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User talk:Fizz16

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User talk:Dkoue

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User:Logicalgregory

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Impact of technology to human life in the present

IMPACT OF TECHNOLOGY TO HUMAN LIFE IN THE PRESENT
Now technology is having many roles to Humans life because it has developed very fast that makes humans communicate in wind world quickly. Comfortable communication and easily to connect every imagine Technology changes that make human life change many ways too such as medical science, agriculture, industry, and communication. There is both merit and disadvantages. The progress of the science and the technology makes have the development invents comfortable builds life greatly, the technology has come in to add basic living factors wells, the technology makes building homestead good quality the standard, can produce goods and service to meet the requirement of a human more and more, the technology makes the production system has can to produce goods greatly cheap down, goods has quality, the technology makes to have the communication convenient, the travel affects to each other make the people in the world contacts with to listen to the information all the time.

The roles and effects of technology to medical profession. The biotechnology comes in to have a role in medical profession industry and the public health. Those are important and obviously have seen 3 ways in medicine production; antibiotic substance is the first produce that uses the biotechnology in an industry production manner. Vaccine production must depend on way genetic engineering procedure mostly, by genes editing that use in antigen production seizes to be example in vaccine production. Substance production diagnoses, by using biotechnology in building antibody that has tall particularly with the antigen. Checking diagnoses of medical science jurisprudence, be using biotechnology for checking diagnoses of medical science jurisprudence, might do get by the way that call "a trace DNA". For disadvantages might make gene that modified spread to the environment and were applied in the way of make the mankind in the social get the trouble. The roles and effects of technology to agriculture. Administration branch plant take the biotechnology comes to use 4 the way is modified breed is using biotechnology for getting plant kind that want such as, disease resistance, give a result produce more and more, the procedure that use, is, the genetic engineering and mixings between the cell. Reproduction takes technological biological way comes to help in the reproduction for example growing tissue, seed fake production. Protecting animal is using biotechnology for animal that feed to have the progress well and have strong completeness, such as, vaccine production, protein production, medicine production, food pillar production, enemy supervision of animal. Change produce status and the remnant use agriculture way, such as, the fresh milk applies to powdered milk or UHT milk they meat and the fish apply to the meat and the salted fish, pig, meat, and a chicken, apply to be a sausage. The genetically midfields organics. (GMO).For increase product and less many problem of the plant. But the bad result will that affect in the future might make a human mutates. The roles and effects of technology to the industry. The produce has from a lot of industry use the biotechnology’s in the production and substance pollution cure. Using machine replaces person labor in goods production. That increases power of production and manufacturing grow up. That effect to industry exporting in wind world quickly. There is technology development continuously. For disadvantage makes problem spreading occurrence of chemicals that is the toxin. The mistake from using the machine, tool and the much equipment cause accident or make illness to health of population. And big problem that wind world confronting is global warming. That is the cause of development industry. The important solution that every country is solving is industry development with social development.

The roles and effects of Technology to transportations and communication. Make a human communicate very fast, the travel comfortably, than the Technology still build way business progress by build the easiness, and the confidence of the investor, way transportation technology makes world narrow down, make the every day life of people in worldwide proceeds to go quickly or that we call “the world is limitless”. For disadvantage of transportations made much pollution in each year. Make population using communication in bad way such as using the internet to fake people and using impolite websites that make teenager having problem. An inappropriate report or present media to social. Those cause a crime. Many problems of communication not yet improved that makes continue result to many ways. Such as teenagers having sex before becoming one's legal age. Because pornography and report it on TV by uncensored. That makes many problems following, take aborting, orphan. The effected to economy system and telecommunications progress. Made economy system become a really. Boundary lines of the country become the thing without the mean. Finance service get receives the power adds of the electronics nonstop. And the effected from using the communication technology especially in an office. And the way a minister about the work modifies to go to completely, the work is doing not have to in an office all the time again. Economy wind world has canned to connect to each other. Enhance investment way of the investor who wants to invest in each country. For disadvantage because of technology development continuously that makes economies development too. It is economy international network. Like now that wind world confronting with bad economy that impact to economy in many countries. The effected to environment administrations. Although, the information technology will no the cause environment problem directly but the information technology is factor that course to the progress in all technology. And those that make technology are the cause environment problem. The information technology will help to improve of environment administration. By using computer in the calculation for forecasts of the meteorology. Using computer in photograph for checks the trespass destroys the forest or using computer checks spreading pollution in the water or in the air. But because of many populations in the world increases. Make have the garbage and waste matter liberate to environment more and more. And use natural resources without advantage. Those make nature system change. All cause of trespass of technology. The effected to education. The information technology is the most technology used for education. The important applying of technology is using computers helps to teach (Computer Assisted Instruction-CAI) or that call “the computer helps the education” (Computer Assisted Learning-CAL) .That mean using computer is media in the instruction and learning. That made students or people who living remote could learn like people in city. That make teachers has the time more and more to do the education research to present new works, it will cause the advantage in country development. The technology used for spread knowledge in to the world. That make people can study at home or any where that they want. Than Technology can keep information in very long time and don’t worry about less information. Information technology is important because every one must use it nobody not use it. People change life when get new technology and it become thing that important to themselves. Most of that entire have many problems may be development technology is not relationships with development education. And may be harm to education.

The development of the technology makes the life changes to in many sights, try retrospect when the world was born about million 4600 million year. the development as its nature may be cause the living things was born in the world about million 500 million last year dinosaur old age is during million 200 year. In age past that a human still wanders, there is agriculture occupation, hunt animal. later have combination found a city, and city social causes the manufacture industry .the production causes industrial revolution at emphasizes a lot of production .the social then is city social where has the industry comes in to relate but when 2530 Buddhist Eras until now , the system communicates the telecommunications and the computer progress very cause the change reaches social information age pertaining to news information livelihood is a lot of  telecommunications communication spreads throughout. Make the information spreads the dipper goes to quickly. The social in now is limitless social because a story of the one country can spread to spread go out still the country differs get quickly When, know already that Technology are important with the life, we should use in the correct way. Avoid using Technology that destroy the environment or the Technology that disadvantage to society. Develop the environment goes to and the development of the Technology. Humans is necessary 2 both of type because might affect other side. The information technology bears fruit every pertaining to about story in every day life .These role tends that is important increasingly that's why young generation youth then should learn and understanding about the information technology in order to  get  much important in information technology development progress and is born the advantage build the country next.

Reference http://natres.psu.ac.th/Department/PlantScience/510-111web/Technology%20Changes_Rice/Present%20Tech%20Chang_04.htm http://www.jgsee.kmutt.ac.th/greenhouse/research/research3.php http://www.oknation.net/blog/print.php?id=374279 http://web.ku.ac.th/schoolnet/snet6/envi3/en-sakol/sakoln.htm http://www.thaigoodview.com/library/studentshow/st2545/5-4/no37_49/pontikatop.htm Beesasikarn 13:15, 27 September 2010 (UTC)


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User talk:Elusive Pete

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User talk:Logicalgregory

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User:Egm6321.f10.team2.zou/mtg14

Problem Description
I think there maybe some typo in note Mtg.14.

As indicated in the lecture, (2)14-1 and (3)14-1 are both solutions of (1)14-1 when a(t) is treated as constant and varying coefficient respectively. However, I find both (2)14-1 and (3)14-1 cannot be verified by (1)14-1. Then I solved (1)14-1 and I believe (2)14-1 should be written as:

$$ \displaystyle x(t)=\left[ \exp a(t-{{t}_{0}}) \right]x({{t}_{0}})+\exp a(t-{{t}_{N}})*\int_^{t}{\left[ \exp a({{t}_{N}}-\tau ) \right]}bu(\tau )d\tau $$, (Eq 1)
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where $$\displaystyle {{t}_{N}} $$ is an arbitrary constant.

I am 100% sure that Eq 1 is the right solution of (1)14-1. Team please check.

In Prof. Vu-Quoc's lecture the (2)14-1 is:
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$$ \displaystyle x(t)=\left[ \exp a(t-{{t}_{0}}) \right]x({{t}_{0}})+\int_^{t}{\left[ \exp a(t-\tau ) \right]}bu(\tau )d\tau $$ (Eq 2) You can see the difference between Eq 1 and Eq 2 is that Prof. Vu-Quoc probably substitutes $$\displaystyle {{t}_{N}} $$ as $$\displaystyle t $$ and I think this is inappropriate because if $$\displaystyle {{t}_{N}} $$ is replaced by a non-constant or some quantity can be taken as a non-constant, the meaning of Euler intigrating factor would change a lot.
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Team please veryfy Eq 2 to see whether it is the right solution of (1)14-1.

By the way, I think (3)14-1 should also be changed as:

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$$ \displaystyle x(t)=\left[ \exp \int_^{t}{a(s)ds} \right]x({{t}_{0}})+\left[ \exp \int_^{t}{a(s)ds} \right]*\int_^{t}{\left[ \exp \int_{\tau }^{a(s)ds} \right]}bu(\tau )d\tau $$, (Eq 3)
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where $$\displaystyle {{t}_{N}} $$ is an arbitrary constant. The difference between Eq 3 and (3)14-1 is similar to that between Eq 1 and (2)14-1.

I will post my solving process later.

My solving process: Deriving (3)14-1
Given:

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$$ \displaystyle \dot{x}(t)=a(t)x(t)+b(t)u(t)$$
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Then the Euler integrating factor is:

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$$ \displaystyle h(t)=\exp \int_ – ^{t}{-a(s)ds}$$, (Eq 4)
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or:

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$$ \displaystyle h(t)=\exp \int_^{t}{-a(s)ds}+{{k}_{1}}$$, (Eq 5)
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where $$\displaystyle {{t}_{N}}$$ is an constant corresponding to integrating constant $$\displaystyle {{k}_{1}}$$. Since we have proved $$\displaystyle {{k}_{1}}$$ is unneccesary thus arbitrary, $$\displaystyle {{t}_{N}}$$ is also arbitrary.

Then we derive,

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$$ \displaystyle \begin{align} x(t) & =\exp \int_ – ^{t}{a(s)ds*\int_ – ^{t}{\left[ \exp \int_ – ^{\tau }{-a(s)ds} \right]}}*bu(\tau )d\tau \\ & =\exp \int_^{t}{a(s)ds}*\left\{ \int_^{t}{\left[ \exp \int_^{\tau }{-a(s)ds} \right]}*bu(\tau )d\tau +{{k}_{2}} \right\} \end{align}$$, (Eq 6)
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where $$\displaystyle {{t}_{N}}$$ and $$\displaystyle {{t}_{M}}$$ are arbitrary constants, while $$\displaystyle {{t}_{m}}$$ is also a constant corresponding to $$\displaystyle {{k}_{2}}$$.

Because we assume that $$\displaystyle x({{t}_{0}})$$ is known, we have,

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$$ \displaystyle x({{t}_{o}})=\exp \int_^{a(s)ds}*\left\{ \int_^{\left[ \exp \int_^{\tau }{-a(s)ds} \right]}*bu(\tau )d\tau +{{k}_{2}} \right\}$$. (Eq 7)
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From Eq 7 we get $$\displaystyle {{k}_{2}}$$:

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$$ \displaystyle {{k}_{2}}=\frac{x({{t}_{0}})}{\exp \int_^{a(s)ds}}-\int_^{\left[ \exp \int_^{\tau }{-a(s)ds} \right]}*bu(\tau )d\tau $$. (Eq 8)
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Substituting Eq 8 back to Eq 6, we have,

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$$ \displaystyle \begin{align} x(t) & =\exp \int_^{t}{a(s)ds}*\left\{ \int_^{t}{\left[ \exp \int_^{\tau }{-a(s)ds} \right]}*bu(\tau )d\tau +\frac{x({{t}_{0}})}{\exp \int_^{a(s)ds}}-\int_^{\left[ \exp \int_^{\tau }{-a(s)ds} \right]}*bu(\tau )d\tau \right\} \\ & =x({{t}_{0}})\exp \left[ \int_^{t}{a(s)ds}-\exp \int_^{a(s)ds} \right]+\exp \int_^{t}{a(s)ds}*\left\{ \int_^{t}{\left[ \exp \int_^{\tau }{-a(s)ds} \right]}*bu(\tau )d\tau -\int_^{\left[ \exp \int_^{\tau }{-a(s)ds} \right]}*bu(\tau )d\tau \right\} \\ & =x({{t}_{0}})\exp \int_^{t}{a(s)ds}+\exp \int_^{t}{a(s)ds}*\int_^{t}{\left[ \exp \int_{\tau }^{a(s)ds} \right]}*bu(\tau )d\tau \end{align}$$ (Eq 9)
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We can see that the difference between Eq 9 and (3)14-1 is that (3)14-1 takes $$\displaystyle {{t}_{N}}$$ as $$\displaystyle t$$. The reasons I don't agree with this are: Firstly, substituting $$\displaystyle t$$ into $$\displaystyle {{t}_{N}}$$ will eliminate the term $$\displaystyle \exp \int_^{t}{a(s)ds}$$; Secondly, this will change the meaning of Euler integrating factor since $$\displaystyle {{t}_{N}}$$ is part of it.

Final Conclusion
By Erman's help, I verified that Prof. Vu-Quoc's results are 100% correct without any doubt.

The critical mistake I made is that I failed to distinguish the derivation rule of $$\displaystyle \frac{d}{dt}\int_^{t}{f(\tau )d\tau }$$ between that of $$\displaystyle \frac{d}{dt}\int_^{t}{f(\tau ,t)d\tau }$$. Note that,

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$$ \displaystyle \frac{d}{dt}\int_^{t}{f(\tau )d\tau =}f(t)$$, (Eq 10)
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$$ \displaystyle \frac{d}{dt}\int_^{t}{f(\tau ,t)d\tau =}f(t,t)+\int_^{t}{\frac{\delta f(\tau ,t)}{\delta t}d\tau }$$ (Eq 11)
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More generally,
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$$ \displaystyle \frac{d}{dt}\int_{b(t)}^{a(t)}{f(\tau ,t)d\tau =}\frac{da(t)}{dt}f\left( a(t),t \right)-\frac{db(t)}{dt}f\left( b(t),t \right)+\int_{b(t)}^{a(t)}{\frac{\delta f(\tau ,t)}{\delta t}d\tau }$$ (Eq 12)
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 *
 * }

Please see Variable Limits.

However, my results are correct also, but need one step further to modify. In effect, Eq 9 can be written as:

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$$ \displaystyle \begin{align} & x({{t}_{0}})\exp \int_^{t}{a(s)ds}+\exp \int_^{t}{a(s)ds}*\int_^{t}{\left[ \exp \int_{\tau }^{a(s)ds} \right]}*bu(\tau )d\tau \\ & =x({{t}_{0}})\exp \int_^{t}{a(s)ds}+\exp \int_^{t}{a(s)ds}*\int_^{t}{\left[ \exp (\int_{\tau }^{t}{a(s)ds+\int_{t}^{a(s)ds)}} \right]}*bu(\tau )d\tau \\ & =x({{t}_{0}})\exp \int_^{t}{a(s)ds}+\exp \int_^{t}{a(s)ds}*\exp \int_{t}^{a(s)ds*}\int_^{t}{\left[ \exp \int_{\tau }^{t}{a(s)ds} \right]}*bu(\tau )d\tau \\ & =x({{t}_{0}})\exp \int_^{t}{a(s)ds}+\int_^{t}{\left[ \exp \int_{\tau }^{t}{a(s)ds} \right]}*bu(\tau )d\tau \end{align}$$ (Eq 13)
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We can see that I have got the same answer to that in note Mtg 14.

Acknowledgement
Special thanks to Erman Oztekin who taught me the correct derivation rule and Leibniz who invented this rule! And I also want to thank my undergraduate calculus textbooks and their authors!

title: User:Egm6321.f10.team2.zou/mtg14


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User:Tawich

my name is tawich kanokmaneechotikul. you can call me max. i'm 18 years old.

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User talk:Carnildo

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Wikipedia and Thai food
This is a wikipedia page on the matter that may better suit your needs. Ottava Rima (talk) 19:45, 27 September 2010 (UTC)

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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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:27, 27 September 2010 (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 Rhalden. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rhalden~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 23:50, 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) 06:19, 19 April 2015 (UTC)

title: User talk:Rhalden~enwikiversity


text:
Northern Arizona University/Environmental Ethics/Journals/Angel's Journal

this is angels journal


text:
User:Exfilia

My personal page contains an outline of the work I plan to undertake, which is nothing less than a study of the whole of Christian Theology from an Emergent perspective--the POV of those who think we've lost the charity by overemphasizing the law. Yes, certain acts are wrong. Yes, the Bible condemns them. But Romans 3:23 says "...all have sinned, and come short of the glory of God" and in Mark 2:17, Christ tells us "They that are whole have no need of the physician, but they that are sick: I came not to call the righteous, but sinners to repentance."

As I amass a significant amount of material, I'll move it to the appropriate parts of Wikiversity. If you've stumbled on this page, feel free to peruse, but don't blame me for the unfinished state of things.

What belongs in a long-term study about Emergent Fundamentalist Christian Theology?
Oh, the pretension in that title!

 * An examination of the Bible using the King James Version because it's ubiquitous and out of copyright.
 * I believe the Bible is literally true. I don't necessarily believe humans understand it perfectly.  I believe that where the Bible conflicts with objective fact, humans have misunderstood one or the other.
 * User:Exfilia/What the Bible Says

 * An examination of the history of Christianity, from the second chapter of Acts until I typed the last character.
 * The good, the bad, the ugly, and all the rest of us who fall somewhere in between
 * Topic:Historical Christian theology

 * Careful reading of prominent theologians, past and present
 * http://en.wikisource.org/wiki/Category:Christianity
 * http://commons.wikimedia.org/wiki/Category:Christianity

 * An examination of religious practice
 * Topic:Practical Christian Theology

 * A study of the original languages of the texts
 * Greek
 * Hebrew

 * A study of the languages of the commentaries
 * It help the plan that I know two and can limp along in the third of these
 * Latin
 * German
 * French

 * General Resources
 * WikiChristian uses CC-BY-SA but seems independent of other wikis. Investigating further.
 * Athena indexes online texts, though the copyright status of each text would have to be determined.
 * Internet Ancient History Sourcebook with links to Medieval, Modern and cultural sourcebooks

What Has Already Been Done?

 * An examination of the Bible.

 * Looks like there's already studies of Genesis and Mark. Well, parts of them.  Looks also like this place has a standard about "Litero-Normal Interpretation," which probably won't be much of a problem, and that they use a different version of the Bible that I had planned to use.  This might be a good place for me to jump in.

 * History of Christianity

 * A time-line of Christianity and Judaism
 * Timeline from Reformation Handout
 * looks like the topic page also functions as a dictionary or brief encyclopedia
 * History of Christianity on WikiPedia has enough information to lay out a study guide, I think

NB I have expertise in drafting, sewing, cooking and several foreign languages, and may presume to edit pages in those fields from time to time.

title: User:Exfilia


text:
User talk:Darlakayr

 Hello Darlakayr, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:52, 27 September 2010 (UTC)

title: User talk:Darlakayr


text:
User talk:SharronJunious

 Hello SharronJunious, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:52, 27 September 2010 (UTC)

title: User talk:SharronJunious


text:
User talk:Ah364

 Hello Ah364, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:52, 27 September 2010 (UTC)

title: User talk:Ah364


text:
User talk:RazorSTFX

 Hello RazorSTFX, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 00:42, 28 September 2010 (UTC)

title: User talk:RazorSTFX


text:
User talk:Rise richardbeatty

 Hello Rise richardbeatty, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 00:42, 28 September 2010 (UTC)

title: User talk:Rise richardbeatty


text:
User talk:Jennigaffney

 Hello Jennigaffney, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 03:00, 28 September 2010 (UTC)

title: User talk:Jennigaffney


text:
User:Leighblackall/Networked teaching

This handout will assist you in establishing an online identity, organising and publishing information, and inviting relationships with people who have an interest and a motivation to learn.

 * Every day, all around the world, many thousands of people are looking to learn things, and many thousands are looking to teach things. With the aid of the Internet, these people are able to connect and communicate without limitation of time. Networked teaching is a process of publishing information, inviting interactions with people and other information, in such a way so as to offer support for people's teaching and learning.

=Examples=
 * Wiley Wikis
 * Otago Polytechnic's 2009 open education showcase
 * The Khan Academy
 * Michael Sandel's teachings on Justice
 * Otago Polytechnic's 2009 open education showcase

=Openness and your online identity=
 * The authentic you - Anthropological Introduction to Youtube
 * Your pictures, text, audio and video, all online, open access, on popular social media sites, ready for networking
 * Copyright - use copyrights that enable people to reuse your work. Restricting reuse is restricting new and creative network connections forming. Use Creative Commons Attribution licensing.

=Presence in popular media=
 * Ask Ninja: What is Podcasting
 * Managing your online identity for wide coverage
 * Inviting, attracting, sustaining participation and engagement with your work

=See also=
 * Composing educational resources
 * Networked learning
 * Using social media for teaching and research
 * Teach is dead, long live learning

=Links=
 * - Why free online lectures will destroy universities – unless they get their act together fast By Adrian Hon for The Telegraph. 25 November 2010

title: User:Leighblackall/Networked teaching


text:
User:Leighblackall/Networked learning

This handout will assist you in finding and following information, establishing an online identity and formulating relationships with other people and information based on interest and a motivation to learn.

 * Every day, all around the world, many thousands of people are looking to learn things, and many thousands are looking to teach things. With the aid of the Internet, these people are able to connect and communicate without limitation of time, distribution or distance, finding each other in a world of networked learning. Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning.

=Examples=
 * My compost hot water system
 * Ivan Illich's 1971 concept for educational webs
 * Student authored open text book

=Identity=
 * Set up a Wikipedia User page
 * Create Youtube playlists
 * Use social bookmarking
 * Start blogging and micro blogging (Eg: Blogger.com and Twitter.com). Alternatively, just set up a website like yourname.com and link all your various accounts to it. This is your central online identity. Here's mine for an example: http://leighblackall.blogspot.com

=Information=
 * Search and understand Wikipedia
 * Set up an RSS newsreader
 * Subscribe to a Youtube search feed
 * Subscribe to a Delicious search feed
 * Set up a Google search alert

=Network=
 * Communicating in Wikipedia
 * Communicating on Youtube
 * Communicating across blogs
 * Join email groups
 * Use Twitter

=Learning=
 * Creating and editing Wiki articles
 * Document with video

= See also =
 * Networked teaching

=Links=
 * Why free online lectures will destroy universities – unless they get their act together fast - By Adrian Hon for The Telegraph. 25 November 2010
 * Social Media’s Role In Mumbai Attack And Its Potential For Future Terror Incident Response - John Solomon 30 January 2009
 * Networked Learning presentation - Leigh Blackall 2005

title: User:Leighblackall/Networked learning


text:
User talk:Leighblackall/Networked learning

=Reworking= Am reworking (folking) this page for a workshop in Tasmania. Leighblackall 07:18, 28 September 2010 (UTC)


text:
Wat Phra Sri Rattana Mahatat Woramahawihan

Wat Phra Sri Rattana Mahatat Woramahawihan (commonly referred to as Wat Yai) is a Buddhist temple (Wat) in Phitsanulok, Thailand, where it is located on the bank of the Nan River near the Naresuan Bridge.

The temple was built in 1357(B.E 1900) this temple is called by general people as”Wat Yai” or WAT LUANG POR PHRA BUDDHA CHINNARAJ”Phabat SOmdej Phra Mongkutklao”(King Rama VI) classicfied as “Vora Maha Viharn” or the first grade of Royal temple in the year of 1915. At the present time, Wat Yai named is Wat phra sri rattan mahathat. Wat Yai situate on the east bank of Nan River near the Naresuan Bridge. Wat Yai is a big and important more than other temple in Phisanulok and believe that was built in the Sukhothai period being renovated form time to time. Wat Yai is an important temple, not only to people of Phisanulok, but also to Buddhist throughout Thailand. Every king of the Chakri dynasty including the present king, Bhumiphol Adulyadej has come to this temple to worship in front of the Phra Buddha Chinnarat image. The temple is also an important tourist attraction and at times can be extremely busy with many visitors both Thai and foreigner. Wat Yai has Phra Buddha Chinnarat, it is golden statue. It depicts Buddha in the posture of overcoming Mara, also called Mara submission; image is 375cms high x 275cms wide. A copy of the Phra Buddha Chinnarat can be found in Wat Benjamabophit in Bangkok. And then, Phra Buddha Chinnarat is depicted on the official seal of the Phitsanulok Province. Pra Buddha Chinnaraj wasn’t colored and gilded with 100% gold leaf like what it is in the present time. There was a record of the first gold gilding during King Ekatosarod when he came to pay respect to Pra Buddha Chinnaraj. In addition, according to the record in Krung Sri Ayuthaya history text written by the royal secretary, Somdej Krom Pra Poramanuchidchinoros, he stated that “ In 1603 (B.E. 2146), King Ekatosarod paid his royal visit to pay respect to Pra Buddha Chinnaraj. He commanded that gold, royal commodity be made in gold and color to cover Pra Buddha Chinnaraj by himself. When it was complete, a celebration had been held in respect to the Buddha statue for 7 days and 7 nights. It was a gigantic celebration…”

Wat phra sri rattan mahathat is the most temple of Phissanlok and also beautiful. Each year’s have many foreigners and Thai tourists come to worship Pha Buddha Chinarat because it is attractions popular that have people come to merit and grad the Ancient art such as the temple's large vihara has an immense main entrance with mother-of-pearl, these art is art from royal engineering Ayuttaya period. And then the vihara is a Khmer style prang, the inside of which can be accessed via a stairway. Phra Buddha Chinnarat is Sukhothai period art. Behind the temple have Phra Attarot, Standing Buddha Image (Prang Ham Yat) buit in 1257 or 753 years a go. Phra Attarot is the Sukhothai architecture. Al so, There are many antiques and valuable of unestimated value in the temple. Worship festival of Pha Buddha Chinarat annual ceremony is held from the 6th 12th days of the, it call Wat Yai festival 3rd lunar month, Festivals often take place on the temple grounds, including the annual Phra Buddha Chinnarat Fair. Also, on the first weekend of each October, the Phitsanulok Dragon Boat Races take place outside the temple in the river. Of cause during this time it is religious attractions and has many people both Thai and foreigner come to merit and worship Phra Buddha Chinarat.

The provincial slogan is Phitsanulok, a town of the excellent Phra Buddha Chinnaraj, the birthplace of King Naresuan the Great, raft community, delicious dried bananas as well as fantastic caves and waterfalls.


text:
Differential equations

Differential equations serve as mathematical models of physical processes. This course is intended to be an introduction to ordinary differential equations and their solutions. A differential equation (DE) is an equation relating a function to its derivatives. If the function is of only one variable, we call the equation an ordinary differential equation (ODE). Equations relating the partial derivatives (See: Vector calculus) of a function of several variables are called partial differential equations (PDEs). Ordinary differential equations are much easier to solve than partial differential equations, so these will be our main focus.

Syllabus

 * Introduction to ordinary differential equations.
 * /Ordinary Differential Equations/
 * Slope Fields
 * First-order equations
 * /Introduction to First Order Linear Differential Equations/
 * /Separable differential equations/ 50% [[Image:50%25.svg|20px|]]
 * /Exact differential equations/ 25% [[Image:25%25.svg|20px|]]
 * /Homogeneous differential equations/ 25% [[Image:25%25.svg|20px|]]
 * /Integrating factors/ 25% [[Image:25%25.svg|20px|]]
 * /Change of variables/ 25% [[Image:25%25.svg|20px|]]
 * Higher-order linear equations
 * /Linear homogeneous differential equations/ 25% [[Image:25%25.svg|20px|]]
 * /Linear inhomogeneous differential equations/ 25% [[Image:25%25.svg|20px|]]
 * /Laplace transforms/ 25% [[Image:25%25.svg|20px|]]
 * /Power series solutions/ 25% [[Image:25%25.svg|20px|]]
 * Introduction to nonlinear equations
 * Stability problems in 1D/
 * Stability problems in 2D/
 * /Approximate solutions to differential equations/

title: Differential equations


text:
User talk:The Synergy Resort

 Hello The Synergy Resort, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:20, 28 September 2010 (UTC)

title: User talk:The Synergy Resort


text:
User talk:Capoeirista.muralha

 Hello Capoeirista.muralha, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:21, 28 September 2010 (UTC)

Thanks
Thanks for your recent contributions to Wikiversity. If you need a hand with anything, just ask; you can reach us on the talk page of any active member, or drop by the Colloquium for a broader audience. You may also like to join us in the Wikiversity chat. --Draicone (talk) 14:31, 10 January 2011 (UTC)

title: User talk:Capoeirista.muralha


text:
User talk:Hiio

 Hello Hiio, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:21, 28 September 2010 (UTC)

title: User talk:Hiio


text:
User talk:Patza

 Hello Patza, 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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 * 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:21, 28 September 2010 (UTC)

title: User talk:Patza


text:
User talk:Lajpatdhingra

 Hello Lajpatdhingra, 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 14:21, 28 September 2010 (UTC)

title: User talk:Lajpatdhingra


text:
File:Egm6321 f10 team6 HW3 problem2.png

Summary
Egm6321 f10 team6 HW3 problem2 diagram.

title: File:Egm6321 f10 team6 HW3 problem2.png


text:
User:Egm6321.f10.team6.lee/HW3

= Problem 2. Application - duoble pendulum =

Given
where,

$$\begin{align} {m}_{1}, {m}_{2} \end{align}$$ : mass of the pendulum respectively

$$\begin{align} {\theta}_{1}, {\theta}_{2} \end{align}$$ : the angle from the vertical to the pendulum respectively

$$\begin{align} {u}_{1}, {u}_{2} \end{align}$$ : applied forces respectively

$$\begin{align} l \end{align}$$ : length of the pendulum

$$\begin{align} k \end{align}$$ : spring constant

$$\begin{align} g \end{align}$$ : acceleration of gravity

Required
1. Derive the equation (2.1)

2. Write eqn(2.1) in the form of eqn(2.2)

where,

$$\begin{align} \textbf{x} := {\left [ {\theta}_{1}, \dot{{\theta}_{1}}, {\theta}_{2},\dot{{\theta}_{2}}\right]}^{T} \end{align}$$

$$\begin{align} \textbf{u} := {\left[ {u}_{1}l, {u}_{2}l\right]}^{T} \end{align}$$

Background : Newton's 2nd law for Rotation
(will be updated)

Background : small angle approximation
(will be updated) small angle approximation

Background : Hooke's Law
(will be updated) Hooke's Law

Verification
From the above,

where,

$$\begin{align} \tau \end{align}$$ : torque

$$\begin{align} I=m{r}^{2}\end{align}$$ : moment of inertia

$$\begin{align} \alpha=\ddot{\theta} \end{align}$$ : angular acceleration

So, let's find all of the applied torques at the pendulum.

 * at pendulum 1,

we can calculate all the applied torques at the pendulum 1.

(positive for the CCW, negative for the CW)

torque by the spring force

from the Hooke's Law, we know that

where,

$$\begin{align} F \end{align}$$ : restoring force

$$\begin{align} k\end{align}$$ : spring constant

$$\begin{align} x \end{align}$$ : displacement from the equilibrium position

Hence,

torque by the gravity force

This term would be negative as it is CCW direction. torque by the applied force

This term would be positive as it is CW direction.

Let's combine from eqn(2.3) to eqn(2.7) then,

in the same way, we can apply Newton's second law for rotation at pendulum 2. and we would get,

System coupled matrix form
Let's make a equation of a matrix with the information that we already have.

rearrange the derived equations (2.2),

Let's put them to the eqn(2.8)

= Problem 3. The solution of the state equation =

Given
For linear system of the control engineering,

Required

 * slove the given eqn(3.1) when it comes to the L1_ODE_CC : a & b are constants

Solution
We can rearrange the eqn(3.1). As it is not time variable problem, let $$\begin{align}a(t)=a, b(t)=b\end{align}$$

Let's find the integrating factor first.

As the coefficient for the $$\begin{align}\dot{x}\end{align}$$ is 1,

Multiply the integrating factor to eqn(3.2) on both side.

let's integrate for the interval $$\begin{align} \left[{t}_{0},t\right]\end{align}$$

rearrange eqn(3.7),

= Problem 8. solution of h(x,y) =

Given
While we solve the N2_ODE eqn(8.1)

we can get eqn(8.2) using definition of $$\begin{align} g(x,y,y') \end{align}$$

where $$\begin{align} P:=y' \end{align}$$

Required

 * without assuming h=const. find the solution of eqn(8.2)

Solution
We can rewrite the eqn(8.1) as (8.2).

We are familiar with this equation, as we learned already. Total derivative - Egm6321.f10_HW1_prob#1_team6

As $$\begin{align} \frac{d}{dx}h(x,y)=0 \end{align}$$, we know that $$\begin{align} h(x,y)=f(y) \end{align}$$ only.

It means $$\begin{align} {h}_{x}=0 \end{align}$$

Hence, eqn(8.2) becomes,

There are two possible solutions.

1) $$\begin{align} P=y'=0 \end{align}$$

2) $$\begin{align} {h}_{y}=0 \end{align}$$

If 1) were satisfied, whole problems became zero, which is trivial. We can conclude that 2) is the solution.

As $$\begin{align} {h}_{x}=0 \end{align}$$ and $$\begin{align} {h}_{y}=0 \end{align}$$,

title: User:Egm6321.f10.team6.lee/HW3


text:
Pomeranian

Pomeranian History
In the simplest sense, the Pomeranian is nothing more than a miniaturized spitz, though the exact details of where and when this shrinking took place are uncertain. The origins of the spitz family are ancient and far flung, but most historians agree that these dogs were bred down in size in Pomerania – which stretches across modern Germany and Poland along the southern coast of the Baltic Sea – during the 19th century. The first Poms descended from the Deutscher Spitz, and weighed about six times as much as the dogs we see today – typically around 30 pounds. The breed was brought to England around 1850, where it was given the name Pomeranian in honor of its homeland, and recognized by the English Kennel Club in 1870.

In 1888, a Pomeranian named Marco was given as a gift to Queen Victoria, and the breed’s association with this influential and beloved monarch did much for its popularity all over the world – in fact, the Pomeranian was recognized by the American Kennel Club in the very same year. In accordance with the wishes of the Queen as well as those of dog fanciers, the Pomeranian continued to be bred down in size, eventually becoming the little powder puff we know today. Today, the Pomeranian’s manageable size and spunky character have made it one of the most popular breeds, measured in terms of AKC registration, in the United States.

General Appearance
Pomerania skin will recognize many familiar and well-known. Hair styles with a soft cuddly It has made him a favorite for those who love dogs. It is believed that the dog breed Pomerania Red skin that has developed the first Red slick city Pomerania in Germany. To be a dog for protection and care alarms with personality wise. Making Pomerania Rain slick protagonist of a show of circus making preferences of people born in the ability of this dog breed. Which became a popular culture pomerania Rain slick widespread in Germany.

Pomerania is a compact dog agility dog agility and more graceful strains hairs up to 2 storey inner hair looks thick and soft. The outer hair is coarse than the inner and has a beautiful tail feathers characteristic bushy Pomerania Red smooth trait that is always active. Expression of intelligence Curious and like cocky.

The average weight of 3-7 pounds body length measured from shoulder to hip. That shorter than the length measured from the floor to the Ta protruding slightly.
 * Size ;

Pomerania has smooth hair double Inner hair soft and firm. The outer hair is long, straight and coarse hair over the floor to see a thick The hair from the tight neck and shoulder, chest hair on the head and short legs will be less than the other
 * Fur ;

Multi-colored hair colors such as black, brown, mixed with the orange or gold. White mix different color. In other types of open elasses be colored red, orange, cream, brown, gray and black.
 * Coat color ;

Pomerania are maneuverability and very clever. Courageous and faithful to its friends. Pomerania Red skin may be a response to poor children. And because it is small it may be persecuted by the children.
 * Behavior ;

Pomerania can be trained to a guard dog guard duty by warning you to know prior to the invasion by bark loud and sharp. Unfortunately, lack of training, these dogs became known about the barking unreasonably and continuously. For this reason, these dogs can be friends and do not worry for those not used well the nature of the sound of it.

Pomerania can easily adjust the sample to the urban life and a great dog for the countryside with good instincts predator that it has inherited from its predecessor.

How to care for Pomerania
Hair care of Pomerania skin varieties similar to Beijing. The brush every day or twice a week is necessary to provide a thick and beautiful hair does not tangle. Feathers of Pomerania Red skin just needs some trim from time to time. The comb is not necessary and sometimes not at all necessary. Ear and nail care is recommended on a regular basis with a bath in the middle of the season. However, do not shower as often as the Pomeranian a bath too often will damage the leather and fur by washing away essential oils. Pomerania has problems with teeth, so it is recommended to brush your teeth at least once a week. The fact should be brushed every day.

Pomeranians are great I have one of my own. They occasionally shed fur but you need to groom them daily and comb their hair constantly. They are very cute, fluffy, smart lap dogs. They are the perfect puppies. They are okay with children, but that all depends on how you raise them. As puppies they do not cost as much.

title: Pomeranian


text:
User talk:Namsom~enwikiversity

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title: User talk:Namsom~enwikiversity


text:
History of the Ottoman Empire/16th century: Growth of the Empire, Part 2, Suleiman I ("the Magnificent")

Last lesson / Course Page / Next lesson
 * In 1520, Suleiman Magnificent's father Selim I (Yavuz) died. Suleiman I became Emperor of Great Ottoman Empire. In 1520; Balkans, Caucasus, Anatolia, Middle east, Egypt and Crimean Khanate were Ottoman places. Suleiman I wanted to capture new places. For example: Central Europe, Tunisia etc. In 1521, Serbs were disrespectful to Suleiman I. So Ottomans attacked Belgrade and won. Thus Ottomans entered Central Europe. Nevertheless Suleiman I was an equitable emperor. Therefore he had the legal title "Magnificent". Ottomans wanted to capture Rhodes, because it was very strategic. In 1522, Ottomans captured Rhodes. Pope Adrian VI died shortly after this event. Suleiman I was supported by France. France was too poor and they wanted help from the Ottomans. Financial support was given to French. Ottomans declared war on the Holy Roman Empire. In 1526, Mohács Ottomans made war with Germans and Hungarians (Battle of Mohács). Some European states and Papal States supported Hungarians. Ottoman army destroyed Hungarian army after 2.5 hours! Hungary was Ottoman's place. Ottomans spread in Central Europe. Crusaders wanted to retrieve Hungary, Belgrade and Rhodes. Crusaders abandoned retrieve Constantinople. Because Great Ottoman Empire gained more power.
 * Austrians was enemy of the Ottomans in Europe. Because Austrians didn't want to Ottomans gain more power. Suleiman I ordered to the preparation for Vienna. Emperor Suleiman I wanted to capture Vienna and destroy German Empire. Ottomans attacked Vienna in 1529 (Siege of Vienna). Ottomans had over 100.000 soldiers. But, a month later winter came. Ottoman's ammunition was not enough. Thus Ottomans defeated by Germens. But Germans had taken a heavy blow. Ottomans captured some castles. But, three years later happened new problems. Germans wanted to take back a lot of castles and cities. So Suleiman I decided new war. In 1532, thousands Ottoman soldiers went to German places. Ottomans attacked a lot of German cities, castles. War continued for a year. Ottomans captured important cities and castles. For example; Graz, Nagykanizsa etc.) In 1533, treaty was signed with Germans. Thus a lot of important castles and cities became Ottoman places. Also some rebellions started in Anatolia. Suleiman I and Ottoman army returned from central Europe. Later the revolt was suppressed.
 * In earth, was problems. Iranians captured some castles and Baghdad. Ottomans wanted to take back there places. In 1534, Ottomans attacked Iranian Empire. War continued for a year. Ottomans won. Ottomans taken back Baghdad and other castles. Also Ottomans entered Iranian Empire's capital city Tabriz. Ottomans was very strong in Earth and West. Some wars were in Mediterranean. Because German and Spanish warships plundered some Ottoman places. Already Ottomans wants to captured a lot of Mediterranean castles and cities. In 1535, Spanish army captured Tunisia. Ottomans were upset about this event. Hayreddin Barbarossa was Ottoman admiral. He was very successful commander. Crusader and Ottoman navies were very strong. Crusaders wants to destroy Ottoman navy and capture a lot of Ottoman places. In 1538, Enormous Crusader navy attacked Ottoman navy in Preveze (Battle of Preveza (1538)). Enormous Crusader army had over 150 warships and thousands soldier. Hayreddin Barbarossa was commander of Ottoman navy. Ottoman navy had 120 warships and experience soldiers. Commander Barbarossa knew Crusader navy stronger than Ottoman navy. Therefore he wants to attacked Crusader navy wings. Crusader warships were too big and cumbersome. Ottoman warships were medium-sized and faster. Ottoman warships attacked Crusader navy wings. Barbarossa's warships attacked center of Crusader navy. Attack was very hard. And a lot of Crusader warships sank. So Crusader navy defeated by Ottoman navy. Thousands Crusader soldiers and some Crusader commanders died. This war was great victory for Ottoman Empire.
 * There places were very important for Ottoman Empire. Emperor Suleiman wants to capture Aden and near areas. A small Ottoman army attacked there places and Ottomans won (In 1538). Later Ottomans captured some castles in Europe (For example; Estergon Castle, Székesfehérvár city). But ın earth was a lot of problems. Iranians attacked some Ottoman places. Ottomans attacked Iranian armies (1548). This war continued for 7 years. Iranian army defeated by Ottoman army. In time Ottomans captured some areas in North Africa (For example; Tripolitania etc.) In 1554, Ottomans attacked a lot of European islands. Ottomans attacked North Africa kingdoms. In 1557, Ottoman army captured Morocco. Crusaders was worried. Crusader states founded enormous navy. Crusaders had around 100 waships. Ottoman navy went to Djerba. Ottomans had around 100 warships. Piyale Pasha was commander of Ottoman navy. In 1560, Ottoman navy attacked enemy Crusader navy (Battle of Djerba). Ottoman navy won. Half of Crusader navy sank. A lot of Crusader commander and soldiers captured. Thus Ottomans had taken back Tunisia. Ottomans wants to capture Malta. Because Malta was very important in Mediterranean. In 1565, enormous Ottoman navy attacked Malta. Ottoman army had over 30.000 soldier. Knights Hospitaller defended Malta. Ottoman army captured St. Elmo Castle. But commander Turgut Reis died in war. Ottomans attacked other castles. Hospitaller Knights defended Malta successfully. Thousands Ottoman soldiers died. European states were worried for this events. But Ottoman army's arm was not enough. Also Hospitaller Knights attacked Ottoman medical and killed all sores. Ottoman army's morality was very bad. So Ottomans defeated by Malta defence. Suleiman the Magnificent was sad for this defeat. In 1566, enormous Ottoman army attacked central Eurpe. Emperor Süleiman I was commander for Ottoman army. Ottomans made war with Austrians (Battle of Szigetvár). During war, emperor and commander Suleiman the Magnificent died of health problems. After this event, Ottomans won, but thousands Ottoman soldiers died.

Quiz on 16th century: Growth of the Empire, Part 2, Suleiman I ("the Magnificent")


text:
Theory Design Lab/Interstellar colonization

Interstellar colonization
This theory confronts the pupils with the possibility that planet Earth may be a secret colony of an interstellar colonial power and that the actual government of Earth resides on the Moon.

Introduction
This theory can be presented as an unlikely conspiracy theory or as the subject of scientific verification (of arbitrary theories).

Looking for evidence
What can be done to support or disprove the hypothesis?

 * The pupils can survey the surface of the Moon with NASA World Wind or similar programs.
 * Since the data of the program could be manipulated the pupils can scan the moon with telescopes.
 * The pupils can survey and analyse the media for evidence of manipulation (goal: media literacy).
 * The pupils can test their ability to influence school decisions within reasonable parameters (the principal might be paid by the other side).


text:
User talk:Sahankaushal

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User talk:Kevin Baas

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title: User talk:Kevin Baas


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User talk:Thanonsheen

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title: User talk:Thanonsheen


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User talk:Sumeshwer

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text:
User talk:Night fox~enwikiversity

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User talk:Gift~enwikiversity

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Unfortunately, your account clashes with another account also called Gift. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gift~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.

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title: User talk:Gift~enwikiversity


text:
User:Jiangpx/6321 hw3

= Problem 4 - Taylor Series Expansion =

Given
$$\begin{align}f(x)=\exp (x)\end{align}$$ and $$\begin{align}{{x}_{o}}=0\end{align}$$

Find
Taylor Series expansion of f(x) at $$\begin{align}{{x}_{o}}=0\end{align}$$

Solution
Taylor Series expansion of function f: $$f(x) = f(a)+\frac {f'(a)}{1!} (x-a)+ \frac{f''(a)}{2!} (x-a)^2+\frac{f^{(3)}(a)}{3!}(x-a)^3+ \cdots. $$

For $$\begin{align}f(x)=\exp (x)\end{align}$$,

$$\begin{align}{{f}^{(n)}}(x)=f(x)=\exp (x)\end{align}$$

and at $$\begin{align}{{x}_{o}}=0\end{align}$$,

$$\begin{align}{{f}^{(n)}}({{x}_{0}})=1\end{align}$$

therefore,

$$\exp (x)=\exp ({{x}_{o}})+\exp ({{x}_{o}})(x-{{x}_{o}})+{{\exp }^{(2)}}({{x}_{0}})\frac{2!}+...$$

becomes

$$\exp (x)=1+\frac{1!}+\frac{2!}+\frac{3!}+...=\sum\limits_{k=0}^{n}{\frac{k!}}$$

= Problem 5 - Genaralization of SC-L1-ODE-VC, from scalar to vector =

Given
$$\overset{\centerdot }{\mathop{x}}\,(t)=a(t)x(t)+b(t)u(t)$$

and the solution of this L1-ODE-VC of the form

$$\begin{align}x(t)=[\exp (\int_^{t}{a(\tau )d\tau })]\cdot x({{t}_{o}})+\int_^{t}{[\exp \int_{\tau }^{t}{a(s)ds}]}\cdot bu(\tau )d\tau \end{align}$$

Find
The solution in vector form for system of linear ODE with varying coefficients

Solution
$$\overset{\centerdot }{\mathop{X}}\,(t)=A(t)X(t)+B(t)U(t)$$

$$\Rightarrow X(t)=[\exp (\int_^{t}{A(\tau )d\tau })]\cdot X({{t}_{o}})+\int_^{t}{[\exp \int_{\tau }^{t}{A(s)ds}]}\cdot BU(\tau )d\tau $$

where the dimension of matrices are:

$$\begin{align} & {{X}_{n\times 1}} \\ & {{U}_{n\times 1}} \\ & {{A}_{n\times n}} \\ & {{B}_{n\times n}} \\ \end{align}$$

= Problem 9 - Roll Control of Rocket =

Given
Rocket basic info $$\begin{align} & \delta - aileron angle \\ & \phi - roll angle \\ & \omega - roll angular velocity \\ & Q - aileron effectiveness \\ & \tau - roll-time constant \\ \end{align}$$

Express
$$\begin{align} & \overset{\centerdot }{\mathop{\phi }}\,=\omega \\ & \overset{\centerdot }{\mathop{\omega }}\,=\frac{-1}{\tau }\omega +\frac{Q}{\tau }\delta \\ & \overset{\centerdot }{\mathop{\delta }}\,=u \\ \end{align}$$

in terms of $$\overset{\centerdot }{\mathop{X}}\,=AX(t)+BU(t)$$ - SC-L1-ODE-CC.

Solution
Let's treat phi, omega and delta as the state variables and u as control variable. The equations can be expressed as follows:

$$\left\{ \begin{align} & \overset{\centerdot }{\mathop{\phi }}\, \\ & \overset{\centerdot }{\mathop{\omega }}\, \\ & \overset{\centerdot }{\mathop{\delta }}\, \\ \end{align} \right\}=\left( \begin{matrix}  0 & 1 & 0  \\   0 & -\frac{1}{\tau } & \frac{Q}{\tau }  \\   0 & 0 & 0  \\ \end{matrix} \right)\cdot \left\{ \begin{align} & \phi \\ & \omega \\ & \delta \\ \end{align} \right\}+\left\{ \begin{align} & 0 \\ & 0 \\  & 1 \\ \end{align} \right\}u$$

= Problem 12 - Finish the story =

Given
$$\begin{align} (6x{{y}^{2}})y'+2{{y}^{3}}={{h}_{y}}y'+{{h}_{x}} \end{align}$$

Find
$$\begin{align}h(x,y)\end{align}$$ and $$\begin{align} \phi (x,y,y')\end{align} $$

Solution
1) 1st choice, assume $$\begin{align} & {{h}_{x}}=2{{y}^{3}} \\  & {{h}_{y}}=6x{{y}^{2}} \\ \end{align}$$.

then

$$\begin{align} h(x,y)=2x{{y}^{3}}+{{k}_{1}} \end{align}$$, with k1 being integration constant.

Hence

$$\begin{align} & \overline{\phi }=h(x,y)+\int{f(x,y,p)dp}=2x{{y}^{3}}+{{k}_{1}}+3{{p}^{5}}\cos ({{x}^{2}})={{k}_{2}} \\ & \phi =2x{{y}^{3}}+3{{p}^{5}}\cos ({{x}^{2}})=k \\ \end{align}$$, with k1,k1 and k being integration constants.

2) 2nd choice, assume

$$\begin{align}{{h}_{y}}y'=2{{y}^{3}}\end{align}$$, and this implicitly assumes that

$$\begin{align}{{h}_{x}}=(6x{{y}^{2}})y'\end{align}$$.

We know that $$\begin{align}h=h(x,y)\end{align}$$, so it is not possible to have y' term in hx. Hence the story ends here, and 1st choice is the only choice.

title: User:Jiangpx/6321 hw3


text:
User talk:Adamtheclown

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text:
History of the National Identity of the United States of America

The Recent Controversy over the proposal to build an Islamic community center within two blocks of the former site of the World Trade Center in New York has generated a debate about what it means to be an "American".

Among the questions raised in this debate are whether or not any group of immigrants might be said to "dilute" the American national identity and whether or not any particular religion might be said to be culturally incompatible with American values.

These questions, of course, require unpacking. Participants in this discussion must clarify how they would describe or define the "American national identity," if there is one. What does this national identity look like? What does it consist of? What are its origins? Has it changed over time; if so, what circumstances and conditions brought about this change?

Likewise, for "American values": What are they? How are they similar or distinct from the values of other nations? What makes them distinctively "American"? Where did these values come from? What role or roles do they play in American society (for better or for worse)? What functions do they serve? Who gets to shape and contribute to them? Under what circumstances do they get to do so?

Participants in the inquiry on this page, and other pages linked to it will also be expected to explore the historical component of this discussion. They will be invited to contrast and compare the current debate about whether or not Islam is suited for the American national identity and "American values" with a similar debate that took place during the first 150 years of the American republic concerning Roman Catholicism.

Participants in this inquiry are invited to examine the arguments, during most of American history, that Roman Catholics were not suitable to share in, or contribute to, the American national identity and the shaping of American values. What were the arguments against the possibility of Roman Catholics ever to become "good Americans"? What did Roman Catholics do to overcome the suspicion that they could never share in, or contribute to American values? How did non-Catholic Americans change in terms of how they thought about these things? What historic factors and events might have contributed to this change, and in what ways? How might this history of Roman Catholic immigrants during the late 19th and early 20th century inform current discussions about Islamic immigrants during the early 21st century concerning American identity and values?

Our project is to open up a conversation so that we can begin to explore these questions. Contributions to this page should include references to sources (including internet links) that will be helpful in exploring this topic. At the top of this page you will notice a "discussion" tab which can be used to navigate to a discussion on this topic and to see how the sources on this resource page are being used to inform that discussion.


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Wikiversity:Journal of the future

''For background, see this original post (in German) and these commentaries (in English). For discussion, see Talk page or here.''

Core criteria
Need some more profiling to reduce overlap, and brushing to improve flow.

 * 1) Dynamics: Research is a process. The scientific journal of the future provides a platform for continuous and rapid publishing of workflows and other information pertaining to a research project, and for updating any such content by its original authors or collaboratively by relevant communities. Eventually, all scientific records should have a public version history or a public justification for not having one.
 * 2) Scope: Data come in many different formats. The scientific journal of the future interoperates with databases and ontologies by way of open standards and concentrates on the contextualization of knowledge newly acquired through research, without limiting its scope in terms of topic or methodology.
 * 3) Access: Free access to scientific knowledge, and permissions to re-use and re-purpose it, are an invaluable source for research, innovation and education. The scientific journal of the future provides legally and technically barrier-free access to its contents, along with options for re-use and re-purposing that are stated clearly for both humans and machines.
 * 4) Replicability: Open access to all relevant core elements of a publication facilitates the verification and subsequent re-use of published content. The scientific journal of the future requires the publication of detailed methodologies — including all data and code — that form the basis of any research project.
 * 5) Review: The critical, transparent and impartial examination of information submitted by the professional community enhances the quality of publications. The scientific journal of the future supports post-publication peer review, and qualified reviews of submitted content shall always be made public.
 * 6) Presentation: Digitization opens up new opportunities to provide content, such as through semantic and multimedia enrichment. The scientific journal of the future adheres to open Web standards and creates a framework in which the technological possibilities of digital media can be exploited by authors, readers and machines alike, and content remains continuously linkable.
 * 7) Transparency: Disclosure of conflicts of interest creates transparency. The scientific journal of the future promotes transparency by requiring its editorial board, the editors and the authors to disclose both existing and potential conflicts of interest with respect to a publication and to make explicit their contributions to any publication.
 * 8) Sustainability: Resources are limited. Ecological considerations are reflected in the design and production of the scientific journal of the future.
 * 9) Flexibility: Innovation is stifled by inflexible rules. Exceptions to the above rules are possible if justified in public.

Related resources

 * Mietchen, Pampel & Heller: Criteria for the Journal of the Future. beyondthejournal.net, 2011
 * Reinventing academic publishing online
 * What Do I Want from the Publisher of the Future?
 * Rethinking the Functions of a Journal
 * Data publishing and scientific journals: the future of the scientific paper in a world of shared data
 * The Future of Science - 2008 blog post by Michael Nielsen (2011 comment, focusing on the wiki aspects)
 * The Five Stars of Online Journal Articles – an article evaluation framework
 * Elsevier's Article of the Future

title: Wikiversity:Journal of the future