text:
User:Exfilia/What the Bible Says/Psalms/Psalm46

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

Directions
Read Psalm 46 in your preferred translation and in the King James Version. What differences do you find? How do they affect the passage's meaning?

If there are words in the passage that you're not familiar with, look them up now in Wiktionary or your dictionary of choice.

The Quiz
To test your understanding, complete the following texts based on the KJV version of Psalm 46. Yes, this is an open Book quiz.

{ Safety God is { our refuge and strength }, a very present { help in trouble }. Therefore will not we { fear }, though the { earth } be removed, and though the mountains be { carried into the midst of the sea }; Though the { waters } thereof roar and be troubled, though the { mountains } shake with the swelling thereof. Selah.
 * type="{}"}

{ Where we find security There is a river, the streams whereof shall make glad { the city of God }, the holy place of the { tabernacles of the most High }. { God } is in the midst of her; she shall not be { moved }:
 * type="{}"}

{ The wrath of God The { heathen } raged, the kingdoms were moved: he uttered his voice, the earth { melted }. The LORD { of hosts } is with us; the God of Jacob is { our refuge }. Selah. Come, behold the works of the LORD, what { desolations } he hath made in the earth. He maketh { wars to cease } unto the end of the earth;
 * type="{}"}

{ Supremacy Be still, and know { that I am God }: I will be { exalted } among the heathen, I will be exalted { in the earth }.
 * type="{}"}

Discussion questions

 * 1) Who do you think is the speaker in this psalm, as opposed to the author?
 * 2) To whom do you think the speaker is speaking?
 * 3) Compare and contrast what Psalm 46 says about the activity of God and of earthly powers.
 * 4) What figures of speech does Psalm 46 use? To what effect?
 * 5) What natural phenomena is depicted in the imagery of Psalm 46?

Optional Activities
Won't change much from passage to passage
 * 1) What other passages of scripture reference this one?  What passages does this one reference?
 * 2) Research the effect this passage has had on the thought of one or more theologians.
 * 3) Research ways in which this passage has been used in art, music and literature.
 * 4) Research the ways in which this passage has been or might be used in your congregation's worship.
 * 5) Create an original work of art based on this passage.
 * 6) Design a way to use this passage in your personal devotions.
 * 7) Design a way to teach this passage to preliterate children: a skit, a feltboard presentation,a game, a craft activity, whatever.
 * 8) Design a way to use this passage to address the needs of some specific population: nursing home residents, grief support group, etc.
 * 9) Memory verse: choose the verse from this passage that seems most significant to you, and commit it to memory together with its chapter and verse reference.  For example, "Romans 13:1--Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God."


text:
User:Apittha

My name is Apittha Sudtisongtum. My nickname is Aire. I am 18 years old. Video introducing MUIC homework - http://www.youtube.com/watch?v=L3K1PBed5lE Specs on mobile equipment homework- i-phone 3G i-phone 3G uses ARM 11 processor running at 412 MHz with 1 gigabit of RAM complementing the 4GB, 8GB of flash memory. CPU speed is 420 MHz, bus speed is 100MHz, cache size is 32 KB I-cache+32 KB D-cache. Compare iphone with ipad- ipad is more advanced than iphone. i-phone comes with 16GB or 32GB flash storage, while i-pad adds a 64GB option. The i-phone has 1gigabit of RAM, but i-pad have more. i-pad process running at 1GHz Apple A4 chip, which can run faster than i-phone.

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

title: User:Apittha


text:
User:Leutha/Social Enterprise BA (UEL)

This is my portal page for work I am doing for a Social Enterprise BA at the University of East London. See this

Wikiversity Links

 * Portal:Social entrepreneurship
 * Social Enterprise glossary

Therapeutic Communities

1. Bernstein, Steven., Cashore, Benjamin., Levin, Kelly. and Auld, Graeme. "" Paper presented at the annual meeting of the International Studies Association 48th Annual Convention, Hilton Chicago, CHICAGO, IL, USA, Feb 28, 2007

Social Research

 * Bryman page

title: User:Leutha/Social Enterprise BA (UEL)


text:
User:Natthida

http://www.youtube.com/watch?v=OZMMFXW_m3Q

computer essential homework ;)

Netbook - Sony Vaio VGN P33GK

CPU : Intel (R) CPU Z530

Bus Speed : 1.60 GHz

Cache size : 512 KB

Storage : 2.00 GB

5280399-Natthida

compare to

Black berry

CPU : 512 MHz processor

Bus Speed : 512 MHz

Cache size : -

Storage : 256 MB ROM

5280379-Akarapol

title: User:Natthida


text:
User:Egm6321.f10.team4.Yoon/HW3

= prob 3 ploting =

title: User:Egm6321.f10.team4.Yoon/HW3


text: File:Lecture12 connected pendulum.jpg

title: File:Lecture12 connected pendulum.jpg


text:
User:Egm6321.f10.team4/HW 3

= Problem 1 - Equation of motion in 2 dimensions =

Given
Fig 1-1: This image (from Mtg. 13 p. 13-1) depicts a particle in motion, subjected to air resistance. The velocity of the particles is given by $$\displaystyle v$$, with $$\displaystyle x$$ and $$\displaystyle y$$ components $$\displaystyle v_x$$ and $$\displaystyle v_y$$, respectively. The air resistance is opposite the direction of $$\displaystyle v$$, and is given by $$\displaystyle kv^n$$, where $$\displaystyle k$$ and $$\displaystyle n$$ are real constants. The downward force impinging on the particle due to gravity is $$\displaystyle mg$$, where $$\displaystyle m$$ is the particle's mass and $$\displaystyle g$$ is the acceleration due to gravity. The initial velocities of the particle in the $$\displaystyle x$$- and $$\displaystyle y$$-directions are $$\displaystyle v_{x0}$$ and $$\displaystyle v_{y0}$$, respectively.

Fig 1-2: This image (from Mtg. 13 p. 13-2) shows the linear relationship for mass as a function of time, which will be used in part 3.2 of this problem.

Find

 * 1) Derive the equations of motion of the particle.
 * 2) For the particular case when $$\displaystyle k=0$$, verify that $$\displaystyle y(x)$$ is parabolic.
 * 3) Consider the case when $$\displaystyle k \neq 0, v_{x0}=0$$
 * 4) Find $$\displaystyle v_y(t), y(t)$$ for constant $$\displaystyle m$$.
 * 5) Find $$\displaystyle v_y(t), y(t)$$ for $$\displaystyle m=m(t)$$.

Part 1
The balance of forces in 2 dimensions for the dynamic system above is given by:

(Eq 1-2)
 *
 * }

(Eq 1-3)
 *
 * }

We can also derive a relationship between the velocity and its individual components (all magnitudes):

Part 2
For $$\displaystyle k=0$$, Eq. (1-2) becomes: {| style="width:100%" border="0"
 * style="width:95%" |
 * style="width:95%" |
 * $$\begin{align}

m \frac{dv_x}{dt}=-(0)v^ncos \alpha=0 \Rightarrow \frac{dv_x}{dt}=0 \end{align}$$

But:

 * $$\displaystyle v_x := \frac{dx}{dt} $$

Thus, from Eq. (1-5):

 * $$\displaystyle \int dx = v_{x0} \int dt $$
 * $$\displaystyle x(t) = v_{x0}t + x_0 $$

Rearrange to solve for $$ \displaystyle t $$:

Likewise, Eq. (1-3) becomes:

 * Note: There is one possible problem with the above equation; if $$ \displaystyle v_{x0}=0 $$, then $$ \displaystyle y(x) $$ explodes. Why is this?  The simple answer is that if there is zero initial velocity in $$ \displaystyle x $$, i.e., $$ \displaystyle v_{x0}=0 $$, then $$ \displaystyle x $$ is always the same, since no other forces act in this direction other than air resistance, which is zero when $$ \displaystyle v_x=0 $$.  Therefore, we can conclude that $$ \displaystyle y $$ is not a function of $$ \displaystyle x $$ when $$ \displaystyle v_{x0}=0 $$, so $$ \displaystyle y(x) $$ is undefined in this particular case.

 * We can also attempt to describe this mathematically, as follows.
 * Start by going back to Eq. (1-6):

 * $$\displaystyle \frac{dx(t)}{dt} = v_{x0} = 0 $$
 * Therefore $$\displaystyle x(t) $$ is a constant.
 * Looking back at Eq (1-9), if $$\displaystyle x $$ is a constant, then $$\displaystyle x-x_0 $$ in the numerator is zero, and $$\displaystyle 0/0=0 $$, thus we get:

 * $$\displaystyle y(t)=y_0 $$,

 * for the particular case that $$\displaystyle v_{x0}=0 $$, which is much "nicer" mathematically than dividing by zero.

3.1: m is constant
For $$\displaystyle k \neq 0, v_{x0}=0 $$, and starting from Eq. (1-1), reproduced below:

{| style="width:100%" border="0"
 * style="width:95%" |
 * style="width:95%" |
 * $$\displaystyle

m \frac{dv_y}{dt}=-k(v_y)^n-mg $$

which is another form of Eq. (1-3). For simplicity, let us define:

Thus:

{| style="width:100%" border="0"
 * style="width:95%" |
 * style="width:95%" |
 * $$\displaystyle

z'=z'(t) = \frac{dv_y}{dt} $$

Eq. (1-1) can then be written as:

which is now in the familiar form satisfying the First Condition of Exactness, where we have defined:

The Second Condition of exactness is satisfied if

We will use the Integrating Factor Method to solve for $$\displaystyle z $$, in which we multiply Eq. (1-11) by a newly created function, $$\displaystyle h=h(t,z) $$:

{| style="width:100%" border="0"
 * style="width:95%" |
 * style="width:95%" |
 * $$\displaystyle

\underbrace{hM}_{\overline{M}} + \underbrace{hN}_{\overline{N}}z'=0 $$

We can now write the Second Condition of Exactness (Eq. (1-14)) as:
 * $$\displaystyle \overline{M}_z = \overline{N}_t $$, or, substituting $$\displaystyle h $$ back in:

It is readily seen that $$\displaystyle N_t = \frac{dN}{dt}=0 $$, since $$\displaystyle N=m= constant $$. We will now make the simplifying assumption that $$\displaystyle h $$ is not a function of $$\displaystyle z $$, meaning that $$\displaystyle h_z = 0 $$

Therefore we can rewrite the above as

 * $$\displaystyle h M_z = h_t N $$, or:

Substitute for $$\displaystyle M $$ and $$\displaystyle N $$ from Eq.s (1-12) and (1-13), respectively, and rewrite $$\displaystyle h_t $$ in its formal form:

 * $$\displaystyle \frac{1}{h} \frac{dh}{dt} = \frac{nk }{m} z^{n-1} $$
 * $$\displaystyle \int \frac{1}{h} dh = \frac{nk }{m} \int z^{n-1} dt $$
 * $$\displaystyle ln(h) = \frac{nk }{m} \int z^{n-1} dt $$

But if $$\displaystyle z=v_y $$ is a function of $$\displaystyle t $$ only, then the integral is easy to solve:

where C is a constant of integration.

Now we can substitute $$\displaystyle h $$ from Eq. (1-18) back into Eq. (1-15) to get:
 * $$\displaystyle exp \left[ \frac{k}{m} z^n +C \right] M + exp \left[ \frac{k}{m} z^n +C \right] N z' = 0 $$

But it is clear that the exponential terms simply cancel. We will resort to another method, as taught in class (Mtg. 10, p. 10-2 and 10-3), where it was shown that if the original equation (Eq. 1-11) were arranged as follows:

 * $$\displaystyle mz'+kz^n=-mg $$

then the equation would be of the form:

 * $$\displaystyle hz' + h'z= bh = (hz)' $$

where in this case, $$\displaystyle b=-g $$. From this equation, $$\displaystyle z $$ could be readily solved.

In our case, $$\displaystyle h' $$ is found from Eq. (1-19), (as a function of $$\displaystyle z $$):

Thus multiplying both sides of Eq. (1-20) by $$\displaystyle h $$ gives: $$\displaystyle hz'+ \underbrace{ \frac{k}{m}h}_{h'}z^n=-gh $$ So:

However, in contrast to the example in class, we are left with an exponent (not equal to 1) over $$\displaystyle z$$, making it more difficult to solve for $$\displaystyle z $$, and thus also $$\displaystyle v_y $$ and $$\displaystyle y $$:

For the sake of finding a possible solution for $$\displaystyle v_y $$ and $$\displaystyle y $$, we can make the assumption that $$\displaystyle n=1 $$. Eq. (1-22) now becomes:

(Recall: we assumed earlier that $$\displaystyle h $$ is a function of $$\displaystyle t $$ only.) Note the similarity to the form: $$\displaystyle y(x) = \frac{1}{h} \int h(x)b(x) dt $$. In our case, the only difference is that $$\displaystyle b=-g $$ has been moved outside the integral. Continuing, we can solve for $$\displaystyle y $$ from:

3.2: m = m(t)
For $$\displaystyle m=m(t) $$:
 * $$\displaystyle N_t = \frac{dm}{dt} \neq 0 $$  If we make the same assumption that $$\displaystyle h $$ is not a function of z, then Eq. (1-16) becomes:

 * $$\displaystyle h_t N = h(M_z-N_t) $$
 * $$\displaystyle \frac{h_t}{h} = \frac{1}{N}(M_z-N_t) $$
 * $$\displaystyle \frac{1}{h} \frac{dh}{dt} = \frac{nkz^{n-1}-m_t}{m} $$
 * $$\displaystyle ln(h) = \int \frac{nkz^{n-1}-m_t}{m} dt $$
 * $$\displaystyle h = exp \left[ \int \frac{nkz^{n-1}-m_t}{m} dt \right] $$
 * $$\displaystyle h = exp \left[ \int \frac{nkz^{n-1}}{m} dt - \int \frac{m_t}{m} dt \right] $$

 * The loss of mass over time is assumed to have a linear relationship (see Given). So we can substitute:
 * $$\displaystyle m(t)= m_0 + \frac{m_1-m_0}{t_1}t $$
 * $$\displaystyle m_t(t)= \frac{m_1-m_0}{t_1} $$

Then:
 * $$\displaystyle h = exp \left[ \int \frac{nkz^{n-1}}{m_0 + \frac{m_1-m_0}{t_1}t} dt - \int \frac{\frac{m_1-m_0}{t_1}}{m_0 + \frac{m_1-m_0}{t_1}t} dt \right] $$
 * $$\displaystyle h = exp \left[ \int \frac{nkz^{n-1}}{m_0 + \frac{m_1-m_0}{t_1}t} dt - \int \frac{m_1-m_0}{m_0 t_1 + (m_1-m_0)t} dt \right] $$

Note: When $$\displaystyle m $$ is a function of $$\displaystyle t $$, we are unable to attain a equation of the form of Eq. (1-23). The loss of mass over time makes this problem much more complicated, so we need some new method to solve this problem.

Egm6321.f10.team4.ejm 20:41, 6 October 2010 (UTC) Author

= Problem 2 : Linear Time variant system(SC_L1_ODE_VC) = From Meeting 13, p 13-3.

Given
Linear Time Variant Equation(SC_L1_ODE_VC)

cf. Time Invariant Equation is consisted with constant A and B, instead of A(t) and B(t) respectively.

Equation of Connected double pendulum - Application of Enigneering : Control

where,

 * $$\displaystyle

{m}_{1}, {m}_{2} $$ : mass of the pendulum 1 and 2 respectively

 * $$\displaystyle

g $$ : acceleration of gravity

 * $$\displaystyle

{\theta}_{1}, {\theta}_{2} $$ : the angle of pendulum 1 nd 2 respectively

 * $$\displaystyle

l $$ : length of the pendulums

 * $$\displaystyle

a $$ : length of the pendulum up to connection point

 * $$\displaystyle

k $$ : spring constant

 * $$\displaystyle

{u}_{1}, {u}_{2} $$ : applied forces

Find
1. Derive (Eq 2-2)

2. Transform (Eq 2-2) to the form of (Eq 2-1) - Find A(t), B(t), U(t)

where,

Solution for Derivation of Equation of Motion
 Required Background information 1.Linear Approximation 2.Hooke's law(Spring Force)

where,
 * $$\displaystyle

F $$ : restoring force

 * $$\displaystyle

k $$ : spring constant

 * $$\displaystyle

x $$ : displacement from the equilibrium position

The moment of inertia of the pendulums can be rewritten by summing all the applied torques on the pendulum 1 and 2

where,
 * $$\displaystyle \tau $$ : torque
 * $$\displaystyle I={mv}^{2}$$ : moment of inertia
 * $$\displaystyle \alpha= \frac{{d}^{2}}{{dt}^{2}} \theta=\ddot{\theta} $$ : angular acceleration

torque by the spring force by Linear Approximation

torque by the gravity by Linear Approximation

torque by the applied force(AF) by Linear Approximation

Combining the equations from (Eq 2-3) to eqn(Eq 2-7) and applying the process to pendulum2 yields

Solution for System Matrix Equation
Transform the 2nd order ODEs to a system matrix equation,

First, reduce this system of second-order ODEs to a first-order differential equation by introducing the vectors.

Then,

Developing the equation(Eq 2-2) by making the coefficient of $$ \ddot{\theta} $$ to 1 and gathering variables with respect to $$\displaystyle{\theta}_{n} $$ yield,

Thus,

Transforming the rearranged equation to System Matrix equation form becomes,

Egm6321.f10.team4.Yoon 00:16, 3 October 2010 (UTC-Estern Time) - Primary Author & Editor

= Problem 3 - Linear Time Invariant system(SC_L1_ODE_CC)= From Meeting 14, p 14-1.

Given
Linear Time Invariant Equation(Appl of Eng'ring:Control)

cf. time Variant Equation is consisted with constant A(t) and B(t), instead.

Find
Solve the given equation of Linear time invariant system(SC_L1_ODE_CC)

Solution
Rearranging the equation (Eq 3-1) by the reduction order with respect to x,

Since the given coefficient of $$\displaystyle \dot{x} $$ is 1, we can directly get the first order Euler intergrating factor h(x),

By Multiplying the integrating factor $$\displaystyle h(x) $$ to (Eq 3-2) to simplify

Simplifying the left hand side of the equation of (Eq 3-4)

integrating the (Eq 3.5) by interval $$ \left[ {t}_{0},t \right] $$

Rearranging the equation above(Eq 3-7) yields,

By deviding the (Eq 3-8) by $$\displaystyle {e}^{-at} $$, we can get the desired solution of

Egm6321.f10.team4.Yoon 00:16, 3 October 2010 (UTC-Estern Time) - Primary Author & Editor

= Problem 4 - Taylor Series Expansion= From Meeting 14, p 14-2.

Given
Part A

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

$$f(x) = exp (x) $$ $$
 * $$\displaystyle (Eq. 4-1)
 * }
 * }

Part B

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

$$[f(x)] = \exp ([A]) $$ $$
 * $$\displaystyle (Eq. 4-2)
 * }
 * }

Find
Determine the special case of the Taylor Series expansion known as the Maclaurin Series for Eq. (4-1) and Eq. (4-2) based on the following definition

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

$$ f(x) = f(a) + \frac (x - a) + \frac (x - a)^2 + ... $$ $$
 * $$\displaystyle (Eq. 4-3)
 * }
 * }

Note: The Maclaurin Series is an special case, where the Taylor Series is expanded around $$a=0$$.

Solution
Part A

We will first begin by computing the general form of the first three terms in the series. We will do so by starting with Eq. (4-1), first deriving it, then replacing $$x$$ with a and finally computing its value for the case of $$a=0$$.

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

$$ f(x) = e^x \to f(a) = e^a  \to f(0) = e^0  = 1$$
 *
 * }
 * }

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

$$ f'(x) = e^x \to f'(a) = e^a  \to f'(0) = e^0  = 1$$
 *
 * }
 * }

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

$$ f(x) = e^x \to f(a) = e^a  \to f''(0) = e^0  = 1$$
 *
 * }
 * }

If the above terms are inserted into Eq. (4-3) and we set $$a=0$$, the expansion will take the following form

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

$$ f(x) = f(0) + \frac (x - 0) + \frac (x - 0)^2 + ...$$
 *
 * }
 * }

evaluating we will get he final form

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

$$ f(x) = 1 + \frac{1} x + \frac{1} x^2 + ... = \sum\limits_{n = 0}^\infty {\frac{1} x^n } $$ $$
 * $$\displaystyle (Eq. 4-4)
 * }
 * }

The Taylor Series expansion is a rather simple but powerful tool that allows a function to be expressed as an infinite sum of its derivates. In engineering it is widely used, due to its practicality.

Part B

For the special case of the Matrix Exponential function we will begin by expanding a squared matrix $$ A_{nxn} $$

While it is not intuitive, as $$n$$ gets larger, the matrix in Eq. (4-5) will get closer and closer to $$ e^A$$. Thus,

Just like in the previous part, it is important to note the importance of the Taylor Series expansion for the Matrix Exponential. It is specially important when solving linear differential equations.

Egm6321.f10.team4.petralanda.n 02:23, 5 October 2010 (UTC)Egm6321.f10.team4.petralanda.n

= Problem 5: Generalization= From Meeting 15, p 15-1.

Given

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

$$ X'(t) = Ax(t) + Bu(t)$$ $$
 * $$\displaystyle (Eq. 5-1)
 * }
 * }

The associated Matrix dimensions are as follows

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

$$

X(t) = \left[ {X(t)} \right]_{nx1} $$
 * }
 * }
 * }

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

$$ A = \left[ A \right]_{nxn} $$
 * }
 * }
 * }

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

$$ B = \left[ B \right]_{nxn} $$
 * }
 * }
 * }

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

$$

u(t) = \left[ {u(t)} \right]_{nx1} $$
 * }
 * }
 * }

Find

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

$$X(t) = e^{A(t - t_0 )} X(t_0 ) + \int\limits_{t_0 }^t {e^{A(t - \tau )} Bu(\tau )d\tau } $$ $$
 * $$\displaystyle (Eq. 5 -2)
 * }
 * }

Solution
Let's rewrite Eq. (5 -1) to met the first exactness condition

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

$$ F(t,x,x') = X'(t) - AX(t) = Bu(t)$$ $$
 * $$\displaystyle (Eq. 5 -4)
 * }
 * }

We will now multiply it by and integrating factor to force the second exactness condition upon Eq. (5 -4)

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

$$ \underbrace h_NX'(t)\underbrace { - hAX(t)}_M = hBu(t)$$ $$
 * $$\displaystyle (Eq. 5 -5)
 * }
 * }

Implementing the second exactness condition

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

$$ \frac = \frac $$
 * }
 * }

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

$$ \frac = \frac $$
 * }
 * }

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

$$h_t =  - Ah - AXh_x $$
 * }
 * }

If we now assume that $$ h=f(t)$$, we will obtain the following

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

$$ \frac {h} = - A $$ $$
 *
$$\displaystyle (Eq. 5 -6)
 * }
 * }

Integrating

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

$$

\int {\frac {h}} = \int { - Adt} $$
 * }
 * }
 * }

yields

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

$$ h = e^{ - At} $$ $$
 *
$$\displaystyle (Eq. 5 -7)
 * }
 * }

With the integration factor we can now go back to Eq. (5 -5) and replace $$ h$$ by $$ e^(-At)$$

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

$$ e^{ - At} x'(t) - e^{ - At} Ax(t) = e^{ - At} Bu(t)$$ $$
 *
$$\displaystyle (Eq. 5 -8)
 * }
 * }

By inspection of Eq. (5 -8) we can make the following connection

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

$$ \underbrace {\underbrace {e^{ - At} }_hX'(t)\underbrace { - e^{ - At} A}_{h'}X(t)}_{(hX)'} = e^{ - At} Bu(t)

$$ $$
 *
$$\displaystyle (Eq. 5 -9)
 * }
 * }

Integration of Eq. (5- 9) will take the following form

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

$$ \int\limits_{t_0 }^t {\frac } d\tau = \int\limits_{t_0 }^t {e^{ - A\tau } } Bu(\tau )d\tau $$ $$
 *
$$\displaystyle (Eq. 5 -10)
 * }
 * }

Evaluating the left hand side of Eq. (5 -10)

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

$$ e^{ - At} X(t) - e^{ - At_0 } X(t_0 ) = \int\limits_{t_0 }^t {e^{ - A\tau } } Bu(\tau )d\tau $$ $$
 *
$$\displaystyle (Eq. 5 -11)
 * }
 * }

Taking the following intermediate algebraic step

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

$$

e^{ - At} X(t) = e^{ - At_0 } X(t_0 ) + \int\limits_{t_0 }^t {e^{ - A\tau } } Bu(\tau )d\tau $$
 * }
 * }
 * }

will allow us to see that by dividing both sides of the equation with $$ e^(-At)$$ will yield the solution in Eq. (5 -2)

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

$$ X(t) = e^{A(t - t_0 )} X(t_0 ) + \int\limits_{t_0 }^t {e^{A(t - \tau )} Bu(\tau )d\tau } $$
 * }
 * }
 * }

Note: Because the integration factor is nothing more than a scalar multiplication to the matrixes, the dimensions of the different components remain the same throughout the computations.

Egm6321.f10.team4.petralanda.n 02:24, 5 October 2010 (UTC)egm6321.f10.team4.petralanda.n

= Problem 6: Solving SC_L1_ODE simultaneously  = From Meeting 15, p 15-2.

Given
159.178.245.223 15:22, 6 October 2010 (UTC)egm6321.f10.team4.petralanda.n

Find
Linear Time Variant Equation(SC_L1_ODE_VC)

159.178.245.223 15:22, 6 October 2010 (UTC)egm6321.f10.team4.petralanda.n

Solution
Equations 6-1, 6-2, and 6-3 can be easily be put in the form of equation 6-4 by defining $$\dot{\textbf{x}}$$ as

159.178.245.223 15:22, 6 October 2010 (UTC)egm6321.f10.team4.petralanda.n

Egm6321.f10.team4.Auerbach 17:38, 6 October 2010 (UTC) - Proof Reader

= Problem 7 - Alternative expressions for $$\displaystyle h(x,y) $$ = From Meeting 17, p 17-1.

Given
$$\displaystyle h_x + h_y p = 0 $$
$$\displaystyle (Eq. 7-1) $$

where

$$\displaystyle p = dy/dx $$.

Find
an alternative expression for $$\displaystyle h(x,y) $$.

Solution
Originally, we assumed that $$\displaystyle h_x = h_y = 0 $$, so that we could derive an expression for the first integral, $$\displaystyle \Phi $$, with relative ease.

If we instead rewrite the equation (7-1) as,

$$\displaystyle h_x = - h_y p $$
$$\displaystyle (Eq. 7-2) $$

we can see that $$\displaystyle h(x,y) $$ can be a function, and still give us a valid expression.

If we let $$\displaystyle h(x,y) = e^{x-y}$$,

then we still get a valid expression for equation (7-1).

$$\displaystyle h_x = e^{x-y}$$

$$\displaystyle h_y = -e^{x-y}$$

Therefore $$\displaystyle h_x + h_y p = 0 $$

128.227.50.129 18:48, 6 October 2010 (UTC)Egm6321.f10.team4.osentowski - Author

= Problem 8 = From Meeting 17, p 17-2.

Given
the following N2-ODE:

Find
Show that Eq (8-1) is exact.

Solution
In order to satisfy the first condition of exactness, a N2-ODE must be able to put in the form:

Eq. (8-1) can easily be put into this form if:

and

where $$\displaystyle p:=y' $$

 * {| style="width:40%" border="0"

Thus the first condition of exactness (Eq. 8-2) is met.
 * style="width:80%; padding:10px; border:2px solid #8888aa" |
 * style="width:80%; padding:10px; border:2px solid #8888aa" |
 * style= |
 * }

Given the form of Eq. (8-2), the second condition of exactness requires the following two criteria to be met:

Solving for the derivatives individually:

{| style="width:100%" border="0" $$\begin{array}{*{20}l} {f_x = -30p^4xsinx^2} & {f_{xx}=-30p^4sinx^2-60p^4x^2cosx^2} & {g_x=6y^2p-6p^5sinx^2-12x^2p^5cosx^2} & {g_{xp}=6y^2-30p^4sinx^2-60x^2p^4cosx^2}  \\ {} & {f_{xy} = 0} & {g_y  = 12xyp+6y^2} & {g_{yp}=12xy}  \\ {} & {f_{xp} = -120p^3xsinx^2 } & {g_p  =6xy^2-30xp^4sinx^2} & {g_{pp}  = -120xp^3sinx^2 }  \\ {f_y = 0} & {f_{yy}  = 0} & {} & {}  \\ {} & {f_{yp} = 0} & {} & {}  \\ \end{array}$$
 * style="width:95%" |
 * style="width:95%" |

To check part (1) of the second condition of exactness, substitute the derivatives above into Eq. (8-5) to get:

Now to verify that part (2) of the second condition of exactness is satisfied, Eq. (8-6) becomes:

Note: The variable $$p$$ is treated as independent of $$x$$ and $$y$$, thus simplifying what would otherwise be a rather long and much more tedious derivation. This treatment is consistent with that of previous classes, e.g. F09 HW 3 Problem 6.

Egm6321.f10.team4.ejm 16:49, 4 October 2010 (UTC) Author

Egm6321.f10.team4.Auerbach 05:05, 6 October 2010 (UTC) - Proof Reader

= Problem 9  - Generating an expression for $$\displaystyle \Phi $$ from $$\displaystyle h_y$$ and $$\displaystyle h_x$$= From Meeting 18, p 18-3.

Given
$$\displaystyle (6xy^2)y' + 2y^3 = (h_y + 0)y' + h_x$$
$$\displaystyle (Eq. 9-1) $$

and

$$\displaystyle \Phi_p = 15p^4 cos x^2 $$
$$\displaystyle (Eq. 9-2) $$

Find
The expression for the first integral $$\displaystyle \Phi(x,y,p) $$

Solution
Two methods can be used to find the expression for the first integral. The first was shown in Meeting 18 p 18-2,18-3. The second will be shown here:

First, we will assume that

$$\displaystyle h_y y' = 2y^3 $$
$$\displaystyle (Eq. 9-3) $$

where

$$\displaystyle y' = \frac{dy}{dx}$$.

Then by applying the chain rule,

$$\displaystyle h_y dy = 2y^3 dx $$
$$\displaystyle (Eq. 9-4) $$

Integrating both sides yields

$$\displaystyle \int^y h_y dy = \int^x 2y^3 dx $$

$$\displaystyle h(x,y) = 2xy^3 + k_1(y) $$
$$\displaystyle (Eq. 9-5) $$

where $$\displaystyle k_1(y) $$ is a function with respect to y only as a result of the integration.

If we then differentiate with respect to x, we get the expression

$$\displaystyle h_x = 2y^3 + 0 $$.
$$\displaystyle (Eq. 9-6) $$

From our original equations (9-1)and (9-3), it follows that

$$\displaystyle h_x = 6xy^2 y' $$

Setting this result equal to our result in (9-6), we get

$$\displaystyle 2y^3 = 6xy^2 y' $$.
$$\displaystyle (Eq. 9-7) $$

Again, we use the chain rule, and integrate both sides, as before.

$$\displaystyle \int^x 2y^3 dx = \int^y 6xy^2 dy $$

$$\displaystyle 2xy^3 + k_1(y) = 2xy^3 + k_2(x) $$
$$\displaystyle (Eq. 9-8) $$

If $$\displaystyle k_1 $$ is a function with only y, and $$\displaystyle k_2 $$ is a function with only x, then logically these two functions can only be equal to one another if both $$\displaystyle k_1 $$ and $$\displaystyle k_2 $$ are constants. Furthermore, they must be the same constant. Therefore, only the constant $$\displaystyle k_1 $$ will be used.

It can now be established that

$$\displaystyle h(x,y) = 2xy^3 + k_1 $$
$$\displaystyle (Eq. 9-9) $$

The expression for the first integral $$\displaystyle \Phi $$, is defined as

$$\displaystyle \Phi(x,y,p) = h(x,y) + \int^p f(x,y,p) dp$$,

where $$\displaystyle f(x,y,p) = \Phi_p $$

Therefore,

$$\displaystyle \Phi(x,y,p) = 2xy^3 + k_1 + \int^p 15p^4 cos x^2 dp = k_3 $$
$$\displaystyle (Eq. 9-10) $$

$$\displaystyle \Phi(x,y,p) = 2xy^3 + k_1 + 3p^5 cos x^2 = k_3$$
$$\displaystyle (Eq. 9-11) $$

$$\displaystyle \Phi(x,y,p) = 2xy^3 + 3p^5 cos x^2 = k_3 - k_1$$
$$\displaystyle (Eq. 9-12) $$

$$\displaystyle \Phi(x,y,p) = 2xy^3 + 3p^5 cos x^2 = k_4$$
$$\displaystyle (Eq. 9-13) $$

where $$\displaystyle k_4 $$ is a constant.

This is the same expression for $$\displaystyle \Phi $$ as was originally given for Example #2, in Meeting 17 p 17-1.

68.17.105.125 04:09, 5 October 2010 (UTC)Egm6321.f10.team4.osentowski - Author

Egm6321.f10.team4.Auerbach 04:55, 6 October 2010 (UTC) - Proof Reader

title: User:Egm6321.f10.team4/HW 3


text:
User talk:Ibarazi

 Hello Ibarazi, 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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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. --Leutha 16:29, 2 October 2010 (UTC)

title: User talk:Ibarazi


text:
User talk:Eye~enwikiversity

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Eye. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Eye~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 23:36, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Eye~enwikiversity


text: User talk:Ll dogz

title: User talk:Ll dogz


text:
User:Exfilia/What the Bible Says/Ruth

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

The Book of Ruth deals with the founding of the family that became the House of David, the royal house from which Jesus sprang. I have thus included it with the History of the Kingdom. Some people say it belongs instead with the Writings--in fact, some early Bible texts locate Ruth just before Psalms, whereas others have it as the KJV does, between Judges and I Samuel. Once you've read the Book of Ruth, decide where in the Bible you think it should go.

 * Ruth 1
 * Ruth 2
 * Ruth 3
 * Ruth 4

title: User:Exfilia/What the Bible Says/Ruth


text:
French Grammar Level 1

Welcome to French Grammar Level 1!

This, the first resource in the French Grammar series, explores the following modules: Article, Gender, Liaison and Adjectives.

Example Vocab
Firstly, we will establish an example vocabulary to use. (Please ignore any translations or notes in parentheses that you do not understand. They will be explained later)

Adjectives:

rouge (red)

blanc (white)

vert (green)

 Nouns:

arbre (tree-v)

bateau (boat-m)

vélo (bicycle-m)

animaux (animals-p)

livre (book - m)

trousse (pencil case - f)

fille (girl - f)

Verbs:

utiliser (to use)

Introduction
The article, for readers who do not know, is something that is 'given' to a noun to give a basic description of what it is. In English we have two articles: the, and a (or an if succeeded by a vowel). The is the definite article, so called because when we use it we are referring to a specific noun. A is indefinite - when we use it, we are reffering to any one of that noun, whether in the whole world or in a particular group. For instance -

"I have the book". (In this sentence the definite article is used and so we know that it is a particular book)

or

"I have a book". (Here the exact relevance of the book is not known; it could be any book)

In French article is very different to English - it depends on two things: Gender and Number. Gender is whether a noun is masculine or feminine (for more information on this, see "Gender" below). Number is whether it is singular or plural - in other words whether there is one or many.

Here are the three definite articles in French -

le - this is masculine and singular.

la - this is feminine and singular.

les - this is the plural definite article. In plural gender is ignored, so there is only one form.

(A forth form is also used: l. It is the vowel-dependent' form. This is for when the next letter in the sentence is a vowel, to allow the sentence to be said smoothly. Again, ignore gender when using this, because though all words have gender you cannot see it as the article has been removed of its -e or -a that one uses to determine gender).

And here are the three indefinite articles -

un - this is masculine and singular.

une - this is feminine and singular.

des - this word is in fact a contraction of "de les", or "of the(pl)". However it is often used in the context of some or when talking about an indefinite amount of something and is therefore treated as an article. On top of this des is again the vowel-dependent form.

Examples

 * J'ai le livre et la trousse.
 * I have the book and the pencil case.

 * J'ai les livres et les trousses.
 * I have the books and the pencil cases.

 * J'ai un livre et une trousse.
 * I have a book and a pencil case.

 * J'ai des livres et des trousses.
 * I have books and pencil cases (or, I have some books and some pencil cases).

 * J'ai l'arbre.
 * I have the tree.

Note: The tags after words (m,f,p and v) correspond to masculine, feminine, plural and vowel-dependent as one might asssume.

Introduction
Like all Romance languages French is a language with gender. This means that the nouns are treated either as male or female - a potentially difficult idea to comprehend for an English speaker, as English lost its gender system several hundreds of years ago. As discussed above understanding gender and number are vital to using the correct article with nouns. The correct term for male words is masculine and female words are feminine.

A point of difficulty for many English speakers is the fact that it is nearly impossible to guess the gender of the word from the social connotations of the word. Words that might be seen as strongly male in their nature are by no means neccessarily masculine and vice versa. For example, "flower" is masculine (le fleur) but might often be seen as a symbol of femininity in today's society.

It is, however, often possible to guess the gender from the ending of the word itself (the suffix). Words ending with -ette, -enne, -euse and -eure are nearly always feminine.

Examples
Read the following definite nouns. Think whether they have been properly articulated (given the right article).

 * le bateau- (masculine)

 * la vélo- (masculine)

 * les animaux- (plural)

Now do the same with these indefinite ones.

 * une livre (masculine)

 * des arbre (vowel-dependent, masculine)

 * une trousse (feminine)

Summary a
Ensure you are comfortable with the following points before moving on.

1. Gender is whether a word is masculine or feminine.

2. Number is whether a word is singular or plural.

3. The article is the thing that is given to a noun to better describe it, and can be definite (the) or indefinite (a/an).

4. There are four definite articles - le,la,les and l' - and they are masculine, feminine, plural and vowel-dependent respectively.

5. There are three indefinite articles - un,une, and des - which are masculine, feminine and plural/vowel-dependent respectively.

6. Whenever the succeeding letter is a vowel, we must use the vowel-dependent form which generally contracts vowels off the article. This is so that the sentence reads smoothly.

Also make sure that you understand all the vocabulary in the "Example Vocabulary" section above.

Excercise
Note that words ending in -eau in the singular always pluralise into -eaux.

1. Write "the bicycle".

2. Write "the book".

3. Write "some boats".

4. Write "the tree"

5. Write "a girl".

6. Write "the pencil case".

7. Write "the animals".

Check your answers below:

1. le vélo

2. le livre

3. des bateaux

4. l'arbre

5. une fille

6. la trousse

7. les animaux

Liaison
Liaison is the collective name given to two actions: slurring and contraction.

Slurring
In French the constants at the end of words are usually silent, for example:

 * Les filles utilisent le livre.
 * The girls use the book.

Here the "s" in les is silent. This is how it is usually pronounced.

It is a very typical characteristic of Romance languages to be as flowing and readable as possible, and in French slurring is used wherever there is a silent constant and a vowel next to each other in the sentence, for example:

 * Les yeux sont verts.
 * The eyes are green.

(Note that here it is the "s" of les and the "y" of yeux that are clashing).

Try saying "leh YEUH soñ VAIRH". Does it flow? You will find it doesn't.

When it is a vowel and a constanant that are clashing, slurring is used to stop the clash and regain the flow of the sentence. The constanant is made no longer silent, so the above sentence is pronounced "lez YEUH soñ VAIRH" and not "leh YEUH soñ VAIRH", with the first two words flowing into each other with a "slur", hence the name.

Slurring (unlike contraction) is solely found in French.

Contraction
Contraction is used when it is two vowels that are clashing. It simply involves removing the first vowel in the clash, for example:

 * La arbre est vert.
 * The tree is green.

Again, try saying this to yourself.

Here we contract the article because of the succeeding vowel, as shown in the "Article" section, to produce the vowel-dependent article:

 * L'arbre est vert.

Usually contraction due to vowel clashing only occurs between the article and the noun.

Introduction
Adjectives describe a noun. Examples of adjectives include colours (eg. white) and other physical descriptors (eg. tall), states of being and feelings (eg. happy) among many others.

Adjectival Position
Adjectives in French are inverted, i.e. the noun always comes before the adjective. This can be another trouble spot for learners as in English we have the noun after the adjective ("the orange boat" - orange is the adjective, boat is the noun).

There are a few exceptions to this rule, however. They are:

 * Petit                  small
 * Grand                  big
 * Gros                   fat
 * Jeune                  young
 * Bon                    good
 * Douce                  gentle
 * Beau/Belle             beautiful (f/m respectively)
 * Excellent/excellente   excellent (f/m respectively)

Adjectival Declension
Altering an adjective due to a particular factor (such as gender or number) is called declension. In French, adjectives are altered around both gender and number. Let's take the adjective green or vert. It changes in the feminine:

 * C'est un vélo vert.
 * It's a green bicycle.

 * C'est une trousse verte.
 * Its a green pencil case.

When it comes to pluralising adjectives things are more complex than with the article - there is only one, neuter plural article in each definition, but adjectives have two different plural forms, masculine plural and feminine plural:

 * J'ai deux vélos verts.
 * I have two green bicycles.

 * J'ai deux trousses vertes.
 * I have two green pencil cases.

How an adjective changes depends, as you may have guessed, upon the noun in question.

As with nouns, you will have to learn the varying inflections (regulated differences) that are used to distinguish between masculine, feminine, masculine plural and feminine plural. However, in the majority of cases it is safe to say that adjectives ending in - CONSTANANT e will probably be feminine, and adjectives ending in -s will always be plural. Note that some adjectives won't change at all.

The following is an example of a declension table - for vert,rouge and blanc (green, red and white respectively).

Summary b
Ensure you are comfortable with the following points before moving on.

1. Sentences with a silent constanant and a vowel which clash together need to be slurred to allow the sentence to flow.

2. Sentences with two vowels which clash together need to be contracted to allow the sentence to flow.

3. Adjectives describe a noun.

4. All adjectives go after the noun except the following: petit, grand, gros, jeune, bon, douce, beau and excellent.

5. Adjectives need to be inflected differently according to the noun they are describing: they can be masculine (eg. vert), feminine (eg. verte), masculine plural (eg.verts) or feminine plural (eg. vertes).

Excercise
You may have to guess some of the inflections - remember the characteristics of each declension.

1. Write "the green tree".

2. Write "the big girl".

3. Write "a small tree".

4. Write "a small white book".

5. Write "a very young girl" (Vocabulary provision: très = very).

6. Write "it is very fat and red".

7. Write "I have a white bicycle".

Check your answers below:

1. L'arbre vert.

2. La grande fille.

3. Un petit arbre.

4. Un petit livre blanc.

5. Une très jeune fille.

6. C'est très gros et rouge.

7. J'ai un vélo blanc.

title: French Grammar Level 1


text:
User:Ped moonless

http://www.youtube.com/watch?v=1oSZliV_25Y

--125.24.69.116 16:59, 22 October 2010 (UTC) Netbook (Samsung N210) CPU: intel Atom N450 Storage: 250GB Hard drive capacity 5400 RPM Hard drive Cache size: L2 512KB Bus speed: 667MHz Blackberry Curve 8310 CPU: 32-bit intel XScale PXA272 312 MHz Cache size: L1 32KB data cache/ 32KB instruction cache Storage: RAM type: SDRAM RAM capacity: 16MB ROM type: Flash EEPROM Rom capacity: 64MB

title: User:Ped moonless


text:
User:Exfilia/What the Bible Says/Ruth/Ruth1

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

Directions
Read Ruth 1 in your preferred translation and in the King James Version. What differences do you find? How do they affect the passage's meaning?

If there are words in the passage that you're not familiar with, look them up now in Wiktionary or your dictionary of choice.

The Quiz
To test your understanding, complete the following texts based on the KJV version of Ruth 1. Yes, this is an open Book quiz.

{ Fill in the blanks: A certain man, { Ehimelech }, and his wife Naomi and their two sons { Chillon and Mahlon } went from their home in { Bethlehem } to { Moab } because of a { famine }. There the man { died }. The two sons married women of { Moab }. Then the sons { died } too.
 * type="{}"}

Naomi heard that the { famine } was over, and she wanted to go back to { Bethlehem }. She told her daughters in law to { go back to their families }. Orpah did so, but { Ruth } insisted on { going home with Naomi }. They arrived at the beginning of { the barley harvest }.

Discussion questions

 * 1) How did the people of Bethlehem react when Naomi returned?
 * 2) Compare and contrast the characters of Ruth and Orpah.  How was their behavior alike?  How was it different?

Optional Activities
Won't change much from passage to passage
 * 1) What other passages of scripture reference this one?  What passages does this one reference?
 * 2) Research the effect this passage has had on the thought of one or more theologians.
 * 3) Research ways in which this passage has been used in art, music and literature.
 * 4) Research the ways in which this passage has been or might be used in your congregation's worship.
 * 5) Create an original work of art based on this passage.
 * 6) Design a way to use this passage in your personal devotions.
 * 7) Design a way to teach this passage to preliterate children: a skit, a feltboard presentation,a game, a craft activity, whatever.
 * 8) Design a way to use this passage to address the needs of some specific population: nursing home residents, grief support group, etc.
 * 9) Memory verse: choose the verse from this passage that seems most significant to you, and commit it to memory together with its chapter and verse reference.  For example, "Romans 13:1--Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God."


text:
User:Exfilia/What the Bible Says/Ruth/Ruth2

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

Directions
Read Ruth 2 in your preferred translation and in the King James Version. What differences do you find? How do they affect the passage's meaning?

If there are words in the passage that you're not familiar with, look them up now in Wiktionary or your dictionary of choice.

The Quiz
To test your understanding, complete the following texts based on the KJV version of Ruth 2. Yes, this is an open Book quiz.

{ Fill in the blanks: It being the time of the barley harvest, Ruth went to glean in the fields to get a living for herself and Naomi. Boaz, a kinsman of Ehimelech, noticed her in his field. Boaz told Ruth he'd heard how she took care of Naomi. He told her to stay with his maids and help herself to the water drawn for them, and to come at lunchtime and eat with his people.
 * type="{}"}

That night Ruth took the barley home to Naomi, and some food left over from lunch, and she told Naomi about Boaz. Naomi was glad, and Ruth worked with Boaz's people through the barley and wheat harvests.

Discussion question

 * 1) Why was it so good that Ruth was told to stay with Boaz's people?
 * 2) How do you think Naomi knew that someone had taken knowledge of Ruth?

Optional Activities
Won't change much from passage to passage
 * 1) What other passages of scripture reference this one?  What passages does this one reference?
 * 2) Research the effect this passage has had on the thought of one or more theologians.
 * 3) Research ways in which this passage has been used in art, music and literature.
 * 4) Research the ways in which this passage has been or might be used in your congregation's worship.
 * 5) Create an original work of art based on this passage.
 * 6) Design a way to use this passage in your personal devotions.
 * 7) Design a way to teach this passage to preliterate children: a skit, a feltboard presentation, a game, a craft activity, whatever.
 * 8) Design a way to use this passage to address the needs of some specific population: nursing home residents, grief support group, etc.
 * 9) Memory verse: choose the verse from this passage that seems most significant to you, and commit it to memory together with its chapter and verse reference.  For example, "Romans 13:1--Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God."


text:
User talk:R R Carney

 Hello R R Carney, 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) 18:42, 2 October 2010 (UTC)

Next Page & Previous Page
Well I am not sure this is the best way, but it works for me: It kinda works but there's probably a better way.Harrypotter 22:58, 2 October 2010 (UTC)
 * 1) Go to Template:British Empire/Nav
 * 2) Get into edit mode
 * 3) Cut and paste into new template page (i.e Template:(pagename)/Nav
 * 4) Adjust text for new page save

Starting Categories
Hope that makes sense.Harrypotter 23:01, 2 October 2010 (UTC)
 * 1) Type at bottom of page
 * 2) Save
 * 3) Click on category at bottom
 * 4) Add appropriate text

title: User talk:R R Carney


text:
User talk:Ped moonless

 Hello Ped moonless, 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) 18:42, 2 October 2010 (UTC)

--Ped moonless 16:58, 22 October 2010 (UTC) Netbook (Samsung N210) CPU: intel Atom N450 Storage: 250GB Hard drive capacity 5400 RPM Hard drive Cache size: L2 512KB Bus speed: 667MHz Blackberry Curve 8310 CPU: 32-bit intel XScale PXA272 312 MHz Cache size: L1 32KB data cache/ 32KB instruction cache Storage: RAM type: SDRAM RAM capacity: 16MB ROM type: Flash EEPROM Rom capacity: 64MB

title: User talk:Ped moonless


text:
User:Exfilia/What the Bible Says/Ruth/Ruth3

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

Directions
Read Ruth 3 in your preferred translation and in the King James Version. What differences do you find? How do they affect the passage's meaning?

If there are words in the passage that you're not familiar with, look them up now in Wiktionary or your dictionary of choice.

The Quiz
To test your understanding, complete the following texts based on the KJV version of Ruth 3. Yes, this is an open Book quiz.

{ Fill in the blanks: Naomi had an idea: { Boaz } was to be at a party at the threshing floor that night. { Naomi } told Ruth to approach him. Ruth did so and pointed out that he was her { near kinsman }. Boaz said there was one nearer, and that he would { talk } to the man in the morning. The next morning he gave her { six measures of barley } and sent her home.
 * type="{}"}

Discussion question

 * 1) Why did Boaz compliment Ruth on showing more kindness at the end than the beginning?
 * 2) Why did Boaz give the order he did in the morning?

Optional Activities
Won't change much from passage to passage
 * 1) What other passages of scripture reference this one?  What passages does this one reference?
 * 2) Research the effect this passage has had on the thought of one or more theologians.
 * 3) Research ways in which this passage has been used in art, music and literature.
 * 4) Research the ways in which this passage has been or might be used in your congregation's worship.
 * 5) Create an original work of art based on this passage.
 * 6) Design a way to use this passage in your personal devotions.
 * 7) Design a way to use this passage to address the needs of some specific population: nursing home residents, grief support group, etc.
 * 8) Memory verse: choose the verse from this passage that seems most significant to you, and commit it to memory together with its chapter and verse reference.  For example, "Romans 13:1--Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God."


text:
User:Exfilia/What the Bible Says/Ruth/Ruth4

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

Directions
Read Ruth 4 in your preferred translation and in the King James Version. What differences do you find? How do they affect the passage's meaning?

If there are words in the passage that you're not familiar with, look them up now in Wiktionary or your dictionary of choice.

The Quiz
To test your understanding, complete the following texts based on the KJV version of Ruth 4. Yes, this is an open Book quiz.

{ Fill in the blanks: Boaz approached their kinsman at the gate in front of { the city elders }, and told him first that Naomi wanted to sell some { land }. The kinsman was more than ready to buy, until Boaz told him { Ruth } was part of the deal. Then the kinsman told Boaz to go ahead and { marry her } himself. So Boaz married Ruth and they had a son, { Obed }, whom Naomi cared for. Obed later had a son { Jesse } who had a son { David }.
 * type="{}"}

Discussion question

 * 1) Why didn't the unnamed kinsman want to marry Ruth and have children with her?
 * 2) What relation was Ruth to King David?

Optional Activities
Won't change much from passage to passage
 * 1) What other passages of scripture reference this one?  What passages does this one reference?
 * 2) Research the effect this passage has had on the thought of one or more theologians.
 * 3) Research ways in which this passage has been used in art, music and literature.
 * 4) Research the ways in which this passage has been or might be used in your congregation's worship.
 * 5) Create an original work of art based on this passage.
 * 6) Design a way to use this passage in your personal devotions.
 * 7) Design a way to teach this passage to preliterate children: a skit, a feltboard presentation, a game, a craft activity, whatever.
 * 8) Design a way to use this passage to address the needs of some specific population: nursing home residents, grief support group, etc.
 * 9) Memory verse: choose the verse from this passage that seems most significant to you, and commit it to memory together with its chapter and verse reference.  For example, "Romans 13:1--Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God."


text:
User:Exfilia/What the Bible Says/Peter

CUSTODIANS: Please don't move this yet. I want to build up a substantial volume of work before I go "live;" I don't want this project to be one of those with nine million red resources and one or two blue ones.

 * I Peter 1

title: User:Exfilia/What the Bible Says/Peter


text:
User:MJDabrowska

Tue, Oct. 5, 2010
3:30 	Dawn Cheng		×

3:45	Saanjali 		       ×

4:00	Amy Luo		       ×

4:15	Kevin Butler

4:30	TJ Kim 		       ×

4:45	Jennie Zhou          ×

5:00	Geoff Husted

5:15	Aleem Malik

5:30	Amanda S

5:45	Sylvia Shin 		×

6:00	Alex

6:15	Jacqueline Mai	×

6:30	Rishi 			×

6:45	Sean Yang		(sick)

7:00 	Mo Zhoy		       ×

Thur, Oct. 7, 2010
3:30 	Jeeho Yo

3:45	Henry N.

4:00	Kim Pham

4:15	Paul Cho

4:30	Herbert Chun

4:45	Benjamin S.

5:00	Betty Reider

5:15	Hyunwoo Lee

5:30	Teri Amy

5:45	Shiyuan Zhuang

6:00	Linda Wong

6:15	Daniel Huang

6:30	Karan V.

6:45	Iram

7:00

Fri. Oct. 8, 2010
9:00	Lulu Peng

9:15

9:30 Lin Ye

9:45 Preeyam

10:00 Liz Taus

10:15 Pratik

10:30

10:45 Dana Chang

11:00 Casey Woo

11:15  Ahyoung Cho

11:30 Ashwini Menon

11:45 John Gonsalves

12:00 Jason Jang

12:15 Min Ji

title: User:MJDabrowska


text:
User:Egm6321.f10.team03.sigillo/Hwk3

= Problem 5 - Generalization of a SC-L1-ODE-CC to SC-L1-ODE-VC =

Given
Given is the solution for $$\underline{x}(t)$$ of a first order linear ODE for a coupled system with constant coefficients (SC-L1-ODE-CC) out of the lecture notes in meeting 14 on page 14-1 and 14-2, Eq. (4) :
 * {| style="width:100%" border="0"

$$\underline{x}(t)={{e}^{\underline{A}\cdot \left( t-{{t}_{0}} \right)}}\cdot \underline {x}({{t}_{0}})+\int\limits_^{t}{{{e}^{\underline{A}\cdot \left( t-\tau \right)}}\cdot \underline{B}\cdot \underline{u}\left( \tau  \right)d\tau }$$
 * $$\,(Eq. 5.1) $$
 * style= |
 * }

Where $$\underline{x}$$ is a n x 1 vector, $$\underline{u}$$ a m x 1 vector, $$\underline{A}$$ is a n x n matrix and $$\underline{B}$$ is a n x m matrix.

Find
The general form for SC-L1-ODEs with varying coefficient (SC-L1-ODE-VC) has to be found based on the given SC-L1-ODE-CC

Solution
Following the approach of the integrating factor method and comparing the general form for L1-ODE-VC given in Eq. (3) on page 14-1 in meeting 14, it can be seen (and calculated through the intergration factor method - refer to Problem 3-) that the generalized form for (Eq. 5.1) can be achieved by integrating the argument of the exp(.)-function in the limits $$\,{{t}_{0}}$$ and $$\,t$$ for the first term, $$\,\tau $$ and $$\,t$$ for the second term:
 * {| style="width:100%" border="0"

$$\underline{x}(t)={{e}^{\int\limits_^{t}{\underline{A}(\tau )d\tau }}}\cdot \underline{x}({{t}_{0}})+\int\limits_^{t}{{{e}^{\int\limits_{\tau }^{t}{\underline{A}(s)ds}}}\cdot \underline{B}\cdot \underline{u}\left( \tau \right)d\tau }$$ Note: The integral of a matrix is calculated by integrating each element that composes the matrix.
 * style="width:2%; padding:1px; border:2px solid #FF0000" |
 * style="width:2%; padding:1px; border:2px solid #FF0000" |
 * $$\,(Eq. 5.2) $$
 * style= |
 * }

= Problem 10 - Generate exact N2-ODE's - Reverse Engineering=

Given
Given is the following function from meeting 17
 * {| style="width:100%" border="0"

$$\phi \left( x,y,p \right)=3{{p}^{5}}\cos \left( {{x}^{2}} \right)+2x{{y}^{3}}=k$$ and Eq. (2) from meeting 17
 * $$\,(Eq. 10.1) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\left( 6x{{y}^{2}} \right)\cdot {y}'+2{{y}^{3}}=\left( {{h}_{y}}+0 \right){y}'+{{h}_{x}}$$ on page 17-1 and 17-3 respectively in the lecture notes.
 * $$\,(Eq. 10.2) $$
 * style= |
 * }

Find
Using (Eq. 10.2) the function $$\,h\left( x,y \right)$$ has to be found in order to get again the given function $$\,\phi $$ (reverse engineering) assuming $${{h}_{y}}\cdot {y}'=2{{y}^{3}}$$.

Solution
Applying the 'separation of variables'-method to the given assumption, $$\,h\left( x,y \right)$$ can be calculated:
 * {| style="width:100%" border="0"

$${{h}_{y}}\cdot dy=2{{y}^{3}}\cdot dx$$
 * $$\,(Eq. 10.3) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\int{{{h}_{y}}\cdot dy=\int{2{{y}^{3}}\cdot dx}}$$
 * $$\,(Eq. 10.4) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$h\left( x,y \right)=2{{y}^{3}}x+{{k}_{1}}(y)$$ Deriving $$\,h\left( x,y \right)$$ with respect to $$\,x$$ gives:
 * $$\,(Eq. 10.5) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\,{{h}_{x}}=2{{y}^{3}}$$ At the same time it can be seen from (Eq. 10.2) that $$\,{{h}_{x}}$$ is equal to $$\left( 6x{{y}^{2}} \right)\cdot {y}'$$, so that the following is valid:
 * $$\,(Eq. 10.6) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$${{h}_{x}}=2{{y}^{3}}=6x{{y}^{2}}\cdot {y}'$$ What implies that:
 * $$\,(Eq. 10.7) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$${y}'=\frac{y}{3x}$$ and
 * $$\,(Eq. 10.8) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\,{{k}_{1}}(y)=0$$ However, inserting the found experssion in (Eq. 10.5) with $$\,{{k}_{1}}(y)=0$$ into Eq. (1) of page 17-3 in meeting 17 gives:
 * $$\,(Eq. 10.9) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\phi \left( x,y,p \right)=3{{p}^{5}}\cos \left( {{x}^{2}} \right)+2x{{y}^{3}}=k$$ Which is the same as the given function $$\,\phi \left( x,y,p \right)$$ = Problem 6 - General SC-L1-ODE-CC with state transition matrix $$\underline{\Phi} $$ =
 * style="width:2%; padding:1px; border:2px solid #0000FF" |
 * style="width:2%; padding:1px; border:2px solid #0000FF" |
 * $$\,(Eq. 10.10) $$
 * style= |
 * }

Given
The state equation for a coupled system like it's usual for a openloop control system is given as:
 * {| style="width:100%" border="0"

$$\underline{\dot{x}}(t)=\underline{A}\underline{x}(t)+\underline{B}\underline{u}(t)$$ The state transition matrix $$\underline{\Phi} $$ has the following properties: and where I is the identity matrix.
 * $$\,(Eq. 6.1) $$
 * style= |
 * }

Find
With (Eq. 6.1) through (Eq. 6.3), Eq. (4) on pp. 14-1 of the lecture notes, has to be found:
 * {| style="width:100%" border="0"

$$\underline{x}(t)={{e}^{\underline{A}(t-{{t}_{0}})}}\cdot \underline{x}({{t}_{0}})+\int\limits_^{t}{{{e}^{\underline{A}(t-\tau )}}\underline{B}\underline{u}(\tau )\,d\tau }$$
 * $$\,(Eq. 6.4) $$
 * style= |
 * }

Solution
In (Eq. 6.2) the homogeneous differential equation for $$\underline{\Phi} (t,{{t}_{0}})$$ is given. Thus replacing $$\underline{x}(t)$$ with $$\underline{\Phi} (t,{{t}_{0}})$$ in (Eq. 6.1) gives the inhomogeneous equation for $$\underline{\Phi} (t,{{t}_{0}})$$:
 * {| style="width:100%" border="0"

$$\dot{\underline{\phi} }(t,{{t}_{0}})=\underline{A}\underline{\phi} (t,{{t}_{0}})+\underline{B}\underline{u}(t)$$
 * $$\,(Eq. 6.5) $$
 * style= |
 * }

Regrouping the equation above results in:
 * {| style="width:100%" border="0"

$$\underbrace{-\left( \underline{A}\underline{\phi} (t,{{t}_{0}})+\underline{B}\underline{u}(t) \right)}_{\underline{M}(\underline{\phi} ,\underline{u})}+\underbrace{1}_{\underline{N}(\underline{\phi} ,\underline{u})}\cdot \dot{\underline{\phi} }(t,{{t}_{0}})=0$$ (Eq. 6.6) meets the first condition of exactness, but the second condition $${{\underline{M}}_{\underline{\phi} }}={{\underline{N}}_{\underline{u}}}$$ needs to be checked:
 * $$\,(Eq. 6.6) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$${{\underline{M}}_{\underline{\phi} }}=-\underline{A}\ne 0={{\underline{N}}_{\underline{u}}}$$ The second condition is not met, thus a function $$h(t)$$ to make (Eq. 6.6) exact needs to be found. Therefor (Eq. 6.6) will be rewritten as:
 *
$$\,(Eq. 6.7) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$-\underline{A}\underline{\phi} (t,{{t}_{0}})+1\cdot \dot{\underline{\phi} }(t,{{t}_{0}})=\underline{B}\underline{u}(t)$$ The integratin factor $$h(t)$$ is then given as:
 *
$$\,(Eq. 6.8) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$h(t)={{e}^{\int\limits_^{t}{-\underline{A}\,ds}}}={{e}^{-\underline{A}(t-{{t}_{0}})}}$$ Multiplying $$h(t)$$ throughout (Eq. 6.8) gives:
 *
$$\,(Eq. 6.9) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$-\underline{A}\underline{\phi} (t,{{t}_{0}})\cdot {{e}^{-\underline{A}(t-{{t}_{0}})}}+{{e}^{-\underline{A}(t-{{t}_{0}})}}\cdot \dot{\underline{\phi} }(t,{{t}_{0}})=\underline{B}\underline{u}(t)\cdot {{e}^{-\underline{A}(t-{{t}_{0}})}}$$ which is equal to
 *
$$\,(Eq. 6.10) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\frac{d\left( {{e}^{-\underline{A}(t-{{t}_{0}})}}\cdot \underline{\phi} (t,{{t}_{0}}) \right)}{dx}=\underline{B}\underline{u}(t)\cdot {{e}^{-\underline{A}(t-{{t}_{0}})}}$$ Integrating (Eq. 6.11) on both sides between $${{t}_{0}}$$ and $$t$$ gives:
 *
$$\,(Eq. 6.11) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$${{e}^{-\underline{A}(t-{{t}_{0}})}}\cdot \underline{\phi} (t,{{t}_{0}})-{{e}^{-\underline{A}({{t}_{0}}-{{t}_{0}})}}\cdot \underline{\phi} ({{t}_{0}},{{t}_{0}})={{e}^{\underline{A}{{t}_{0}}}}\cdot \int\limits_^{t}\cdot \underline{B}\underline{u}(t)\,d\tau $$ that is equal to
 *
$$\,(Eq. 6.12) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\underline{\phi} (t,{{t}_{0}})={{e}^{\underline{A}(t-{{t}_{0}})}}\cdot \underline{\phi} ({{t}_{0}},{{t}_{0}})+\int\limits_^{t}{{{e}^{\underline{A}(t-\tau )}}\cdot }\underline{B}\underline{u}(t)\,d\tau $$ Replacing $$\underline{\Phi} (t,{{t}_{0}})$$ with $$\underline{x}(t)$$ gives:
 *
$$\,(Eq. 6.13) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\underline{x}(t)={{e}^{\underline{A}(t-{{t}_{0}})}}\cdot \underline{x}({{t}_{0}})+\int\limits_^{t}{{{e}^{\underline{A}(t-\tau )}}\underline{B}\underline{u}(\tau )\,d\tau }$$ which is the same as the given solution in (Eq. 6.4)!
 * style="width:2%; padding:1px; border:2px solid #0000FF" |
 * style="width:2%; padding:1px; border:2px solid #0000FF" |
 *
$$\,(Eq. 6.13) $$
 * style= |
 * }

Contributing Members

 * Solved by Michele Sigilló
 * Posted by Michele Sigilló

title: User:Egm6321.f10.team03.sigillo/Hwk3


text:
User talk:GrannyGardener

 Hello GrannyGardener, 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. --JWSchmidt 22:03, 2 October 2010 (UTC)

title: User talk:GrannyGardener


text:
User:Nantiya

Youtube URL: http://www.youtube.com/watch?v=ITyytTxZIgQ

title: User:Nantiya


text:
User:Kaishan1988

Second Homework

"Specs on mobile equipment"

I Phone 3 VS. Blackberry 8900

I Phone 3
 * CPU & speed : ARM 11 412 MHz
 * Bus speed :  -
 * Cache size : -
 * Storage: type and amount : 8 GB/ 16 GB storage

Blackberry 8900
 * CPU & speed : 512 MHz processor
 * Bus speed :  -
 * Cache size : -
 * Storage: type and amount : 256 MB ROM

I Phone 3 is more technologically advance because the CPU speed of I Phone 3 is ARM 11 412 MHz However, CPU speed of Blackberry 8900 is 512 MHz processor, which means the I Phone 3 is faster in term of the number of the MHz speed. Moreover, the amount storage of Blackberry 8900 is less than I Phone 3 (256MB VS. 8 GB/16GB), which means the Blackberry 8900 can save less data comparing to the I Phone 3. Even though the specs of I Phone are better than Blackberry 8900, I Phone may not be suitable for persons who don’t use and play the function of I Phone 3. In addition, the usage of I Phone3 is more complicated than Blackberry 8900.

Partner: Panupon 5180108

-

First Homework

Computer Essential - 1st project "Welcoming to MUIC"

http://www.youtube.com/watch?v=yN-ZGn3DjQk

Kaishan Lee

title: User:Kaishan1988


text:
User talk:Heavyurged~enwikiversity

 Hello Heavyurged, 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. --Mu301Bot 07:17, 3 October 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 3 October 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 Heavyurged. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Heavyurged~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 23:37, 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) 06:11, 19 April 2015 (UTC)

title: User talk:Heavyurged~enwikiversity


text:
User talk:Tawich

 Hello Tawich, 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. --Mu301Bot 07:18, 3 October 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 3 October 2010 (UTC)

title: User talk:Tawich


text:
User talk:Nantiya

comparing ipad and iphone
ipad: CPU and speed:1GHz A4 (Cortex A8) bus speed: - cache size: - storage type:internal storage(flash) amount:16GB

iphone3D: CPU and speed: 420MHz bus speed:100 MHz cache size:25KB or less storage type:11788 MB amount:16GB

To compare these two devices, we think that Ipad is more efficient than iphone because it has bigger screen which can later on connected to keyborad and work as a computer. It also very thin. Also, the cpu of ipad is faster that it can process quicker when using it.

Group members: Nantiya Arunrungruangkit 5180471 and Piriya 5180741

title: User talk:Nantiya


text:
User talk:Dave23~enwikiversity

 Hello Dave23, 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. --Leutha 08:51, 3 October 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 Dave23. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dave23~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 23:33, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Dave23~enwikiversity


text:
User talk:Mythreyareddy12

 Hello Mythreyareddy12, 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.

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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. --Leutha 08:51, 3 October 2010 (UTC)

title: User talk:Mythreyareddy12


text:
User talk:Aungaungmoe

 Hello Aungaungmoe, 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. --Leutha 08:52, 3 October 2010 (UTC)

title: User talk:Aungaungmoe


text:
User talk:Busakorn Wongwanit

Busakorn Wongwanit ID.5280361 ICNS 141 Computer Essential Sec.2 http://www.youtube.com/watch?v=c1xqAs77t3Q

 Hello Busakorn Wongwanit, 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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 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.

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 * Give feedback about your initial observations
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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) 15:45, 3 October 2010 (UTC)

title: User talk:Busakorn Wongwanit


text:
User talk:Raviwan

This is the URL for the computer essential muic video homework.

http://www.youtube.com/watch?v=gFqZi0ez1jY

title: User talk:Raviwan


text:
User talk:Soccer Pianist

 Hello Soccer Pianist, 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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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) 13:13, 3 October 2010 (UTC)

title: User talk:Soccer Pianist


text:
User talk:Rocafort8

 Hello Rocafort8, 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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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) 13:13, 3 October 2010 (UTC)

title: User talk:Rocafort8


text:
User:Anak8888

Anak Kosayodhin Computer Essentials Homework 2

Welcome to MUIC video

link - http://www.youtube.com/watch?v=tu7uDkByCG0

Computer Essentials Homework 3

Anak Kosayodhin 5280371 & Kasama Prisanavanich 5180549

Comparing Iphone & Ipad & Blackberry

In the iPhone 4 it has:

•800 MHz CPU •512MB RAM •512KB L2 cache •Lower clocked graphics chip •Lower RAM MHz clock speed •Lower bus speed.

In the Blackberry Torch 9800 it has:

- 624 MHz CPU - 512 MB internal flash memory - 4GB built-in storage memory - 4KB L2 cache - Lower bus speed

In the Ipad it has:

•1.0 GHz CPU •256MB RAM (but the RAM has higher clocked MHz I believe it is 333 MHz vs. 266MHz) •640KB L2 cache •higher clocked graphics chip (200 MHz vs. 166 MHz) •Very high bus speeds, according to AnandTech

Conclusion- After the comparison on the specifications of all three systems, the result is that the Apple Ipad is the best for a number of reasons. First it has the most capacity of storage secondly the CPU speed is also the fastest. The cache and the bus speed of the Ipad are also very high, which consequently makes the Ipad the best system after all.

title: User:Anak8888


text:
User:Karn4464

Kasama Prisanavanich Computer Essential HW 2 Welcome to Muic link - http://www.youtube.com/watch?v=Ec-YORAMTBc

Computer Essentials Homework 3

Anak Kosayodhin 5280371 & Kasama Prisanavanich 5180549

Comparing Iphone & Ipad & Blackberry

In the iPhone 4 it has:

•800 MHz CPU •512MB RAM •512KB L2 cache •Lower clocked graphics chip •Lower RAM MHz clock speed •Lower bus speed.

In the Blackberry Torch 9800 it has:

- 624 MHz CPU - 512 MB internal flash memory - 4GB built-in storage memory - 4KB L2 cache - Lower bus speed

In the Ipad it has:

•1.0 GHz CPU •256MB RAM (but the RAM has higher clocked MHz I believe it is 333 MHz vs. 266MHz) •640KB L2 cache •higher clocked graphics chip (200 MHz vs. 166 MHz) •Very high bus speeds, according to AnandTech

Conclusion- After the comparison on the specifications of all three systems, the result is that the Apple Ipad is the best for a number of reasons. First it has the most capacity of storage secondly the CPU speed is also the fastest. The cache and the bus speed of the Ipad are also very high, which consequently makes the Ipad the best system after all.

title: User:Karn4464


text:
User:Kotchapan

This is my video => http://www.youtube.com/user/kotchapan3333?feature=mhum#p/a/u/0/1ayaUu4VKIQ

title: User:Kotchapan


text:
User:Peart

http://www.youtube.com/watch?v=C0fV7N3hBtA

title: User:Peart


text:
User talk:Silawadee

Ma name is silawadee, i have been in muic over a years which mean that i won't get lose where ever i go in the campus. the reason i studied here at muic is because of this university is the best international university in Thailand.

URL for youtube (muic)
http://www.youtube.com/watch?v=MV951phzKdc (silawadee)

title: User talk:Silawadee


text:
User:Patcharinjune

http://www.youtube.com/watch?v=qlU_PetPbIs

My partner is Nunticha. iPhone 3GS CPU: Samsung S5PC100 (ARM Cortex A8 core) Speed: 600 MHz Bus speed: 150 MHz Cache size: L1 Cache Size (32KB I-Cache + 32KB D-Cache), L2 Cache Size (256KB) Storage: the internal flash drive 8GB, 16 GB, and 32 GB

iPad CPU: Apple A4 (ARM Cortex-A8 core) Speed: 1 GHz Bus speed: 300 MHz Cache size: L1 Cache Size (128 KB), L2 Cache Size (640KB) Storage: the internal flash drive 8GB, 16 GB, 32 GB, and 64 GB

If comparing spec of CPU between iPhone 3Gs and iPad, both of them are quite the same which is ARM Cortex A8 core. iPad speed is a lot faster than iPhone. iPad’s speed is at 1 GHz but iPhone is only 600 MHz. Bus speed and cache size of iPad are much more faster and larger than iPhone. They use the same storage type which is the internal flash drive but the difference is iPad has more amount of storage up to 64 GB. From the information above, it tells that iPad has a better spec. However, it depends on people’s need.

title: User:Patcharinjune


text:
User talk:Jirayu

ma self
my name is jirayu jirakarunphonh but you can called me "tee".I graduated from international school in Singapore and resisted at muic right away. I have been in muic quiet a long time. I have gain a lot of new thing here and new friend that stay at my side no matter what happen.

URL for youtube
http://www.youtube.com/watch?v=s0J2mLzvDhU (5280400)jirayu

title: User talk:Jirayu


text:
User:Paphavee

http://www.youtube.com/watch?v=ysb21tXBvk8

Iphone 3GS Vs. Ipad

Iphone 3Gs: CPU:Samsung S5PC100 (ARM Cortex-A8 core)

CPU SPEED: 600MHz processor

Bus Speed:150MHz Cache size: L1: 32KB I-Cache + 32KB D-Cache L2: 256KB

Storage:8 GB, 16GB or 32GB

Storage type: Internal drive

Ipad: CPU: Apple A4 processor

CPU speed: 1GHz

Cache Size:640KB L2 cache Bus Speed:1GHz Storage: 16 GB, 32 GB, 64 GB Storage type: internal drive Differences: iPhone 3Gs and iPad do not really have differences. However, they are still some slightly differences. Firstly, their processor is different. iPhone 3Gs' processor is Samsung S5PC100 (ARM cortex-A8 core) which runs at 600MHz, whereas iPad's processor is Apple A4, which is also ARM-based, and it runs at 1GHz. However, there is a rumor that they both made by Samsung for Apple. Moreover, it is obvious that bus speed of iPad is faster than iPhone 3Gs, and the cache size of iPhone is extremely lower than iPad.iPhone 3Gs can store 16GB or 32GB of Toshiba-manufactured flash storage. However, iPad also have 64GB options

title: User:Paphavee


text:
User talk:Paphavee

 Hello Paphavee, 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) 15:44, 3 October 2010 (UTC)

title: User talk:Paphavee


text:
User talk:Samut

 Hello Samut, 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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 * Find out about research activities on Wikiversity.

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 * Give feedback about your initial observations
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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) 15:44, 3 October 2010 (UTC)

Iphone4 vs blackberry
Iphone 4 Specification CPU Speed = 800 MHz Bus Speed = 512 MHz Cache size = L1 4 32 KB Storage type and amount = 16 or 32 GB hard disk from Samsung RAM = 512 MB DRAM Blackberry Torch 9800 Specification CPU Speed			624 MHz Cache size			4MB L2 cache Storage type and amount	4 GB micro SD card RAM				512 MB

Between Blackberry 8900 and iphone4, they also share both differences and similarities. By the way, iphone is better than Blackberry in terms of speed processing. Also, iphone has more cache size of memory than Blackberry has. Anyhow, iphone and Blackberry share the same Ram at 512 MB.

title: User talk:Samut


text:
User talk:Patcharinjune

 Hello Patcharinjune, 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) 15:44, 3 October 2010 (UTC)

title: User talk:Patcharinjune


text:
User talk:Peart

Comparision iPad and iPhone

iPad CPU and Speed: 1GHz A4 (Cortex A8), Bus speed: - , Cache size: - , Storage type: international storage (Flash), Amount: 16GB

iPhone3 CPU and Speed: 420MHz, Bus speed: 100MHz, Cache size: 25KB or less, Storage type: 11788, Amount: 16GB

Comparision: The differences between iPad and iPhone are the screen and the speed. The iPad's screen is bigger than iPhone that iPad is easy to type on the keyboard than iPhone which is quite small foe men. Moreover, the speed of iPhone is slower than iPad that you can easily access to the application programs on the iPad faster than iPhone.

Group Members: Nattarat iD:5280050 and Kotchapan ID: 5280049

title: User talk:Peart


text:
User talk:Kotchapan

 Hello Kotchapan, 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.
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 * 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.
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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) 15:45, 3 October 2010 (UTC)

Comparision iPad and iPhone
Comparision iPad and iPhone

iPad CPU and Speed: 1GHz A4 (Cortex A8), Bus speed: -, Cache size: - , Storage type: international storage (Flash), Amount: 16GB

iPhone3 CPU and Speed: 420MHz, Bus speed: 100MHz, Cache size: 25KB or less, Storage type: 11788, Amount: 16GB

Comparision: The differences between iPad and iPhone are the screen and the speed. The iPad's screen is bigger than iPhone that iPad is easy to type on the keyboard than iPhone which is quite small foe men. Moreover, the speed of iPhone is slower than iPad that you can easily access to the application programs on the iPad faster than iPhone.

Group Members: Nattarat iD:5280050 and Kotchapan ID: 5280049

title: User talk:Kotchapan


text:
User talk:Karn4464

 Hello Karn4464, 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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 * 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) 15:45, 3 October 2010 (UTC)

title: User talk:Karn4464