to claim gun deaths have a strong linear correlated with gun counts in a community. I mean think about it. Why would that be a tight association? Imagining a pairs plot of guns in a community versus gun deaths in that community I would expect noise out the fricken wazzu. That my friend is not a good example of moderate to high correlation =)~ Your robberies example suffers the same way when you get "real" instead of "textbooky".  Your talking a social science phenomenon.  If you actually were to plot robberies versus incidences of drug abuse with real community data you arn't going to see anything remotely tight there either.  Even "moderate" would be way to strong a word.  Social sciences have notoriously low R-Squared values.

 * Agreed - thanks. I've changed

 * #3 to "What would you expect the correlation to be between daily calorie consumption and body weight to be?" (moderate to large positive)
 * #4 to "Estimate the correlation between driving performance and blood alcohol levels" (moderate to large positive)
 * #6 to "Estimate the correlation between psychological well-being and psychological distress" (moderate to large negative)

What do you think? Appreciate your thoughts. -- Jtneill - Talk - c 06:01, 6 March 2010 (UTC)

title: Talk:Correlation/Introductory quiz


text:
User talk:Egm6321.f09.team5

 Hello Egm6321.f09.team5, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 06:32, 16 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help --mikeu talk 06:32, 16 September 2009 (UTC)

title: User talk:Egm6321.f09.team5


text:
User talk:Egm6321.f09.team3.mooney

 Hello Egm6321.f09.team3.mooney, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 06:32, 16 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help --mikeu talk 06:32, 16 September 2009 (UTC)

title: User talk:Egm6321.f09.team3.mooney


text:
User talk:Egm6321.f09.team3

 Hello Egm6321.f09.team3, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 06:32, 16 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help --mikeu talk 06:32, 16 September 2009 (UTC)

title: User talk:Egm6321.f09.team3


text:
User talk:Egm6321.f09.Team17.smith2

 Hello Egm6321.f09.Team17.smith2, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 06:32, 16 September 2009 (UTC) Feel free to leave a message on my talk page if you have any questions or need help --mikeu talk 06:32, 16 September 2009 (UTC)

title: User talk:Egm6321.f09.Team17.smith2


text:
User:Ghm

我的网页，来自中国
我来学习，还不懂啊， 练习一下 Problem 5

Problem Statement
Consider:

$$ \ xyy^{''} + x(y^{'})^{2} + yy^{'} = 0 $$ Given that the 1st exactness condition is satisfied show that the 2nd exactness condition is satisfied

$$\ F(x,y,y^{'})=xyy^{'} \qquad $$ $$\qquad F^{'}=\ xyy^{''} + x(y^{'})^{2} + yy^{'} = 0$$

$$(xyy^{'})^{'}=0$$

$$xyy^{'}=c     \quad      yy^{'}=c/x$$ $$\ frac{y^{2}}{2} = $$

title: User:Ghm


text:
User talk:Ghm

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 07:37, 16 September 2009 (UTC)

Note, theres also Sandbox and 首页.--Juan de Vojníkov 07:37, 16 September 2009 (UTC)

title: User talk:Ghm


text:
User talk:Afrina~enwikiversity

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 07:38, 16 September 2009 (UTC)

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.

Unfortunately, your account clashes with another account also called Afrina. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Afrina~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:27, 17 March 2015 (UTC)

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) 06:02, 19 April 2015 (UTC)

title: User talk:Afrina~enwikiversity


text:
User:New User no. 1

Hi, I am a New User no. 1. I am not a native English speaker, but I am a native speaker of the Czech language. I am interested in math, biology, arts and languages.

title: User:New User no. 1


text:
Votian/Imperfect Tense Negation

== Imperfect tense negation   == Negative expressions are made of an auxiliary negation verb followed by a main verb.
 * The negation verb has the following indicative forms according to the number and person of the subject: eni, emmak, eti, ettak, epi, evat.
 * See the present tense negation chapter about dialectal and morphophonological alternatives of them.
 * The main verb is represented by it's past participle either in singular nominative -nut or in plural nominative case -nutet regardless to the person of the subject e.g. emmä vēnnǖD  ('We did not take (it away).') vs. et vēnnü  ('You did not take (it away).').
 * See the participle chapter about dialectal and morphophonological alternatives of the morphemes -nut and -nutet.

The negation verb will be conjugated in various moods. See other negation lessons about this matter.

Dialectal alternatives

 * 1) In Eastern Votic dialect they have added a metanalytic morpheme -k to the past participle's singular nominative -nut for past tense negation e.g. emmäG ̮vēnnǖD  ('We did not take (it away).') vs. et vēnnüG  ('You did not take (it away).'). The suffix -k is probably borrowed from the present tense negation here, where it was  a present tense marker.

 * 1) In Kodavere dialect   the negation verb has specific past tense forms: eZìn, eZìmä, eZìD, eZìttä, es̀, eZìD. This feature is unique among all the Finnic dialects, but has parallels in other Uralic languages e.g. Erzya eźiń, eźińek, eźit́, eźid́e, eś, eśt́.

Morphophonology
See the participle chapter for detailed explanations.
 * Past imperfect tense negation is always in the same grade as all the suffixal imperative forms except the singular of the second person e.g. elkō jättägō ('Let him not leave (it)!') vs. et jättännü ('You did not leave (it)!') or page̮t-kā ('Escape!') vs. emmä page̮n-nūD ('We did not escape.').

=== Phonological history ===
 * The negation forms of the third person epi and evat are derived fom a present participle.
 * See the participle chapter about the phonological history of -nut and -nutet.

=== Other Finnic dialects ===

The first person of singular
 * Standard Finnish : en e.g. en luke-nut ('I did not read!')
 * Vesjegonski Karelian dialects : en e.g. en luge-nnun ('I did not read!')
 * Vepsian dialects : en e.g. en luge-nd ('I did not read!')
 * Ingrian dialects : en e.g. en lukkē-nD ('I did not read!')
 * Standard Estonian : ei e.g. ei luge-nud ('I did not read!')
 * South Estonian Räpina dialects : es e.g. es loe-ʔ or loe ̮es̀ ('I did not read!')
 * Eastern Livonian dialects : iz e.g. iz lu ̉-G ('I did not read!')

The first person of plural
 * Standard Finnish : emme e.g. emme luke-neet ('We did not read!')
 * Vesjegonski Karelian dialects : emmä e.g. emmä luge-nnut ('We did not read!')
 * Vepsian dialects : emai e.g. emai luge-tud ('We did not read!')
 * Ingrian dialects : emmä e.g. emmä luGe-nēD ('We did not read!')
 * Standard Estonian : ei e.g. ei luge-nud ('We did not read!')
 * South Estonian Räpina dialects : es e.g. es loe-ʔ or loe ̮es̀ ('We did not read!')
 * Eastern Livonian dialects : iz e.g. iz lu ̉ggə̑-m̑ ('We did not read!')

The second person of singular
 * Standard Finnish : et e.g. et luke-nut ('You did not read!')
 * Vesjegonski Karelian dialects : et e.g. et luge-nnun ('You did not read!')
 * Central Vepsian dialects : ed e.g. ed luge-nd ('You did not read!')
 * Ingrian dialects : eD e.g. eD lukkē-nD ('You did not read!')
 * Standard Estonian : ei e.g. ei luge-nud ('You did not read!')
 * South Estonian Räpina dialects : es e.g. es loe-ʔ or loe ̮es̀ ('You did not read!')
 * Eastern Livonian dialects : ist e.g. ist lu ̉-G ('You did not read!')

The second person of plural
 * Standard Finnish : ette e.g. ette luke-neet ('You did not read!')
 * Vesjegonski Karelian dialects : että e.g. että luge-nnut ('You did not read!')
 * Vepsian dialects : etai e.g. etai luge-tud ('You did not read!')
 * Ingrian dialects : että e.g. että luGe-nēD ('You did not read!')
 * Standard Estonian : ei e.g. ei luge-nud ('You did not read!')
 * South Estonian Räpina dialects : es e.g. es loe-ʔ or loe ̮es̀ ('You did not read!')
 * Eastern Livonian dialects : ist e.g. ist lu ̉ggə̑-t̑ ('You did not read!')

The third person of singular
 * Standard Finnish : ei e.g. ei luke-nut ('She did not read!')
 * Vesjegonski Karelian dialects : ei e.g. ei luge-nnun ('She did not read!')
 * Vepsian dialects : ī e.g. ī luge-nd ('She did not read!')
 * Ingrian dialects : ei e.g. ei lukkē-nD ('She did not read!')
 * Standard Estonian : ei e.g. ei luge-nud ('She did not read!')
 * South Estonian Räpina dialects : es e.g. es loe-ʔ or loe ̮es̀ ('She did not read!')
 * Eastern Livonian dialects : ist e.g. ist lu ̉-G ('She did not read!')

The third person of plural
 * Standard Finnish : eivät e.g. eivät luke-neet ('They did not read!')
 * Karelian dialects use indefinite voice instead e.g. Vesjegonski Karelian dialects : ei lugie-ttu ('They did not read.').
 * Central Vepsian dialects : ī e.g. ī luge-tud ('They did not read!')
 * Ingrian dialects : eiväD e.g. eiväD luGe-nēD ('They did not read!')
 * Standard Estonian : ei e.g. ei luge-nud ('They did not read!')
 * South Estonian Räpina dialects : es e.g. es loe-ʔ or loe ̮es̀ ('They did not read!')
 * Eastern Livonian dialects : ist e.g. ist lu ̉ggə̑-t̑ ('They did not read!')

title: Votian/Imperfect Tense Negation


text:
User talk:Dominic

Wiki Campus Radio
Hi, following our disscussion on #Wikimedia-radio I said I would leave some thought's here.

Wiki Campus Radio is currently considering making a Halloween podcast, which I felt should be drawn from a number of 'free' content projects including Wiktionary.

With this in mind perhaps you would be able to assit with research into the following: word that is taboo, what are the myths or reasons behind this?
 * Halloween itself is a word/phrase whose origins I'd like to know.
 * Various words on a haunted theme like 'ghost''phantom' etc..
 * There are countless expressions for superstitious topics in English without saying the actual

Word superstitions in general are an excellent topic for a pod-cast based on wiktionary research.

Thanks for offering to help Sfan00 IMG 10:32, 16 September 2009 (UTC)

title: User talk:Dominic


text:
User talk:YanKwanKiu

We do like your class! Just be brave more Kwan! =) a student in Wenzao

title: User talk:YanKwanKiu


text:
Portal talk:Social entrepreneurship/Case Studies/more/Ithemba Institute of Technology

hey its clement ramafalo i used to school ther just niss the school


text:
User:Egm6936.s09/Solid shell in cartesian coordinates

 Could you look at the wiki article Word macros to try to install macros into MS Word that would help you write wiki articles; look at the last section of this article. This method is different from the use of WikEd. You need to learn how to install macro codes into MS Word. Try this method out and let me know whether it is better for you. Egm6321.f09 12:53, 30 September 2009 (UTC)

Let $$  (   \xi^1  ,   \xi^2   ,   \xi^3   ) $$ be cartesian coordinates, and consider $$\displaystyle \mathcal B_0 \equiv \mathcal B$$, i.e., the initial configuration $$\displaystyle \mathcal B_0$$ is identical to the material configuration $$\displaystyle \mathcal B$$, then $$\displaystyle \mathbf{E} _i \equiv \mathbf{G} _i$$, for $$\displaystyle i=1,2,3$$, where $$\displaystyle \equiv$$ means "equivalent to" or "identical to".

HW: Redraw Fig.2 and Fig.3, and write all Eqs.(2.1)-(2.11) in component form.

For example, take the vector $$\displaystyle \mathbf{X}$$, which is the position vector of the material point $$\displaystyle X \in \mathcal B_0 \equiv \mathcal B$$. In cartesian components, the position vector $$\displaystyle \mathbf{X}$$, can be expressed as follows:

 * $$\displaystyle \mathbf{X} = X^i \mathbf{E} _i \equiv \xi^i \mathbf{G} _i$$,

 This component form is what I wanted you to write, i.e., you need to have the vector and the basis vectors in the expression, not just the components alone. Egm6321.f09 12:53, 30 September 2009 (UTC)

In the above equation, we have

$$\displaystyle X^i \equiv \xi^i$$, since $$\displaystyle \mathbf{E} _i \equiv \mathbf{G} _i$$.

The material three-dimensional continuum of the shell geometry is described by
 * {| style="width:100%" border="0"

{\textbf{X}}\left( {X_1 ,X_2 ,X_3 } \right) = \frac{1}{2}\left[ {\left( {1 + X^3 } \right){\textbf{X}}_u \left( {X_1 ,X_2 } \right) + \left( {1 - X^3 } \right){\textbf{X}}_l \left( {X_1 ,X_2 } \right)} \right]\,\,\,\,\,\,\,\,\,\,\left( {X_1 ,X_2 ,X_3 } \right) \in \,[ - 1,1] \times [ - 1,1] \times [ - 1,1] $$
 * style= |
 * }

With the component form of the vectors $$\displaystyle \mathbf{X}$$, $$\displaystyle \mathbf{X}_u$$, and $$\displaystyle \mathbf{X}_l$$, given by

 * $$\displaystyle

\mathbf{X} = X^i \mathbf{E} _i \equiv \xi^i \mathbf{G} _i , \quad \mathbf{X}_u = X^i_u \mathbf{E} _i , \quad \mathbf{X}_l = X^i_l \mathbf{E} _i $$, then the cartesian components ( $$\displaystyle X^i \, X^i_u \ , X^i_l $$ ) of ( $$\displaystyle \mathbf{X} \, \mathbf{X}_u \ , \mathbf{X}_l $$ ), respectively, are related to each other as follows:

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

\displaystyle X^i \left( {X_1 ,X_2 ,X_3 } \right) = \frac{1}{2}\left[ {\left( {1 + X^3 } \right)X_u^i \left( {X_1 ,X_2 } \right) + \left( {1 - X^3 } \right)X_l^i \left( {X_1 ,X_2 } \right)} \right] $$
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= | (2.1)
 * }

We can rewrite (2.1) as follows:
 * {| style="width:100%" border="0"

\displaystyle X^i \left( {X_1 ,X_2 ,X_3 } \right) = \underbrace{ \frac{1}{2} \left[ {X_u^i \left( {X_1 ,X_2 } \right) + X_l^i \left( {X_1 ,X_2 } \right)} \right] }_{X^i_m (X_1 ,X_2)} \, + X^3 \underbrace{ \frac{1}{2} \left[ {X_u^i \left( {X_1 ,X_2 } \right) - X_l^i \left( {X_1 ,X_2 } \right)} \right] }_{\delta_{i3}} = X_m^i \left( {X_1 ,X_2 } \right) + X^3 \delta _{i3} $$
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= | (2.2)
 * }

Similarly, in the current (deformed) configuration, the geometry of the solid shell is described by:
 * {| style="width:100%" border="0"

\displaystyle {\textbf{x}}\left( {X_1 ,X_2 ,X_3 } \right) = \frac{1}{2}\left[ {\left( {1 + X^3 } \right){\textbf{x}}_u \left( {X_1 ,X_2 } \right) + \left( {1 - X^3 } \right){\textbf{x}}_l \left( {X_1 ,X_2 } \right)} \right] $$
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= |
 * }

or in Cartesian coordinates:
 * {| style="width:100%" border="0"

\displaystyle x^i \left( {X_1 ,X_2 ,X_3 } \right) = \frac{1}{2}\left[ {\left( {1 + X^3 } \right)x_u^i \left( {X_1 ,X_2 } \right) + \left( {1 - X^3 } \right)x_l^i \left( {X_1 ,X_2 } \right)} \right] = \frac{1}{2}\left[ {x_u^i \left( {X_1 ,X_2 } \right) + x_l^i \left( {X_1 ,X_2 } \right)} \right]\, + \frac{1}{2}X^3 \left[ {x_u^i \left( {X_1 ,X_2 } \right) - x_l^i \left( {X_1 ,X_2 } \right)} \right] $$
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= |
 * }

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

\displaystyle x^i \left( {X_1 ,X_2 ,X_3 } \right) = \,x_m^i \left( {X_1 ,X_2 } \right) + \frac{1}{2}X^3 h\left( {X_1 ,X_2 } \right) $$ where $$h\left( {X_1 ,X_2 } \right)$$ is the shell thickness.
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= | (2.3)
 * }

The material configuration is related to the deformed configuration by the displacement field $$\textbf{u}$$ as follows:
 * {| style="width:100%" border="0"

\displaystyle \textbf{x} \left( {X_1 ,X_2 ,X_3 } \right) = \textbf{X} \left( {X_1 ,X_2 ,X_3 } \right) + \textbf{u} \left( {X_1 ,X_2 ,X_3 } \right) $$ or in Cartesian coordinates:
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= |
 * }
 * {| style="width:100%" border="0"

\displaystyle x^i \left( {X_1 ,X_2 ,X_3 } \right) = X^i \left( {X_1 ,X_2 ,X_3 } \right) + u^i \left( {X_1 ,X_2 ,X_3 } \right) $$
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= |  (2.4)
 * }

The convected basis vectors $$\textbf{G}_i$$ in the material configuration $$B0$$ are related to the position vector $$\textbf{X}$$ and the convected coordinates $$X_i$$ by
 * {| style="width:100%" border="0"

{\textbf{G}}_i \left( \xi \right) = \frac = \frac = {\textbf{E}}_i \,\,\,\,\,\,  \Leftrightarrow G_i^k  =  \delta _i^k $$
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= |  (2.5)
 * }

and satisfy the following relations:
 * {| style="width:100%" border="0"

{\textbf{G}}_i \cdot {\textbf{G}}_j = G_i^k G_j^k  = \delta _i^k \delta _j^k  = \delta _{ij} $$
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= |  (2.6)
 * }

Similarly, the convected basis vectors $$\textbf{g}_i$$ in the current configuration $$Bt$$ are obtained using (2.4) and (2.5) as followings:
 * {| style="width:100%" border="0"

{\textbf{g}}_i = {\textbf{G}}_i  + \frac\,\,\,\,\, \Leftrightarrow \,\,\,g_i^k  = G_i^k  + \frac = \delta _i^k  + \frac $$ and satisfy the following relations:
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= |  (2.7)
 * }
 * {| style="width:100%" border="0"

g_{ij} {\rm{ = g}}_i {\rm{g}}_j = g_i^k g_j^k  = \left( {\delta _i^k  + \frac} \right)\left( {\delta _j^k  + \frac} \right) = \delta _i^k \delta _j^k  + \delta _i^k \frac + \delta _j^k \frac + \frac\frac $$ or equivalent to
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= |
 * }
 * {| style="width:100%" border="0"

g_{ij} = \delta _{ij}  + \frac + \frac + \frac\frac $$
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= | (2.8)
 * }

The deformation gradient expressed in convected basis vectors $$\textbf{g}_i$$ and $$\textbf{G}^i$$ takes the form (why we have this formular??)
 * {| style="width:100%" border="0"

{\textbf{F}} = {\textbf{g}}_k \otimes {\textbf{G}}^k $$ or in Cartesian coordinates:
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= |
 * }

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

F_{ij} = \left[ {{\textbf{g}}_k \otimes {\textbf{G}}^k } \right]_{ij}  = g_k^i G_j^k  = \left( {\delta _k^i  + \frac} \right)\delta _j^k  = \delta _k^i \delta _j^k  + \delta _j^k \frac = \delta _j^i  + \frac $$
 * style="width:95%" |$$
 * style="width:95%" |$$
 * style= | (2.9)
 * }


text:
Emerging Technologies in New Media

Emerging Technologies in New Media

Silverlight

Silverlight is an application that is cross platform and cross browser plug-in. It’s a new technology to help deliver the next generation of media of .NET and interactive applications. Its plug-in is small and light and is very quickly to install. It supports many programming modules such as Ruby and Ajax also can run on the major browsers from Windows to Mac OS. Silverlight is safe, secure ,rich and scalable for platform experiences Silver light earlier name was WPF/E or Windows Presentation Foundation/Everywhere; however silver light is a more web-based subset of WPF that enables Flash-like web and mobile applications. Silverlight has three versions Silverlight 1.0, Silverlight 2 and it new one Silverlight 3 which came out July of this year. They all have the same aspects only one has an advantage of the other e.g. Silverlight three has the same fully function superset of two only Silverlight three benefit a bit more with a update application so to help run higher quality videos, have more format choice, has newer 3D graphics and so on. Silverlight is also free to download just so like Flash (adobe) and Java.

Silverlight vs. Flash

The differences between the Silverlight and Flash

1. Is easily distributed. Flash currently has an in-browser installer where you don’t have to restart your browser and can refresh the web page once it’s installed. Silverlight has a downloadable installer, which you have to kick off and then restart your browser

2. Is easily developed for. Currently, flash can integrate with multiple platforms and languages. Silverlight appears to be geared towards .Net developers, but looks like it has the flexibility to connect to multiple other languages and platforms.

3. Can integrate design objects easily. The Adobe suite of products, especially CS3, can easily share objects and files between applications (Illustrator, Flash, Dreamweaver, Photoshop, etc.). Silverlight has these options built into it already along with several other tempting products such as ad-insertion and free streaming solutions.

4.Can be easily indexed. This is really the kicker that Flash does not do well right now, except for hacks or duplicate efforts. Silverlight is trying to address this problem and I think this might make it the winner in terms of SEO efforts.

5. Can win over the design community. This is another key area that Microsoft is going to have to win over. Design and Microsoft are two things that traditionally do not go together at all. Typically, the programmers are over on the .Net side and the designers are over on the Adobe side, typically on a Mac.

title: Emerging Technologies in New Media


text:
User:Bob M~enwikiversity

Hi. I'm Bob M, active on a number of wikis under the same name.

I also have my own English teaching wiki at Teflpedia.

title: User:Bob M~enwikiversity


text:
Digital Libraries/File formats, transformation, migration

 * Older versions of the draft developed by UNC/VT Project Team (2009-10-09 PDF)

Module name
File Formats, Transformation, and Migration

Scope
This module covers the general principles and application of the transformation and migration processes for the preservation of digital content. Key issues surrounding preservation strategies are highlighted.

Learning objectives:
By the end of this module, the student will be able to:
 * a. Explain the standard process of migration projects, from recognizing the need for migration, initiating the preservation effort, selecting appropriate media, and maintaining the long-term usage of a collection of digitized materials.
 * b. Demonstrate an understanding of the critical issues and challenges of a preservation project.
 * c. Practice the implementation of a migration effort.

5S characteristics of the module:

 * a. Streams: Documents are represented in bitstreams.
 * b. Structures: Documents and metadata are migrated for the preservation of collections. Metadata uses structures to describe digital objects, such as documents, which are streams with some structure(s) imposed.
 * c. Spaces: Copies and replicas of digital objects are kept in different locations. Migration occurs across time and space. Preservation allows for interoperability over time.
 * d. Scenarios: Migration strategy decisions are considered in response to a scenario change. In this context, migration itself is a scenario.
 * e. Societies: Communities dictate what formats are widely-available and what must be preserved. They also make decisions and implement policies related to preservation.

Level of effort required:

 * a. Class time: 1 hour
 * b. Student time outside class: 2.5 hours
 * i. Reading before the class starts: 2 hours
 * ii. Homework assignment: 0.5 hours

Relationships with other modules:

 * 2-a: Text Resources, 2-b: Multimedia
 * 2-a and 2-b cover the nature, structure, composing factors, and formats of various types of digital objects (e.g., text, images, video, etc.).
 * 3-b: Digitization
 * 3-b covers the process of digitization regardless of the object types, and discusses digital file formats.
 * 4-b: Metadata, cataloging, metadata mark-up, metadata harvesting
 * 4-b covers uses of metadata and metadata standards related to the context of digital libraries in general.
 * 8-a: Preservation
 * 8-a covers the related technology, standards, and policies concerning the preservation of digital objects.

Prerequisite knowledge required:

 * a. None

Introductory remedial instruction:

 * a. None

1. Definitions of key terms

 * a. File Formats
 * i. A file format refers to the layout of the data inside of the file and the organization of that data in terms of bits, since digital data can only be stored using a binary system in terms of 0s and 1s.
 * ii. Packages of information can be stored as data files or transmitted as data streams (a.k.a. bitstreams or byte streams)
 * iii. A format is a fixed, byte-serialized encoding of an information model
 * b. Filename Extensions
 * i. Extensions are suffixes to the filename, which give an indication as to the format of the content of the file.
 * ii. Filename extensions have historically been a 3 character suffix. However, modern operating systems don’t have such limitations anymore.
 * iii. Reference: http://www.file-extension.com
 * c. Bitstream Copying
 * i. Copying a stream of data into a duplicate stream.
 * ii. It is commonly known as “backing up” your data.
 * iii. Bitstream copying refers to the process of making an exact duplicate of a digital object.
 * d. Transformation
 * i. Transformation is the process of altering the format of an object (destination format could be a digital file or output display).
 * ii. Transformation means that a file is converted from one file format (e.g., .avi) to another file format (e.g., .mov).
 * e. Migration
 * i. “Transfer of a data object, as from one format to another, or from one medium to another, or between instances of the same type of storage medium” (Rosenthal et al., 2005)
 * ii. Migration refers to the movement of data from one media technology to another.
 * iii. Switching from storing digital data in CDs to storing it in hard disks means migration from the CD to hard disks as media of storage.
 * f. Refreshing – copying content to new media periodically
 * i. Refreshing is to copy digital information from one long-term storage medium to another of the same type, with no change whatsoever in the bitstream (e.g., from an older CD-RW to a new CD-RW). New media is of the same type as the old media. You copy data from an old CD to a new CD.
 * ii. The goal of refreshing is to preserve the data from any bad effects that can be caused by damage to the media that hold the data.
 * iii. Refreshing is key to the preservation of data.
 * g. Modified Refreshing
 * i. Modified refreshing is the copying to another medium of a similar enough type that no change is made in the bit-pattern that is of concern to the application and operating system using the data.
 * ii. For instance, you may copy from a 100 MB Zip disk to a 750 MB Zip disk.

2. File Formats

 * a. To preserve documents, a collection’s file format must ensure the following:
 * i. Save the bits so that somewhere a copy survives and that copy can be found.
 * ii. Ensure that the bits can be interpreted later (file format retention).
 * iii. Make the bits trustworthy by reliably associating sufficient metadata.
 * iv. Include library content lists among the set of saved documents.
 * v. Minimize the need for digital archeology (rescuing content from obsolete technology) through the ability to translate to other formats.
 * b. Which formats can preserve content or lead to a longer duration between transformations?
 * i. International standards are preferred.
 * ii. XML allows users to understand an object’s structure and content without using specific machines or software.
 * iii. Text documents (Word or other proprietary formats) depend on compatibility between software versions. XML with metadata tagging would lead to longer preservation.
 * iv. PDF documents lead to PDF/A documents (archiving).
 * v. Image options – TIFF, GIF, JPEG, JP2, Flashpix, ImagePac, PNG, PDF
 * c. Sustainability factors for file formats
 * i. Adoption – used by the primary creators, disseminators, or users of information resources
 * ii. Disclosure – complete specifications and tools for validating technical integrity exist and are accessible
 * iii. External Dependencies – depends on particular hardware, operating system, or software
 * iv. Impact of Patents – ability of archival institutions to sustain content in a format will be inhibited by patents
 * v. Quality and functionality – ability of a format to represent the significant characteristics of a given content item required by current and future users
 * vi. Self-documentation – contains basic descriptive, technical, and other administrative metadata
 * vii. Transparency – digital representation is open to direct analysis with basic tools
 * viii. Technical Protection Mechanism – implementation of mechanisms, such as encryption, that prevent the preservation of content by a trusted repository
 * d. File format selection is a first step in long-term preservation measures that is part of a larger information management strategy.
 * e. Difficult items to store or move between formats
 * i. mathematical symbols
 * ii. chemical formulas
 * iii. archaic scripts or ideographs, such as Egyptian or Mayan hieroglyphs
 * iv. musical notations

3. Emulation

 * a. “The essential idea behind emulation is to be able to access or run original data/software on a new/current platform, by running software on the new/current platform that emulates the original platform.”(Granger, 2000)
 * b. The digital object is kept in its original file format; the hardware and/or software needed to render that format are emulated.
 * c. Advantages and Disadvantages
 * i. Emulation may retain the "look and feel, and interactivity" of a digital object.
 * ii. Emulation avoids information loss.
 * iii. Emulation requires full knowledge of the original system and context.
 * iv. Emulation software needs to be upgraded to work with current systems.
 * d. Technical Issues
 * i. How many layers of emulation?
 * ii. Are there standards and open specifications that can facilitate emulation?
 * e. Legal issues
 * i. proprietary systems
 * ii. reverse engineering

4. Transformation and Migration

 * a. Migration is a fundamental digital preservation strategy.
 * b. Goals
 * i. Preserve content and functionality of a digital object.
 * ii. Ensure continued access to the digital object.
 * iii. Minimize physical and intellectual information loss.
 * c. Possible Approaches / Strategies to Migration (Hedstrom)
 * i. Transfer to paper or microfilm store in "software-independent" format.
 * ii. Retain in the native software environment.
 * iii. Migrate to a system that is compliant with open standards.
 * iv. Store in more than one format.
 * v. Create surrogates.
 * vi. Save the software needed for access and retrieval (see Emulation section).
 * vii. Develop software and hardware emulators (see Emulation section).
 * d. Types of Migration
 * i. To a newer version of the file format
 * ii. To a different file format
 * 1. To a standard file format (Normalization)
 * iii. To a different hardware/software environment
 * e. Frequency of Migration
 * i. Automated
 * 1. Migrations are handled by the system, without intervention from the content creators or system administrators.
 * ii. On Request
 * 1. A content creator or administrator initiates a migration.
 * 2. (May also apply to when a DL stores all digital objects in a "master" file format and converts them to other formats only at the request of an end user.)
 * f. Issues with Migration
 * i. Conflicting goals for a particular migration (e.g., better access, better preservation)
 * ii. Is there value in holding multiple versions of a work?
 * iii. Tradeoffs between information loss and reduced complexity and cost of operation
 * g. Example object lifecycle (see Figure 3)
 * i. Content exists as an "information package", which contains the content object, in analog or digital form, and perhaps metadata.
 * ii. Transformation occurs to digitize the object to an archival master.
 * iii. An archival master digital object exists.
 * iv. Migration action on a digital object changes the master object to create a derivative object.
 * v. The archival master is migrated to new formats through transformations.
 * h. The OAIS Reference Model provides (among other things) a detailed framework for defining transformation and migration functions in a digital library system.

5. Emulation versus migration

 * a.Selection of a file type depends on whether the system used to manage the content will be emulated, or if file type will be converted to something else at a later time
 * b. Trade-off between the speed of processing, cost of the emulating or migration software, and the accuracy and quality of content
 * c. Vision
 * i. automatically handle content from creation to preservation
 * ii. a self managed system that takes care of emulation and migration
 * iii. abstract the preservation process
 * d. Universal Virtual Computer
 * i. middle of the emulation vs. migration spectrum
 * ii. “It uses elements of both migration and emulation which allows digital objects to be reconstituted in their original form. The UVC concept consists of the UVC itself, a logical data scheme with type description, the UVC program (format decoder) and the logical data viewer.” (PADI, Universal Virtual Computer Papers.)

6. Preservation Issues

 * a. Preservation requires
 * i. Protection of an original item
 * ii. Preserve the technology used to digitize the material, and the software needed to retrieve and render these digital objects. This is an overhead.
 * iii. Digital archives must support the new file formats.
 * iv. Maintenance of digital objects from digit corruption or destruction. Who will take the responsibility for long-term preservation?
 * v. Best practices to preserve formatting so that the context is not lost to future generations
 * vi. Will the digital archives be accessible perpetually in future?
 * vii. Quality of digitization – will it stand the test of time?
 * viii. Digital Objects would be a backup or the original materials will be the ones to be preserved?
 * ix. Single or Multiple repositories?
 * x. How much to preserve? Which material gets top priority to be digitized and preserved?
 * xi. Is it legally permissible for a library to rescan originals to replace unusable and corrupted digital objects?
 * xii. What are the copyright implications of transforming a digital object from TIFF to JPEG?
 * b. The ICA Guide to Managing Electronic Records sets out seven criteria for selecting media used for preserving digital records:
 * i. Open standards for digital recording on the medium
 * ii. Robust methods for preventing, detecting, and reporting errors
 * iii. Sufficient market penetration
 * iv. Known longevity
 * v. Known susceptibility to degradation or deterioration
 * vi. A favorable cost/benefit ratio
 * vii. Availability of methods for recovering from loss
 * c. Five broad categories of prevention strategies:
 * i. preserving the original technology used to create or store the records
 * ii. emulating the original technology on new platforms
 * iii. migrating the software necessary to retrieve, deliver, and use the records
 * iv. migrating records to up-to-date formats
 * v. converting records to standard forms
 * d. Preservation strategy includes
 * i. defining minimum digital preservation requirements necessary to ensure the persistence of digital materials and associated metadata files to facilitate shared storage and registry initiatives
 * ii. working with IT groups within cultural institutions (such as theory centers, central IT units, academic technologies, computer science departments) to develop and manage shared large-scale storage systems
 * iii. making data-redundancy arrangements among libraries for backup, or implementing other distributed and collaborative strategies such as LOCKSS
 * iv. developing storage metrics to share configuration and cost information
 * in standardized ways
 * v. supporting standards for storage-management interoperability
 * vi. sharing open-source preservation applications and collaborating to develop access and preservation services as flexible and scalable components to be added to repository models supporting preservation activities
 * vii. exploring usage trends created by the online availability of materials to assess how the 80/20 rule applies in the digital world and to consider how usage statistics can inform preservation decisions in support of priority setting and risk taking
 * viii. exploring how to incorporate risk assessment strategies in making and implementing preservation decisions, being sure to consider how preserving the analog books might affect the risk assessment strategies for the digital versions, and vice versa.
 * ix. creating a wiki (or a similar collaboration tool) to systematically distribute up-to-date information about preservation strategies implemented by different libraries
 * x. offering consultancies, workshops, and training sessions

Required readings for students

 * i. Arms, Caroline R. and Carl Fleischhauer. Sustainability of Digital Formats: Planning for Library of Congress Collections. May 21, 2007. http://www.digitalpreservation.gov/formats/index.shtml
 * ii. Rieger, O.Y. Preservation in the Age of Large-Scale Digitization. Library of Congress white paper. CLIR pub 141, 52 pp. February 2008.
 * iii. Van Wijk, Caroline. Starting Point for Migration Research. Migration Research Project, Koninkliije Bibliotheek. July 2006. http://www.kb.nl/hrd/dd/dd_projecten/Starting_Point_Migration_Research.pdf

Required readings for instructors

 * i. CCSDS. Reference Model for an Open Archival Information System (OAIS), Blue Book. January 2002. http://public.ccsds.org/publications/archive/650x0b1.pdf
 * ii. Rothenberg, Jeff. Avoiding Technological Quicksand: Finding a Viable Technical Foundation for Digital Preservation. A Report to the Council on Library and Information Services. January 1999. http://www.clir.org/pubs/reports/rothenberg/contents.html

Recommended readings for students

 * File formats
 * i. Chowdhury, G.G., & Chowdhury, S. (2003). Introduction to Digital Libraries. Chapter 6, Digitization (pp. 103-119). London: Facet Publishing.
 * ii. Gladney, H.M. (2002). Perspectives on Trustworthy Information. In Digital Document Quarterly V1: No 2.
 * iii. Library of Congress. Sustainability of Digital Formats Planning for Library of Congress Collections. May 21, 2007.

 * Preservation
 * i. Beagrie, N. National Digital Preservation Initiatives: An Overview of Developments in Australia, France, the Netherlands, and the United Kingdom and of Related International Activity. Council on Library and Information Resources and the Library of Congress. April 2003.
 * ii. Conway, P. Preservation in the Digital World. March 2006.
 * iii. ICPSR, University of Michigan. Digital Preservation Strategies Tutorial. 2003.
 * iv. Council on Library and Information Resources. Building a National Strategy for Digital Preservation: Issues in Digital Media Archiving. National Digital Information Infrastructure and Preservation Program, Library of Congress. 99 pp. April 2002.
 * v. Granger, Stewart. Emulation as a Digital Preservation Strategy. D-Lib Magazine, V. 6 No. 10, October 2000.
 * vi. Hedstrom M. Research Issues in Migration and Long-Term Preservation. Archives and Museum Informatics, Volume 11, Numbers 3-4, 1997, pp. 287-292(6).
 * vii. PADI. Universal Virtual Computer Papers. National Library of Australia.
 * viii. Rosenthal, David S.H., et al. Requirements for Digital Preservation Systems: A Bottom-Up Approach. D-Lib Magazine, V. 11 No. 11, November 2005.
 * ix. Thibodeau, K. Preservation and Migration of Electronic Records: The State of the Issue. The U.S. National Archives and Records Administration.
 * x. Wijngaarden, H. and E. van en Oltmans. Digital Preservation and Permanent Access: the UVC for Images. 2004.

 * Domestic and International Project Examples
 * i. Content transformation at HP Labs.
 * ii. Council on Library Resources – long term preservation
 * iii. HATII Planets Project.

Homework assignment:
Multimedia, conversion software, and people’s goals react in certain ways depending on the need for long-term preservation. In small groups of 2-3, discuss the following issues with respect to three settings where the priorities of preservation vary from important to possibly not necessary. The three settings are the Library of Congress’s content on the early US governments, a university department’s most notable publications, and your personal multimedia content.

 * a. Compression:
 * i. Under what circumstances is lossy compression an acceptable migration strategy?
 * ii. Under what circumstances must content be kept in a raw format when migration has been chosen over emulation?
 * iii. Does the reduction of space justify compression, un-compression, and recompression of data when content will have to be migrated to a new format at a later time?

 * b. Image & Video:
 * i. When is it necessary to retain the color encoding scheme of a digital object?
 * ii. If color is an essential attribute of the document, must the exact color scheme be retained or are small degrees of degradation acceptable?
 * iii. How should the continued development and wide-spread acceptance of new image formats be managed? Is this different for emulation and migration strategies?

 * c. Annotation, Audio:
 * i. Is it necessary to retain voice annotations in audio files in their original format or is a computer-generated transcript of the voice annotation an acceptable alternative?

 * d. Preservation:
 * i. How do we know we have kept enough metadata for digital materials to allow their migration for future purposes? For example, is information about an image’s scanner and its own physical properties enough?

Evaluation of learning outcomes

 * a. Students may perform the assignment described in section 12 individually or in small groups, though small groups are recommended.
 * b. The homework assignment in section 12 assumes that the course in which this module is taught requires students to build, design, or evaluate a digital library system.
 * c. In this exercise, students should be evaluated based on the comprehensiveness of their description of the issues related to preservation of digital data with regards to the three settings described above.
 * d. After the exercise, a group representative should summarize the discussion that went on among the group members to address the issues within each context.

Glossary

 * a. Bitstream Copying (Section 9.1.c)(Please change next ones similarly. Also add: OAIS, QVC)
 * b. Digital Archeology (Section 2)
 * c. File Format (Section 2)
 * d. Filename Extensions (Section 1)
 * e. Migration (Section 5)
 * f. Modified Refreshing (Section 1)
 * g. Refreshing (Section 1)
 * h. Transformation (Section 5)

Additional useful links

 * a. SunSITE. Preservation Resources. 2007.
 * b. The Library of Congress Preservation.

Contributors

 * a. Initial authors:
 * Jonathan Leidig
 * AJ Alon
 * Amine Chigani
 * Mahima Gopalakrishnan
 * Sung Hee Park
 * b. Editor/Reviewer:
 * Edward A. Fox


text: File:PicassoGuernica.jpg

title: File:PicassoGuernica.jpg


text:
Nepal/Tallest Building

Nepal has already started constructing a massive 35 storey building. It is the official building of the NTC (Nepal telecom company )Nepal Telecom, the country's incumbent landline and GSM network operator has announced plans to build on of the tallest buildings in the South Asian Association for Regional Cooperation (SAARC) region. The building, to be constructed at the Jawalakhel NTC compound in Kathmandu will have upto 35 floors and a transmission network installed on the roof.

Once completed, "the building will be the pride of the nation," Sugat Ratna Kansakar, managing director of the NT, a state-run telecom company, told reporters last week. "We have been preparing the design of the building," he said, adding that efforts were on to receive permission from the Nepal Electricity Authority, Nepal Drinking Water Corporation and the Civil Aviation Authority of Nepal (CAAN).

The Nepal Telecom is yet to estimate the cost and time needed to construct the building, Kansakar said.

The tallest building in Nepal is currently 8 stories high. The region is subject to earthquakes so building that high will be a challenge."

http://ktm2day.files.wordpress.com/2008/07/ntc_sundhara.jpg

title: Nepal/Tallest Building


text: File:Buna.jpg

title: File:Buna.jpg


text:
User talk:Scatchel

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 01:55, 17 September 2009 (UTC)

title: User talk:Scatchel


text:
User talk:Duydude

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 03:09, 17 September 2009 (UTC)

title: User talk:Duydude


text:
Secondary Science Lesson

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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Subject: Earth Science
 * }

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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Sub-Subject: Variables & Communicating in Science
 * }

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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Length/Duration: 50 Minutes
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 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Technologies Used: Masses and Spring Lab Simulator Create A Graph
 * }
 * }

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Summary

 * Students will be able to describe in their own words, the relationship between length of a spring and mass attached to spring.

 * Students will create a data table based on their conceptual understanding and observations.

 * Overall students will understand that graphing data is an efficient way to communicate information to other people.

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Lesson Sequence
Introduction (Demo)

The focus of this demo is to show the relationship between independent and dependent variable. Present to the class a set of weights with various masses. Then have student volunteers hold spring with exactly the same length. This is a good time to review the SI Units for mass, weight and length. Proceed with the demo: Add one 100g mass to the first spring then add 50g mass to second spring. Have students measure the length of the weighted springs.

Class Discussion

Ask students to define independent and dependent variables. Ask students "What did we have control to change in the demo lab" (independent variable- amount of mass); then ask students what changed because of the independent variable (dependent variable- length of he spring); Ask student what was the control for the experiment (initial length of springs).

Lab Simulation

For the lab Simulation, new variables are introduced to the students: friction and softness of spring. Student groups use this lab simulation to record data that will further be used to create a graph. Students use the Create A Graph program to graph collected data; this aspect of the lab is meant to show students how experiment data is communicated between scientists.

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Standards
CA- California K-12 Academic Content Standards

• Subject : Science

• Grade : Grades Nine Through Twelve

• Area : Investigation and Experimentation

• Sub-Strand 1: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will: Standard a: Select and use appropriate tools and technology. Standard d: Formulate explanations by using logic and evidence.

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Related Articles
Articles represented in the lesson are as follows:

 * Boyd, D. (2007). Viewing American class divisions through Facebook and MySpace [Electronic Version]. Apophenia Blog Essay. Retrieved June 24 from http://www.danah.org/papers/essays/ClassDivisions.html

 * Darley, J. M., & Gross, P. H. (1983). A hypothesis-confirming bias in labeling effects. Journal of Personality and Social Psychology, 44(1), 20-33.

 * Dewey, J. (1902). The child and the curriculum (pp. 11-20). Chicago, IL: University of Chicago Press.

Emprical & Technical Articles

Darley

Findings from this article state that when student performance is equal but judged with different socioeconomic background information the hypothesis about performance is unequal or biased (Darley, 1983). It is the role of the educator to model unbiased expectations to foster an appropriate learning environment. This task is displayed primarily in the demo sequence of instruction. Students are allowed the same experience to learn from. During discussion the teacher restates every student comment into a conclusion. This places every observation in the same performance level, all students contributed to the conclusion that stems from the same demo. However, it is still not clear how to address which students answer. The teacher could randomly call on students, but students may reply based on their own perception of achievement ability (Darley, 1983). Teachers could choose students but this may be based on their assumptions of student ability. Teachers must consciously and continually work on creating a classroom envirnment in which labeling bias is eliminated.

Boyd

This article defined socio-economic divisions between users of MySpace and Facebook (Boyd, 2007). "The division around MySpace and Facebook is just another way in which technology is mirroring societal values" (Boyd, 2007). This lesson fills the divide by in technology by providing students with two examples of the lab; demo and simulation. The simulation is free, all students may access this from home to recreate the demo experience with peers and adults. This is how technology promotes a similar learning experience for all socio-economic levels. However, this is under the assumption that all students have access to computers at home. In this case, the division begins again outside the classroom.

Theory

Dewey

“It is as if the child were forever tasting and never eating; always having his palate tickled upon the emotional side, but never getting the organic satisfaction that comes only with digestion of food and transformation of it into working power” (Dewey, The Child and the Curriculum, 1902). The intention of this quote is to summarize the relationship of experience to learning. Students rarely get to experience information; instead, students gain knowledge through someone else's experience. The expectation of students to internalize existing analysis of facts is faulty (Dewey, The Child and the Curriculum, 1902). In this lesson sequence, students experience a concept and analyze the data they produce, verse learning from a previously constructed graph. This is how technology enhances the learning “experience”.

Educational Technology Lesson Plans

Educational technology

 * }

title: Secondary Science Lesson


text:
Binomial test

The  is an inferential statistical test to determine whether a proportion obtained from a sample is likely to have come from a population with a given, fixed proportion.

For example, is a coin which just tossed 6 out of 10 heads likely to have come from a population of coins in which there is a 50% chance of a head?

Appropriate effect size indicators could be confidence intervals and/or odds ratio.

title: Binomial test


text:
Odds ratio

The odds ratio  is a measure of effect size, describing the strength of association or non-independence between two binary data values. It is used as a descriptive statistic, and plays an important role in logistic regression.

title: Odds ratio


text:
Votian/Participles

Participles

 * Past tense participles are used for imperfect tense negation and compound tenses.
 * Any participle may act as a verbal modifier like an adjective.
 * Participles take part in various modal expressions with auxiliary verbs.

Pronunciation
The vowel u alternates with ü according to vowel harmony rules.
 * uppot+nut >  en uponnu  (" I did not drown. ")
 * üppät+nut >  en üpännü  (" I did not jump. ")

Morphophonology

 * The morpheme -nut takes a consonant stem if possible e.g. en pannu  ('I did not put (it there).') vs. pane̮  ('Put!').
 * Therefore it is always in the same grade as all the suffixal imperative forms except the singular of the second person e.g. elkō jättägō ('Let him not leave (it)!'), et jättännü ('You did not leave (it)!') vs. page̮t-kā ('Escape!'), emmä page̮n-nūD ('We did not escape.').

Dialectal alternatives

 * Votic of Ingria
 * -nut has lost it's final t e.g. emmä ̮tehnü  ('We did not do (it).').
 * It's first n may be assimilated by the preceding dental consonant l, л, r, s e.g. et pǟssü  or et pǟznü  ('You did not get through.').
 * It's first n assimilates the preceding dental consonant t e.g. et arvannu  ('You did not guess.') vs. arvatkā  ('Guess!').
 * It's first n is geminated after a vowel probably caused by metanalysis of the previously mentioned sound change e.g. että sȫnnü  ('You did not eat.'), että лaske̮nnu  ('You did not let (it).'). It must be a late feature, because it breaks the consonant gradation rules e.g. et jättän-nü ('You did not leave (it)!').
 * (See also the declension paragraph about the former assimilations in Alutaguse dialects.)
 * Eastern Votic dialect
 * In Eastern Votic dialect they have added a metanalytic morpheme -k to the past participle's singular nominative -nut e.g. emmäG ̮vēnnǖD  ('We did not take (it away).') vs. et vēnnüG  ('You did not take (it away).'). The suffix -k is probably borrowed from the present tense negation here, where it was a present tense marker . See the chapter of imperfect tense negation.

 * Alutaguse dialects
 * -nut has lost it's vowel like in Ingrian, Mid Estonian, Ingrian Finnish and South-eastern Finnish dialects e.g. et vienD  ('You did not take (it) away.'), en karttanD  ('I was not afraid.').
 * After n, l, r, s only t has remained of -nut e.g. en e̮lD  ('I were not.'), et kūlD  ('You did not hear.'), en me̮elD  ('I did not think.'), ei üölD  ('She did not say.'), ei surD  ('He did not die.'). (See also the declension paragraph about the former assimilations.)
 * You may hear irregular alternatives e.g. ei üttelD ~ ei ütlenD  ('She did not say.' - Jõhvi dialect), ei surruD  ('He did not die.' - an archaism of Jõhvi dialect), et kūlunt ~ et kūlluD  ('You did not hear.' of Lüganuse dialect), ei tahtunD ~ tahtanD ~ tahunD ~ tahanD ~ tahnD ~ taht  ('She did not want.' The source was not clear enough to tell, which cases were used in Alutaguse and which cases belong to Coastal Estonian dialects), ei tieDänD ~ tiaDanD ~ tianD  ('He did not know.' The source was not clear enough to tell, which cases were used in Alutaguse and which cases belong to Coastal Estonian dialects).
 * The verbs do, go and see have preserved h in their stem like in Vaiga dialects, Old Estonian scriptures (Wanradt, Müller, Stahl etc.),  Vironian Mid Estonian  and other Finnic dialects e.g. ei lähenD ~ lähänD ~ lähnD  ('It did not go.' The source was not clear enough to tell, which cases were used in Alutaguse and which cases belong to Coastal Estonian dialects), ei nähenD ~ nähänD ~ nähnD ~ näht  ('She did not see.' The source was not clear enough to tell, which cases were used in Alutaguse and which cases belong to Coastal Estonian dialects), ei tehenD ~ tehnD ~ teht  ('He did not do.' The source was not clear enough to tell, which cases were used in Alutaguse and which cases belong to Coastal Estonian dialects). However these are seldom found in Alutaguse runic songs.
 * ks and sk-stems may drop their k in front of -nut e.g. et juoksenD ~ et juost  ('You did not run.'), en laskenD ~ en last  ('I did not shoot.').
 * In Alutaguse runic songs the morpheme -nut is written nud and probably was pronounced nuD.
 * It's first n is geminated, if the preceding syllable carries a secondary stress e.g. Miks õled põskista põdenud, kõrva ääred kõlletannud  [miks e̮leD pe̮skista pe̮DenuD ke̮rva ǟred ke̮llettannuD ] ('Why are your cheeks so pale? Why have (the edges of your) ears became yellowish?' of Lüganuse dialect).
 * In some Lüganuse (Irvala) and Iisaku (Sootaga) runic songs -nut has lost it's final t like in the Votic of Ingria, Vyborg Finnish, South-eastern Häme dialects and Finnish Dialects of the Islands in Gulf of Finland e.g. ei lüönü  ('He did not beat.').

Declension
'' See the lessons of partitive,  present tense indefinite voice  and  ta infinitive  about the loss of t after an unstressed vowel. ''
 * In Ingria it is declined like the XV Declension's -t stems  i.e. the final t has disappeared from vowel stems and the ancient  stem-vowel e has been assimilated by ü or u of the preceding syllable, thus causing their prolongation e.g. plural nominative tehnǖ-D vs. singular partitive tehnüt-tä ('(the one who has) done').
 * 1) In Jõgõperä dialect they may decline it according to a parallel declension influenced by Finnish and Ingrian dialects e.g. kōллu: kōллū: kōллūлē̮ vs. kōллu: kōллē̮: kōллē̮лē̮ ('(the one who has) died' - singular nominative, singular genitive, singular adessive).

 * In Alutaguse dialects -nut+e- > *-nuðe- is declined similarly to the Ingrian-like declension of Jõgõperä.
 * 1) I.e. the final t has disappeared from vowel stems and the ancient  stem-vowel e has assimilated ü or u. But long vowels can occur only in the first syllable in Alutaguse, thus there is no vowel prolongation e.g. /sāB/ surne se̮numi ('/She gets/ a death omen'), jǟttänelt /päilt/ ('(when something was) frozen'), e̮ppet̆taja rǟkkis lahkunettest  ('The teacher spoke about the left ones.').
 * 2) It's first n may be assimilated by the preceding dental consonant l, s e.g. e̮lleD  ('been'), te̮isseD  ('the risen ones' - in Lüganuse dialect tuisseD ), but not always by r e.g. surneD  ('the dead ones').
 * 3) It's first n assimilates the preceding dental consonant t e.g. akka(n)ne /rohi/  ('a medicine against sertain disease') vs. akatta  (infinitive). It may be degeminated by influence of  Mid Estonian dialect.
 * 4) It's first n is geminated after a syllable, which carries a primary or secondary stress e.g. kuluneD ja mätänenneD  ('outspent and rotten (things)').
 * 5) It's first n may be geminated after an unstressed vowel also, but is weaker there e.g. jahtun̆neD /vorstiD/ ('simmered /sausages/').
 * 6) The singular partitive -nut+ta will sound -nD (or -ne in Lüganuse dialect) e.g. /neli/ surrunD or /neli/ surne  ('/Four/ dead (men).').
 * 7) The plural partitive -nut+i+ta will sound -ni e.g. /te̮i/ kuivani /e̮ksi/  ('/He brought/ dried /twigs/.').
 * 8) Usage of singular and plural has become very irregular lately under the influence of  Mid Estonian dialect.

=
Phonological history =====
 * See the imperfect tense negation  about the usage of plural -nutet.
 * Singular -nut has lost it's vowel or the final t in various Finnic dialects.

=
Other Finnic dialects =====

Singular
 * Standard Finnish : en luke-nut ('I did not read!')
 * Vesjegonski Karelian dialects : en luge-nnun ('I did not read!')
 * Vepsian dialects : en luge-nd ('I did not read!')
 * Ingrian dialects : en lukkē-nD ('I did not read!')
 * Standard Estonian : ei luge-nud ('I did not read!')
 * South Estonian Räpina dialects : luGe̮noʔ ('read')
 * Eastern Livonian dialects : lu ̉ggə̑-n ('read')

Plural
 * Standard Finnish : emme luke-neet ('We did not read!')
 * Vesjegonski Karelian dialects : emmä luge-nnut ('We did not read!')
 * Vepsian dialects : emai luge-tud ('We did not read!')
 * Ingrian dialects : emmä luGe-nēD ('We did not read!')
 * Standard Estonian : ei luge-nud ('We did not read!')
 * Eastern Livonian dialects : lu ̉ggə̑-nD ('read' plural participle)

Pronunciation
The vowel u alternates with ü according to vowel harmony rules.
 * uppot+ttu >  upottu  (" drowned ")
 * üppät+ttu >  üpättü  (" jumped ")

Morphophonology
Indefinite voice suffixes take a consonant stem if available.

Verbal stem is therefore always in the weak grade.
 * лuget̮tu ('read') X лuke̮kā ('Read!' - plural imperative)
 * vs. magattu ('slept') X makā ('Sleep!' - singular imperative).

t component of indefinite voice suffixes stays geminated only after unstressed vowels e.g. tako+ttu > tagottu  ('beaten').
 *   ̄  + ttu > tu: e.g. sā-tu ('got') < sā-ttu.
 * t + ttu > ttu: e.g. tšiuzat-tu ('molested') < tšiusat-ttu.
 * h + ttu > htu: e.g. teh-tü ('made') < teh-ttu.
 * s + ttu > stu: e.g. pes-tü ('washed') < pes-ttu.
 * л + ttu > лtu: e.g. tuл-tu ('come') < tuл-ttu
 * l + ttu > ltu: e.g. pidel-tü ('held') < pitel-ttu
 * r + ttu > rtu: e.g. sur-tu ('dead') < sur-ttu.
 * n + ttu (after primary stress) > ntu: e.g. pan-tu ('put') < pan-ttu.
 * n + ttu (elsewhere) > ttu: e.g. apat-tu ('acidified') < appan-ttu.

In front of any indefinite voice marker (except present tense indefinite voice) the stem-vowel a alternates with e̮ and ä alternates with e e.g. ve̮tta+ttu > ve̮te̮ttu  ('taken'), tšēltä+ttu > tšēlettü  ('forbidden').

Usage

 * 1)  Indefinite voice imperfect tense negation - e.g.  ep ̮ jōtu    (" Nobody drank. ")
 * 2)  Adjective participial,  modifier  - e.g.  jōtu jōma    (" A drink, which has been drunk. ")

Dialectal alternatives

 * Votic of Ingria
 * Eastern Votic dialect
 * A -ttuk suffix is composed of an indefinite voice past tense participle suffix -ttu and a metanalytic negation marker -k borrowed from the present tense negation, where it is a present tense marker.
 * sā-ttu > sā-tuG ('got'), ve̮tta+ttu >  vē̮ttuG  ('taken'),  tappa+ttu >  tape̮ttuG  ('killed'),  tukka+ttu >  tukattuG  ('buried')
 * The -t component of the suffix has usually been assimilated with preceding  s  like in indefinite voice.
 * s + ttu > ssu: e.g. pes-süG ('washed'), ne̮issuG ('risen, started'), väris-süG ('trembled').

=
Phonological history =====
 * -ttu shares the -tt component with other indefinite voice morphemes.
 * In various Finnic dialects (including Eastern Votic) this morpheme ends with a plosive, what may be metanalytic (influenced by -nut participle etc): e.g. South Estonian dialects :  sâDuʔ  ('got'),  Finnish dialects  :  tuatup   ̮ pois  ('brought away')

=
Other Finnic dialects =====

 * Standard Finnish : ei lue-ttu ('Nobody read.')
 * Vesjegonski Karelian dialects : ei lugie-ttu ('Nobody read.')
 * Central Vepsian dialects :  ī luge-tud ('They did not read.')
 * Hevaha Ingrian dialects : ei lue-ttu ('Nobody read.')
 * Standard Estonian : ei loe-tud ('Nobody read.')
 * Räpina South Estonian dialects :  loe-tto ~ loe-t ̀ ('read')
 * Eastern Livonian dialects : sō̮də̑-t̀  ('got')

Pronunciation
The vowel a alternates with ä according to vowel harmony rules. '' See the lessons of partitive,  present tense indefinite voice  and  ta infinitive  about the loss of t after an unstressed vowel. ''
 * uppota+va >  uppoava  (" drowning ")
 * üppätä+va >  üppǟvä  (" jumping ")

Morphophonology
The morpheme -va takes a vowel stem e.g. en pannu  ('I did not put (it there).') vs.  pane̮va  ('putting').
 * Therefore it is always in the strong grade e.g.  jätä-G  ('Leave (it)!') vs.  jättä-vä  ('leaving') or page̮t-kā ('Escape!') vs.  pake̮ne̮-va ('escaping').

=
Phonological history =====

-va suffix is the weak grade  of the original *-pa. '' See the lessons of partitive,  present tense indefinite voice  and  ta infinitive  about analogical  consonant gradation in stems. ''
 * The morpheme of the third person  of plural is derived from the same -va suffix with a plural nominative marker t.
 * The same suffix has underwent following sound changes *-pa > *-pi > -p and became to mark the third person of singular.

Usage

 * -va morpheme is seldom used as  an adjective participial  or   modifier   - e.g.  pe̮лe̮va    (" burning ")
 * In this role it has been substituted by an active agent participle :  лauлoje̮ poike̮  ("a singing boy") . Similar constructions are used in  Finnish,  Karelian  and  Estonian dialects  also.
 * a topic - uncertainty, probability  ( partitivus cum participio ) like a ma infinitive  - e.g.  en tǟ tätä e̮лe̮vā    (" I'm not aware, that he might be (there) . "),  näin mēssä tule̮vā tētä mȫ    (" I saw a man coming along the road. " ~ Estonian dialects :  nägin üht meest teed mööda tulevat )

=
Other Finnic dialects =====

 * Standard Finnish : luke-va ('reading')
 * Vesjegonski Karelian dialects : elä-vä ('living')  In Karelian it has been substituted usually by an active agent participle .
 * Vepsian dialects : eĺa-b ('living')  In Vepsian it has been substituted usually by an active agent participle .
 * Ingrian dialects :  lukkō-va ('reading')
 * Standard Estonian :  luge-v ('reading')
 * South Estonian Räpina dialects : luGe̮-vat ̀   ('I've heard, that he reads')
 * Eastern Livonian dialects : jelà-b  ('living')

Indefinite voice -ttava
The indefinite voice describes an action without giving any information about it's agent. Hence an indefinite participle like sȫtävä could be translated approximately as: "something, that somebody eats" or simply "edible". The person, who would eat it, is indefinite.

Pronunciation
The vowel a alternates with ä according to vowel harmony rules.
 * uppot+ttava >  upottava  (" drownable ")
 * üppät+ttava >  üpättävä  (" jumpable ")

Morphophonology
Indefinite voice suffixes take a consonant stem if available.

Verbal stem is therefore always in the weak grade.
 * лuget̮tava ('readable') X лuke̮kā ('Read!' - plural imperative)
 * vs. magattava ('sleepable') X makā ('Sleep!' - singular imperative).

t component of indefinite voice suffixes stays geminated only after unstressed vowels e.g. tako+ttava > tagottava  ('beaten').
 *   ̄  + ttava > tava: e.g. sā-tava ('gettable') < sā-ttava.
 * t + ttava > ttava: e.g. tšiuzat-tava ('molestable') < tšiusat-ttava.
 * h + ttava > htava: e.g. teh-tävä ('makable') < teh-ttava.
 * s + ttava > stava: e.g. pes-tävä ('washable') < pes-ttava.
 * л + ttava > лtava: e.g. tuл-tava ('comable') < tuл-ttava
 * l + ttava > ltava: e.g. pidel-tävä ('holdable') < pitel-ttava
 * r + ttava > rtava: e.g. sur-tava ('dieable') < sur-ttava.
 * n + ttava (after primary stress) > ntava: e.g. pan-tava ('puttable') < pan-ttava.
 * n + ttava (elsewhere) > ttava: e.g. apat-tava ('acidifyable') < appan-ttava.

In front of any indefinite voice marker (except present tense indefinite voice) the stem-vowel a alternates with e̮ and ä alternates with e e.g. ve̮tta+ttava > ve̮te̮ttava  ('takeable'), tšēltä+ttava > tšēlettävä  ('forbiddable').

Usage

 * Adjective participial, modifier  - e.g.  jōtava jōma    (" A drink, which would (or might) be drunk. "),  suvattava    (" amiable, lovable, mistress ")
 * obligation - e.g.  pantava on pajate̮ttava i naite̮ttava on nagre̮ttava   (" People should talk about the one, whom others must find a groom for and people should laugh at the one, whom others must find a bride for. " ~ a proverb)

=
Phonological history =====
 * The -ttava suffix is composed of an indefinite voice marker -tta and the definite voice -va ending.

=
Other Finnic dialects =====

 * Standard Finnish :  lue-ttava ('readable')
 * Vesjegonski Karelian dialects :  lugie-ttava ('readable')
 * Central Vepsian dialects : tu-tab ('acquainted')
 * Hevaha Ingrian dialects :  lue-ttava ('readable')
 * Standard Estonian :  loe-tav ('readable')
 * Räpina South Estonian dialects :  loe-ttavat ̀  ('I've heard, that somebody reads')
 * Eastern Livonian dialects : pies̄-tə̑B  ('washable')

Pronunciation
The vowel a alternates with ä according to vowel harmony rules. '' See the lessons of partitive,  present tense indefinite voice  and  ta infinitive  about the loss of t after an unstressed vowel. ''
 * uppota+ja >  uppoaja  (" drowner ")
 * üppätä+ja >  üppǟjä  (" jumper ")

Morphophonology
The morpheme -ja takes a vowel stem e.g. en pannu  ('I did not put (it there).') vs.  panija  ('the one who puts something').
 * Therefore it is always in the strong grade e.g.  vei̮ta-G  ('Win!') vs.  ve̮itta-ja  ('winner') or page̮t-kā ('Escape!') vs.  pake̮ni-ja ('refugee').

Short e / e̮ were substituted by i in front of j.
 * E.g. e + -i- > i:  nätševäD  ('They see.') >  nätšijä   (" someone who sees ").
 * E.g. e̮ + -i- > i: e̮лe̮vaD ('being' present tense participle) > e̮lija ('the one who is.').

Usage
-ja morpheme marks
 * an agent  - e.g.  nätšijä-mēZ    (" a witness "),  tšüsüjä    (" the one who asks (a favor) ")
 * -ja morpheme is often used as  an adjective participial  or   modifier    (especially in Jõgõperä dialect).
 * In this role it has substituted the -va participle - e.g.  лauлoje̮ poike̮  ("a singing boy"),  autoje̮ kana  ("a hatching hen") . Similar constructions are used in Finnish,  Karelian  and  Estonian dialects  also.

Dialectal alternatives

 * Votic of Ingria

 * Western

 * Vaipooli

 * Jõgõperä dialect
 * The vowel of the this suffix may be  -e, -e̮ .
 *  -je, -je̮   e.g. лauлo-je̮ ('singer'),  tšüsüje  ('the one who asks'),  sāje̮  ('the one who gets something')

Phonological history

 * The -ja suffix has counterparts in most of the Uralic languages and even in Baltic languages e.g. Lithuanian  vartóto-ja ('user').

=
Other Finnic dialects =====

 * Standard Finnish : autta-ja ("the one who helps")
 * Vesjegonski Karelian dialects : autta-ja ("the one who helps")
 * Vepsian dialects : püuda-i ("the one who fishes")
 * Ingrian dialects : künttǟ-jä  ("the one who ploughes")
 * Standard Estonian : and-ja ("the one who gives")
 * Eastern Livonian dialects : ānda-ji ("the one who gives")

title: Votian/Participles


text:
Ship Construction

Stages of Ship Construction

1.) Gathering, mobilization and sorting of materials Materials are arranged in such a way that the last that was being filed up on top is the first material to be cut. It is sorted according to thickness plate, size of bulb flats, angle bars, etc.

2.) Cutting of materials – now a day’s materials are cut by CNC machining, draftsman from the Engineering or Design section of the Shipyard will provide stl or jpeg file drawings, they saved it in a floppy disk or portable USD flash disk. This is being inserted on the CNC machine computer control board then the machine will cut according to shape of the detailed drawing.

3.) Fabrication will start from the basic component of the Ship “the Panel”, during this stage this is called the “Panel wise fabrication”. Plate is being joined together in a horizontal level ground for straight panels, pin jigs are being used to support curved panels wherein not all surface is tangent to the level ground. Plate is being joined by . There are horizontal or vertical members that are being fitting during this stage; these are the girders and stiffeners. Girders are the rigid frame of the ship whiles stiffeners are the sub-members in between girders or frame. During this stage panels are fabricated in either of the following part of the ship; main deck transverse bulkhead, longitudinal bulkhead, side shell, inner bottom or tank top and bottom shell.

4.) Panels are now joined together to form a block inside a graving dock or floating dock – a ship is subdivided according to several blocks in either of the following blocks; fore peak tank, side ballast tanks, center cargo hold compartment, engine room, after peak tank and accommodation block. Blocks are joined by welding a ceramic filled welding in an FCAW process (Flux Cored Arc Welding). Each and every stage of Ship Construction there are frequent inspection of a trained Quality Assurance personnel that are knowledgeable in Steel fabrication, welding, NDT and well verse to the standard criteria of Classification Society like IACS Inspection records are maintained through all stages in each fitter’s traceability, welder’s traceability, dimension traceability, NDT (non-destructive testing) traceability and material traceability.

5.) Careful planning and execution of schedules are made in each stages to ensure that there’s no component that are left behind, we cannot cut the ship’s compartment again to install the left behind valves, pipe parts, pumps, etc.

6.) There are several departments involved in Ship building; Hull – which is the structural department, pipe, outfitting - for the non-structural components of hull such as manhole, hatch cover, bobby hatch, railings, tank supports etc. machinery department for auxiliary engine, main engine, reduction gear, governor, heat exchanger, etc.

title: Ship Construction


text:
Dangme

Dangme (Danbe, Ga-adangme, Ga-adangbe, Adangme, Adangbe) is one of the Ga-Dangme languages within the Kwa branch of the Niger-Congo language family. It is spoken in Greater Accra, in south-east Ghana.

Alphabets
ABCDEɛFGHIJKLMNOɔPQRSTUVWXYZ

Expressions
Mi suɔ bo. - I love you.

Oye wala do)). - Thank you.

I kpa mo pɛ. - Please.

Mo-hee-e! - Welcome.

Kusie. - I'm sorry.

si lafa		-		hundred times

sidi lafa		-	hundred cedis.

ligbi	-			day

otsi		-		week

lingmi	-			day before yesterday

hlami 	-			month

lingmi hlami		-	last month

jeha		-		year

momo	-			allready

lolo		-		not yet

gble	-			never

bloonya se	-		after Christmas

gbidii		-		forever

mla			-	quickly

Osabu sisije	-		beginning of June

Osabu nyagbe -			end of June

Koo ya lolo.		-	Don't go yet.

Je mi pee kusuu. -	It's a cloudy day.

Diblii wo kpii.	-		It's very dark.

'''Afua wo. '''	-	It's misty.

Ahlabata be su ta.	-	The harmattan is near.

Pu da geii.		-	The sun is overhead.

I nga mo.		-	Good morning.

Mo he manye.	-		Good morning.

I haa mo.		-	Good afternoon.

I taa mo ama.	-		Good evening.

Mo hee-e!		-	Welcome!

Yaa ba!		-	Good bye. (to guest)

mo tsumi	-		thank you

Very well, thank you.	-	Saminya, mo tsumi.

I be he wami.		-	I'm not feeling well.

Ma na mo ekohu.	-	I shall see you again.

E hi kaa i na mo.	-	It's good to see you.  ke aste o ke      -what is your name(literally what do they call you)

yumu			-	black

bluu			-	blue

asla su			-	grey

ba mumu		-	green

lazu			-	grey

tsutsu		-		red

huatahuata	-		spotted

futa			-	white

na ku		-		bull

adadee		-		cat

na yo		-		cow

gbe			-	dog

teji			-	donkey

apletsi		-		goat

kpotoo		-		pig

nya ka		-		crocodile

kpi			-	crass cutter

jata			-	lion

kua			-	monkey

aya			-	python

okpoe		-		rat

baasaki		-	scorpion

solue		-		squirrel

kolue		-		tortoise

hlami		-		turtle

ogbetee		-	wolf

titla			-	canary

agbaa		-		dove

kpakpahe	-		duck

klakumi		-	turkey

ako			-	parrot

kuakualabite	-		crow

oka			-	hawk

papalotsui	-		kite

patu		-		owl

otoklii		-		sparrow

okpoku		-	vulture

nga			-	weaver bird

sangmlekiti	-		millipede

ahua		-		snail

tatu			-	ant

sa ngmo		-	bed bug

hwo			-	bee

aga			-	crasshopper

anunu		-		house fly

gbesle		-		red ant

baba		-		termite

adondongmatsi	-	wasp

kaawi		-		crap

ma			-	herring

osa			-	shrimp

gbolue		-		shark

I nui sisi.	-		I don't understand it.

Mo de ekohu. -			Say it again.

I li.			-	I don't know.

E susu ja.	-		She thinks so.

I susuu we ja.	-		I do not think so.

E ji ga womi kpakpa.	-	It's a good idea.

'''Jije o je? '''	-	Where do you come from?

I je Osudoku. -		I come from Osudoku.

Jije o yaa?		-	Where are you going to?

I yaa we mi.		-	I am going home.

O muklii mi de fu?	-	Are you angry?

Ye mi mi fu.		-	I am angry.

I yi gbeye.		-	I am not afraid.

I hao.			-	I am worried.

Mo na tsui.		-	Be patient.

Koo pee basabasa. -		Don't misbehave yourself.

Mo ko pia mi. -		Don't blame me.

Awusabi ji mi.	-		I am an orphan.

E ji laami sane. -	This is a secret.

E muklii sane.	-		She has had a miscarriage.

Waa je.		-	Let's go.

De o le mi?	-		Do you know me?

aloo			-	or

Ma he amadaa sau kake. -	I want to buy a bunch of plantain.

I be Ga sue ma.	-	I shall not reach Accra early.

O be tikiti lo?	-		Don't you have a ticket?

Ni tsumi saisaa.	-	Any kind of work.

Wo klala duku futa a.	-	Take the white handkerchief.

Mo ko je ye he.	-	Don't leave me.

Links

 * Dangme language

title: Dangme


text:
Dangme/Common Phrases

Back to Dangne(Dangme)

Common phrases
I suɔ mo. I love you.

Mo tsumi. Thank you.

I kpa mo pɛ. Please.

Mo-hee-e! Welcome.

Kusie. I'm sorry.

"k3 ong3 ke?" How are you?

"i ng3 saminya" I am fine

"i h3ja ng3 ohe" I miss you

title: Dangme/Common Phrases


text:
User:Trond Erdal

Not really started yet. This is under construction...

Bold text

title: User:Trond Erdal


text:
User:LachendesKnie

--LachendesKnie 10:28, 17 September 2009 (UTC)

title: User:LachendesKnie